Teaching & Education Revision — OCN London Occupational Qualification
Complete OCN London Occupational Qualification Teaching & Education specification revision resources. Tailored syllabus coverage with topic breakdowns, quizzes, and practice questions.
Specification Topics
- Digital Skills Professional Competence
- Observing Teaching and Learning Practice
- Understanding the principles and practices of internally assuring the quality of assessment
- Understanding the principles and practices of assessment
- Communication Skills for Facilitators of Equine Assisted Learning
- Handling and Managing Horses in Equine Assisted Learning
- Facilitate learning and development for individuals
- Action learning to support development of subject specific pedagogy
- Assess occupational competence in the work environment
- Internally assure the quality of assessment
- Exploiting the Web for Communication in a Teaching and Learning Setting
- Assess vocational skills, knowledge and understanding
- Planning and Conducting Apprenticeship Assessment
- Develop and prepare resources for learning and development
- Develop learning and development programmes
- Developing, using and organising resources in a specialist area
- Effective partnership working in the learning and teaching context
- Engage learners in the learning and development process
- Engage with employers to develop and support learning provision
- Engage with employers to facilitate workforce development
- Equality and diversity
- Evaluating learning programmes
- Identify individual learning and development needs
- Underpinning Knowledge and Skills of Observing Teaching and Learning
- Understanding End Point Assessment
- Supporting Learners’ Digital Skills Development
- Action research
- Presenting and Connecting in the Cloud for Teaching and Learning
- Facilitate Equine Assisted Learning for Individuals and Groups
- Facilitate learning and development in groups
- Identify the learning needs of organisations
- Inclusive practice
- Manage learning and development in groups
- Managing behaviours in a learning environment
- Planning to meet the needs of learners in education and training
- Preparing for the coaching role
- Preparing for the mentoring role
- Preparing for the personal tutoring role
- Principles and practice of lipreading teaching
- Using Digital Skills and Resources to Enhance Teaching
- Understanding the Context of Observing Teaching and Learning
- Sourcing, Sharing and Storing Web Content
- Analysing English language for literacy and language teaching
- Understanding and using inclusive teaching and learning approaches in education and training
- Reading skills for literacy and language teaching
- Speaking and listening skills for literacy and language teaching
- Specialist delivery techniques and activities
- Teaching in a specialist area
- Understanding and managing behaviours in a learning environment
- Understanding roles, responsibilities and relationships in education and training
- Understanding the principles and practices of externally assuring the quality of assessment
- Using mathematics: academic subjects
- Using mathematics: personal and public life
- Understanding assessment in education and training
- Using Technology for Assessment for Learning and Feedback
- Roles, responsibilities and relationships in lifelong learning
- Managing Behaviour of Learners in an Equine Assisted Learning Environment
- Using mathematics: professional and vocational contexts
- Using resources for education and training
- Working with the 14-19 age range in education and training
- Writing skills for literacy and language teaching
- Understanding inclusive learning and teaching in lifelong learning
- Physics: Physical Processes
- Assessing learners in education and training
- Principles of assessment in lifelong learning
- Physiology and Exercise
- Using inclusive learning and teaching approaches in lifelong learning
- Planning Equine Assisted Learning
- Assessment and support for the recognition of prior learning through the accreditation of learning outcomes
- Delivering education and training
- Safeguarding in Equine Assisted Learning
- Delivering employability skills
Top Exam Board Tips
- Use a structured digital capability framework to guide your self-audit and development plan, ensuring all evidence is mapped to recognised competency areas.
- Provide concrete artefacts of collaboration—such as screenshots of online discussions, shared document histories, or feedback exchanges—not just descriptive statements.
- When implementing digital skills, articulate a clear pedagogical rationale linking tool choices to learning theories and include evidence of evaluation (e.g., learner reflections, assessment outcomes).
- Demonstrate an ongoing reflective cycle: audit, plan, act, evaluate, and adjust, with critical commentary on what worked and why, to showcase deep professional learning.
- Always anchor your observation practice to recognized professional standards (e.g., the Education and Training Foundation’s Professional Standards) and reference these in your evidence.
- Use a detailed observation schedule or checklist that aligns with the session plan and pre-agreed focus; this demonstrates systematic preparation and aids in objective recording.
- In evaluation, move beyond description to analysis: compare intentions versus outcomes, and discuss the impact on different learner groups.
- When providing feedback, adopt a coaching stance—ask reflective questions that encourage the observee to self-diagnose before offering your own observations.
- Ensure your portfolio includes a sample of completed observation records, a self-evaluation of your own observation skills, and evidence of how your feedback led to observable improvements in practice.
- Use specific terminology from the awarding body and regulatory bodies (e.g., ‘standardisation’, ‘validity’, ‘reliability’, ‘authenticity’) to demonstrate depth of understanding.
Common Mistakes to Avoid
- Confusing digital skills with mere technical tool proficiency, overlooking the need for pedagogic integration and impact on learning.
- Selecting digital tools based on novelty rather than alignment with learning objectives, resulting in technology-led rather than pedagogy-driven practice.
- Ignoring accessibility requirements and digital inclusion, for example, failing to provide alternative formats or support for learners with diverse needs.
- Presenting a personal development plan that is generic, not tailored to specific audit findings, or lacking measurable targets and review dates.
- Failing to agree a clear observation focus with the practitioner beforehand, leading to unfocused evidence gathering and feedback.
- Making subjective or evaluative statements (e.g., 'the lesson was boring') instead of recording observable facts and behaviors.
- Over-focusing on the teacher's performance while neglecting to capture evidence of learning, learner participation, and progress.
- Providing feedback that is vague or personality-focused rather than specific, actionable, and linked to professional development frameworks.
Key Terminology & Definitions
- 1. Understand own digital skills learning needs.2. Understand how to improve own digital skills competence.3. Be able to communicate and collaborate effectively in developing digital practice.4. Be able to implement digital skills in a pedagogic setting.
- Be able to prepare for an Observing Teaching and Learning (OTL) session., Be able to conduct an observation of a teaching and learning session., Be able to evaluate specific aspects of teaching and learning., Be able to give feedback for an observed session.
- Understand the context and principles of internal quality assurance, Understand how to plan the internal quality assurance of assessment, Understand techniques and criteria for monitoring the quality of assessment internally, Understand how to internally maintain and improve the quality of assessment, Understand how to manage information relevant to the internal quality assurance of assessment, Understand the legal and good practice requirements for the internal quality assurance of assessment
- Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
- 1. Understand the use of non-verbal communication.2. Understand how to listen effectively.3. Understand how to use, and be able to apply, verbal communication techniques.4. Understand and apply theories of listening and communication and how these may affect relationships within equine assisted learning sessions.
- 1. Be able to observe and interpret horse behaviour in equine assisted learning sessions.2. Understand horse welfare in relation to equine assisted learning.3. Understand horse psychology and the impact on themselves and learners in equine assisted learning.4. Know how, and be able, to reinforce desired behaviour in a horse on a halter and lead rope, in an equine assisted learning environment.5. Be able to work with a loose horse in an equine assisted learning environment.6. Understand health and safety within an equine assisted learning environment and develop a risk assessment.7. Understand the interaction between horses and people in equine assisted learning.
- Understand principles and practices of one to one learning and development, Be able to facilitate one to one learning and development, Be able assist individual learners in applying new knowledge and skills in practical contexts, Be able to assist individual learners in reflecting on their learning and/or development
- Understand how to identify an area of interest related to practice in own subject specific area, Be able to investigate current good practice in own subject specific area, Be able to work with others to improve own skills in reflective practice, Be able to evaluate own practice in a subject specific area, Be able to apply learning from investigation of an area of interest to own practice in a subject specific area, Be able to present findings from investigation of an area of interest in own subject specific area
- Be able to plan the assessment of occupational competence, Be able to make assessment decisions about occupational competence, Be able to provide required information following the assessment of occupational competence, Be able to maintain legal and good practice requirements when assessing occupational competence
- Be able to plan the internal quality assurance of assessment, Be able to internally evaluate the quality of assessment, Be able to internally maintain and improve the quality of assessment, Be able to manage information relevant to the internal quality assurance of assessment, Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment
- Understand key web terms and their relevance to educational settings., Be able to communicate with colleagues and students using a range of software (including social media) and at least two types of device., Be able to use a mobile device to produce and share multimedia content., Be able to make a pod or vodcast.
- Be able to prepare assessments of vocational skills, knowledge and understanding, Be able to carry out assessments of vocational skills, knowledge and understanding, Be able to provide required information following the assessment of vocational skills, knowledge and understanding, Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding
- 1. Understand how to plan for Apprenticeship assessment delivery in alignment with relevant standards and plans.2. Apply Apprenticeship assessment practices and make informed assessment decisions.3. Understand how quality assurance principles apply to Apprenticeship assessment.
- Understand principles underpinning development and preparation of resources for learning and development, Be able to develop resources to meet learning and development needs
- Understand the principles underpinning the development of learning and development programmes, Be able to develop learning and development programmes, Be able to review learning and development programmes