AIM Awards Level 3 Award in Education and Training (QCF) · Education and Training. The AIM Awards Level 3 Award in Education and Training provides an introduction to teaching. It

Version 1 – July 2013

AIM Awards Level 3 Award in

Education and Training (QCF)

2 AIM Awards Level 3 Award In Education And Training (QCF) V1.Docx

© AIM Awards 2013

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© AIM Awards 2013

AIM Awards Level 3 Award in Education and Training (QCF)

600/9783/8


© AIM Awards 2013

Section One – Qualification Overview 5

Section Two - Structure and Content 11

Section Three – Quality Assurance 13

Section Four – Operational Guidance 19

Section Five – Appendices 21

Appendix 1 – AIM Awards Qualification Approval Form 23

Appendix 2 – Qualification Description (Summary) 29

Appendix 3 – AIM Awards Glossary of Assessment Terms 32

Appendix 4 – QCF Level Descriptors 37

Contents Page


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Section 1

Qualification Overview

AIM Awards Level 3 Award in Education and

Training (QCF)


© AIM Awards 2013

Section One

Introduction

Welcome to the AIM Awards Qualification Specification Pack. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework. Our qualifications are learner focused, flexible and promote both progression and employability. We aim to provide outstanding customer service and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. The qualification specification pack contains everything you need to know about this qualification and should be used by everyone involved with planning, delivery and assessment. A qualification description (summary) is available in Appendix 2, which gives an overview of the qualification including the rules of combination and unit titles. This pack is a live document and as such will be updated when required. Centres will be informed via email when changes are made. It is the responsibility of the approved Centre to ensure the most up-to-date version of the specification pack is in use. This document is protected by copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. Our qualification specifications are mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate. The whole specification maps to Ofqual General Conditions of Recognition C2.5 and E3.1.


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About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a The AIM Awards suite of teacher training qualifications comprises: Level 3 Award in Education and Training; Level 4 Certificate in Education and Training; Level 5 Diploma in Education and Training. The AIM Awards Level 3 Award in Education and Training provides an introduction to teaching. It can meet the needs of a range of trainee teachers; for example, individuals not currently teaching or training, individuals currently teaching or training (including those who have just begun teaching or training), individuals currently working as assessors who wish to achieve a qualification that provides an introduction to teaching. There are two routes within the Award:

1. Education and Training 2. Learning and Development.

In the Education and Training route, topics include roles and responsibilities, assessment and understanding and using inclusive teaching and learning approaches. There is a requirement to plan and carry out an observed microteaching session. In the Learning and Development route, topics include roles and responsibilities, facilitating learning for individuals and in groups and understanding the principles and practices of assessment. There is a requirement to undertake observed and assessed practice in a real work environment. This Award is offered at Level 3 only – progression can be to the Level 4 Certificate in Education and Training and the Level 5 Diploma in Education and Training, although achieving the Level 3 Award is not a prerequisite for entry to the Level 4 and Level 5 qualifications. A resource pack containing assessment guidance will be included with this qualification for centres to use as an option.


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Qualification


Assessment Internally assessed and externally moderated portfolio of evidence

Grading Assessment is achieved / not achieved. There is no grading

Progression Opportunities To the L4 Certificate in Education and Training; To the L5 Diploma in Education and Training; To the suite of Assessor and Verifier qualifications

Operational start date 01-Jul-2013

Review date 31-May-2017

Sector 13.1 Teaching and Lecturing

Qualification Accreditation Number

600/9783/8

Learning Aim Reference 60097838

Credits 12

Guided Learning Hours 48-61

Age Range 19+

Rules of Combination Learners must achieve 12 credits in total to achieve this qualification. 3 credits must be achieved from the Mandatory Group A, 6 credits must be achieved from Optional Group B and 3 credits must be achieved from Optional Group C.

Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c

All trainee teachers joining this qualification should undertake an initial assessment of skills in English, mathematics and ICT. They should record their development needs and, where applicable, agree an action plan to address them. If trainee teachers join the qualification programme having already undertaken an initial assessment of their English, mathematics and ICT skills, their record of development needs and any previous actions taken to address them should be reviewed and updated as required. There are no other nationally agreed entry requirements.

The end of the accreditation period

We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.


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Certification End Date The final date that certificates can be issued for this qualification is three years from the Review Date.


31-May-2020

Resource Requirements

Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification. Learners should have access to classrooms equipped with teaching aids for the micro-teaching sessions. Learners should also have access to learning resources such as text books, online resources and journals.

Recommended Reading

The following list is not intended to be a reading list for candidates. It contains a range of resources centre teams may wish to consider when selecting the most appropriate for supporting their candidates. Books Armitage A., Bryant, R., Dunhill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post-Compulsory Education. 3rd ed. Buckingham: Open University Press. Avis, J., Fisher, R. and Thompson, R. (Eds.) (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press. Brown S, Race P and Smith B (1996) 500 Tips on Assessment. London. Kogan Page Curzon, L. (2003) Teaching in Further Education: an outline of principles and practice. 6th ed. London: Continuum International Publishing Group. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Williamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Gravells A (2009) Principles and Practice of Assessment in the Lifelong Learning Sector.

Exeter. Learning Matters

Petty, G. (2009) Evidence Based Teaching: A Practical Approach. 2nd edition. Cheltenham: Nelson Thornes. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: a practical guide. 6th rev. ed. Sunderland: Business Education Publishers.


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Rogers, A. and Horrocks, N. (2010) Teaching Adults. 4th edition. Buckingham: Open University Press. Tummons J (2007) Assessing Learning in the Lifelong Learning Sector. (2nd ed). Exeter.

Learning Matters

Websites Encyclopaedia of Informal Education: www.infed.org Study Skills: www.bbc.co.uk/learning/subjects/adult_learning Vocational Learning: www.vocationallearning.org.uk Literacy and Numeracy: www.nrdc.org.uk

http://www.bbc.co.uk/skillswise/ http://www.move-on.org.uk/

See also: Ofsted; Excellence Gateway

http://www.infed.org/

http://www.bbc.co.uk/learning/subjects/adult_learning

http://www.vocationallearning.org.uk/

http://www.nrdc.org.uk/

http://www.bbc.co.uk/skillswise/

http://www.move-on.org.uk/


© AIM Awards 2013

Section 2

Structure and Content


Training (QCF)


© AIM Awards 2013

Section Two

Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b

Qualification Structure, Unit List & Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

Rules of Combination for: AIM Awards Level 3 Award in Education and Training (QCF)

Learners must achieve 12 credits in total to achieve this qualification. 3 credits must be achieved from the Mandatory Group A, 6 credits must be achieved from Optional Group B and 3 credits must be achieved from Optional Group C.

AIM Awards Unit Code

Unit Reference Number

Unit Title Group Level Credit Value

GLH

GB1/3/EA/029 H/505/0053 Understanding Roles, Responsibilities and Relationships in Education and Training

A Three 3 12

GB1/3/EA/005 J/502/9549 Facilitate Learning and Development for Individuals

B Three 6 25

GB1/3/EA/006 F/502/9548 Facilitate Learning and Development in Groups

B Three 6 25

GB1/3/EA/027 D/505/0052 Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

B Three 6 24

GB1/3/EA/028 R/505/0050 Understanding Assessment in Education and Training

C Three 3 12

GB1/3/EA/010 D/601/5313 Understanding the Principles and Practices of Assessment

C Three 3 24

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-Roles--Responsibilities-and-Relationships-in-Education-and-Training-L3-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Facilitate-Learning-and-Development-for-Individuals-L3-CV6.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Facilitate-Learning-and-Development-for-Individuals-L3-CV6.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Facilitate-Learning-and-Development-in-Groups-L3-CV6.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Facilitate-Learning-and-Development-in-Groups-L3-CV6.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-and-Using-Inclusive-Teaching-and-Learning-Approaches-in-Education-and-Training-L3-CV6.pdf




http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-Assessment-in-Education-and-Training-L3-CV3.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-Assessment-in-Education-and-Training-L3-CV3.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-the-Principles-and-Practices-of-Assessment-L3-CV3.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-the-Principles-and-Practices-of-Assessment-L3-CV3.pdf


© AIM Awards 2013

Section 3 Quality Assurance


Training (QCF)


© AIM Awards 2013

Section 3 Assessment and Quality Assurance

How the qualification is assessed Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2

The preferred assessment for this qualification is the AIM Awards Level 3 Award in Education and Training portfolio, an assessment strategy specifically devised for this qualification. The portfolio comprises a series of tasks that are mapped to the assessment criteria of the units. Satisfactory completion of the tasks and compilation of the portfolio will provide evidence that the candidate has met the requirements of the qualification. The full assessment strategy document is available from AIM Awards for centres offering this qualification. Alternatively, centres may use assessments internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the units. Centre devised assessment tasks should be approved by the internal verifier for the course before delivery commences to ensure the assessment is fit for purpose and meets the standards required. Centres may request to have their internally set tasks approved by AIM Awards before delivery. Once the internal verifier has approved the tasks, they can send the tasks and relevant IQA documents to AIM Awards for feedback. This will be restricted to one submission per centre academic year. The assessment process is as follows:

The learners are assessed internally at the centre, using the assessments provided in the AIM Awards Level 3 Award in Education and Training portfolio, or assessments that are internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the units

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the centre

The portfolios of assessed evidence are externally verified by an external verifier appointed by AIM Awards

Appendix 4 contains the QCF Level Descriptors which provide a general shared understanding of learning and achievement at each level and are concerned with the outcomes of learning, not the process of learning or the method of assessment. For a more detailed overview of Assessment view our Assessment Documents at www.aimawards.org.uk.

Links to other qualifications in the Education and Training suite

Individuals are not required to have achieved a Level 3 Award in Education and Training

before undertaking a Level 4 Certificate in Education and Training or a Level 5 Diploma in

Education and Training. However, some individuals may choose to do so.

http://www.aimawards.org.uk/


© AIM Awards 2013

The Level 3 unit Understanding roles, responsibilities and relationships in education and

training is also a mandatory unit in the Level 4 Certificate in Education and Training. LSIS

recommends that this unit be delivered before other units in both the Award and

Certificate qualifications to support progression. For those achieving this unit as part of the

Award, credit transfer will apply when undertaking the Certificate qualification. No credit from this qualification can be transferred to the Level 5 Diploma in Education and Training, as there are no common units of assessment within the rules of combination.

Requirements for practice and assessed practice

There is a minimum requirement for trainee teachers to engage in observed and assessed microteaching for the following optional unit:

• Understanding and Using Inclusive Teaching and Learning Approaches in

Education and Training (Level 3).

For this unit, trainee teachers must be involved in at least one hour of microteaching. Each trainee teacher must deliver at least one 15-minute microteaching session that is observed and assessed by a member of the delivery team. For the additional 45 minutes, trainee teachers can either deliver additional microteaching sessions or observe the microteaching sessions of other trainee teachers.

Trainee teachers who are currently teaching may wish to use their practice to meet the requirements of this unit instead of microteaching.

There is a requirement to undertake observed and assessed practice in a real work environment for the following optional units from the Learning and Development suite that are included in this qualification:

• Facilitate Learning and Development for Individuals (Level 3) • Facilitate Learning and Development in Groups (Level 3).

Practice should be in the appropriate context – with groups of learners or with individual learners. The number of hours of practice required and the number of hours to be observed and assessed are not specified for these units.

Unit Assessment Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2

Achievement of units is either through the completion of the AIM Awards Level 3 Award in Education and Training portfolio, or internally set, internally marked, internally verified and externally verified tasks, as detailed above. Assessment tasks in the AIM Awards Level 3 Award in Education and Training portfolio are holistic and map across the different units of assessment. Mapping to the portfolio is provided with each unit of assessment and assessment task. Learners and tutors must


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ensure they are able to meet the assessment criteria to which the task is mapped with the evidence they generate through the completion of the task. In cases where centres devise their own assessment tasks, the activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the internal verifier before use to ensure that they are fit for purpose. Once completed, centre approved assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment.

Appendix 3 contains a Glossary of Assessment Terms to help Centres understand the Assessment Terminology used in each assessment criteria.

Assessment Practice Mapped to Ofqual General Conditions of Recognition H5.2

Assessment practices must reflect the AIM Awards Equality and Diversity and Access to Fair Assessment Policies. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for using and applying for Reasonable Adjustments at www.aimawards.org.uk.

Nominated Tutor/Assessor Requirements

As an Awarding Organisation, we require that tutors / assessors have all of the following qualifications and experience in order to deliver this qualification:

a teaching or training qualification - this does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards;

evidence of relevant teaching experience in an education or training context;

access to appropriate guidance and support; and

on-going participation in related programme quality assurance processes. There are additional requirements for those who assess the Learning and Development units – they must:

already hold the qualification they are assessing (or a recognised equivalent) and have successfully assessed learners for other qualifications (if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors);

have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

hold one of the following qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing

sources of evidence; and

show current evidence of continuing professional development in assessment and



© AIM Awards 2013

quality assurance. All those who are involved in the internal quality assurance of the Learning and Development units of this qualification must:

have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

hold one of the following assessor qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing

sources of evidence;

hold one of the following internal quality assurance qualifications or their recognised equivalent:

o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); or

o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); or

o V1 Conduct internal quality assurance of the assessment process; or o D34 Internally verify the assessment process; and

show current evidence of continuing professional development in assessment and quality assurance

Training and Support

We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own Training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at http://aimawards.org.uk/events/

Marking Tasks Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2/H5.4

Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Learners should be given written feedback on their work with guidance on how they can improve their performance. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded.

http://aimawards.org.uk/events/


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Recording Achievement

You must record each learner’s achievement of each unit on an appropriate tracking form or forms. The form/s should record the learner’s achievement of the unit assessment criteria evidenced by the task, identifying where the evidence can be found.

Functional Skills

The units of this qualification may provide opportunities for the development of Functional Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and Communication.

Moderation

Moderation is the process by which we confirm that assessment decisions in centres are

made by competent and qualified assessors

the product of sound and fair assessment practice

recorded accurately and appropriately We do this by:

internal verification

external verification – which we carry out through our external verifiers who, by supporting you, will make sure that assessments meet nationally, agreed standards and that quality assurance systems continue to meet our centre approval criteria

National Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards and national standardisation activity. National standardisation is a process that promotes consistency in the understanding and application of standards, it:

establishes statements on the standard of evidence required to meet the assessment criteria for the units in AIM Awards qualifications

makes recommendations on assessment practice

produces advice and guidance for the assessment of units

identifies good practice in assessment.

It is a requirement of the Centre Recognition Process that each centre offering the units from the qualification must contribute assessment materials and learners’ evidence for National Standardisation if requested. AIM Awards will notify centres of the required sample for National Standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will either be collected by an AIM Awards representative or a copy requested by post. Outcomes from National Standardisation will be made available to Centres.


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Section 4 Operational Guidance


Training (QCF)


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Section 4 Operational Guidance

Offering the qualification

To offer this qualification, centres must be a recognised AIM Awards centre and be able to meet the criteria for the safe and secure award of credit. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and centres will have an identified administration officer to support their centre. Centres who wish to offer this qualification must complete and submit the Qualification

Approval Form - see Appendix 1. This form is also available on the individual qualification

page on the AIM Awards website.

AIM Awards can advise centres on the best and most efficient methods for offering this qualification to learners. There is an experienced customer service team ready to offer advice at any time.

Approval to Offer AIM Awards Qualifications or Units of AIM Awards Qualifications

New centres need to contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at www.aimawards.org.uk

Quality Assurance and Internal/National Standardisation

All centres wishing to deliver the qualification will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. AIM Awards will provide guidance and give support in enabling you to use the qualification.

The standard quality assurance arrangements and requirements include:

internal verification

external verification

standardisation Details and guidance are provided by your AIM Awards contacts.

Fees and Charges Mapped to Ofqual General Conditions of Recognition: F1.1

As an Awarding Organisation, we publish an annual list of fees and charges as well as the

charges for each qualification. Download our fees and charges leaflet.


http://aimawards.org.uk/aim-awards-centres/fees-pricing/


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Charges

Section 5 Appendices


Training (QCF)


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Appendix 1 – AIM Awards Qualification Approval Form.......................................... 23

Appendix 2 – Qualification Description (Summary) ……………………………………….............. 29

Appendix 3 – AIM Awards Glossary of Assessment Terms....................................... 32

Appendix 4 – QCF Level Descriptors......................................................................... 35


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APPENDIX 1

QUALIFICATION APPROVAL

FORM


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Qualification Approval Form

3 RULES OF COMBINATION

Please refer to the AIM Awards Level 3 Award in Education and Training Qualification (QCF) Specification

1 CENTRE DETAILS

Centre name: Centre Number:

Curriculum Manager Responsible for Qualification(s) Requested:

Position:

Contact Details:

Centre has Direct Claims Status (DCS)

Yes / No Application for DCS to be extended to this qualification Yes / No

If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank:

2 QUALIFICATION APPROVAL DETAILS

The centre requests approval to run the following qualification(s):

Please select qualifications you wish to deliver

AIM Awards Level 3 Award in Education and Training (QCF) Education and Training Route (see Qualification Specification for definition)

Yes/No

AIM Awards Level 3 Award in Education and Training (QCF) Learning and Development Route (see Qualification Specification for definition)

Yes/No

Intended target learner group/age: Intended number of learners:


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4 SPECIALIST REQUIREMENTS for the Education and Training Route Please complete the information for the appropriate Route only.

Specialist resources required (taken from qualification specification):

Centre confirmation of required resources:

Learners should have access to classrooms equipped with teaching aids for the micro-teaching sessions. Learners should also have access to learning resources such as text books, online resources and journals.

(Please confirm here)

Specialist staffing qualifications required (taken from qualification specification):

Centre confirmation of required staff qualifications:

I have attached proof of qualifications:

Assessors must have all of the following qualifications and experience in order to deliver this qualification:

• a teaching or training qualification - this does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards;

• evidence of relevant teaching experience in an education or training context;

• access to appropriate guidance and support; and

• on-going participation in related programme quality assurance processes.

(Please confirm here) Yes/No


© AIM Awards 2013

4 SPECIALIST REQUIREMENTS for the Learning and Development Route Please complete the information for the appropriate Route only.

Specialist resources required (taken from qualification specification):

Centre confirmation of required resources:

Learners should have access to classrooms equipped with teaching aids for the micro-teaching sessions. Learners should also have access to learning resources such as text books, online resources and journals.

(Please confirm here)

Specialist staffing qualifications required (taken from qualification specification):

Centre confirmation of required staff qualifications:

I have attached proof of qualifications:

Assessors must have all of the following qualifications and experience in order to deliver this qualification:

• a teaching or training qualification - this does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards;

• evidence of relevant teaching experience in an education or training context;

• access to appropriate guidance and support; and

• on-going participation in related programme quality assurance processes. There are additional requirements for those who assess the Learning and Development units – they must:

• already hold the qualification they are assessing (or a recognised equivalent) and have successfully assessed learners for other qualifications (if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality



© AIM Awards 2013

assurance of qualifications for a minimum of two assessors);

• have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

• hold one of the following qualifications or their recognised equivalent:

- Level 3 Award in Assessing Competence in the Work Environment (QCF); or

- Level 3 Certificate in Assessing Vocational Achievement (QCF); or

- A1 Assess candidate performance using a range of methods; or

- D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence; and

• show current evidence of continuing professional development in assessment and quality assurance

All those who are involved in the internal quality assurance of the Learning and Development units of this qualification must:

• have up-to-date working knowledge and experience of best practice in assessment and quality assurance;

• hold one of the following assessor qualifications or their recognised equivalent:

- Level 3 Award in Assessing Competence in the Work Environment (QCF); or

- Level 3 Certificate in Assessing Vocational Achievement (QCF); or

- A1 Assess candidate



© AIM Awards 2013

5 CONFIRMATION & APPROVAL

I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement.

Centre Curriculum Contact Signature Date

Admin confirmation of AIM Awards QR and CDM approval

Date

Confirmation of extension of DCS to this qualification: Yes/No

performance using a range of methods; or

- D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence;

• hold one of the following internal quality assurance qualifications or their recognised equivalent:

- Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); or

- Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); or

- V1 Conduct internal quality assurance of the assessment process; or

- D34 Internally verify the assessment process; and

• show current evidence of continuing professional development in assessment and quality assurance


© AIM Awards 2013

APPENDIX 2

QUALIFICATION DESCRIPTION (SUMMARY)


© AIM Awards 2013


Training (QCF)

Description of the Qualification The AIM Awards suite of teacher training qualifications comprises: Level 3 Award in Education and

Training; Level 4 Certificate in Education and Training; Level 5 Diploma in Education and Training.

The AIM Awards Level 3 Award in Education and Training provides an introduction to teaching. It

can meet the needs of a range of trainee teachers; for example, individuals not currently teaching

or training, individuals currently teaching or training (including those who have just begun teaching

or training), individuals currently working as assessors who wish to achieve a qualification that

provides an introduction to teaching.

There are two routes within the Award: 1. Education and Training 2. Learning and Development

In the Education and Training route, topics include roles and responsibilities, assessment and

understanding and using inclusive teaching and learning approaches. There is a requirement to

plan and carry out an observed microteaching session.

In the Learning and Development route, topics include roles and responsibilities, facilitating

learning for individuals and in groups and understanding the principles and practices of

assessment. There is a requirement to undertake observed and assessed practice in a real work

environment.

This Award is offered at Level 3 only – progression can be to the Level 4 Certificate in Education

and Training and the Level 5 Diploma in Education and Training, although achieving the Level 3

Award is not a prerequisite for entry to the Level 4 and Level 5 qualifications.

A resource pack containing assessment guidance will be included with this qualification for

centres to use as an option.


© AIM Awards 2013

Qualification Title AIM Awards Level 3 Award in Education and Training (QCF)

Ofqual Qualification Number

600/9783/8

Guided Learning Hours 48-61

Total Credits required 12

Mandatory Credits required 3

Minimum Age 19

Qualification Start Date: 01-Jul-2013

Charge per learner: £35

Unit Reference Number

Unit Title Group Level Credit Value

GLH

H/505/0053 Understanding Roles, Responsibilities and Relationships in Education and Training

A Three 3 12

J/502/9549 Facilitate Learning and Development for Individuals

B Three 6 25

F/502/9548 Facilitate Learning and Development in Groups

B Three 6 25

D/505/0052 Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training

B Three 6 24

R/505/0050 Understanding Assessment in Education and Training

C Three 3 12

D/601/5313 Understanding the Principles and Practices of Assessment

C Three 3 24

How to Achieve the Qualification

Learners must achieve 12 credits in total to achieve this qualification. 3 credits must be achieved

from the Mandatory Group A, 6 credits must be achieved from Optional Group B and 3 credits

must be achieved from Optional Group C.

Approval Details

http://register.ofqual.gov.uk/Unit/Details/H_505_0053

http://register.ofqual.gov.uk/Unit/Details/J_502_9549

http://register.ofqual.gov.uk/Unit/Details/F_502_9548

http://register.ofqual.gov.uk/Unit/Details/D_505_0052

http://register.ofqual.gov.uk/Unit/Details/R_505_0050

http://register.ofqual.gov.uk/Unit/Details/D_601_5313


© AIM Awards 2013

APPENDIX 3

AIM AWARDS GLOSSARY OF ASSESSMENT TERMS


© AIM Awards 2013

Glossary of Assessment Terms

There are two main types of assessment: summative and formative. The key to good

assessment practice is for assessors to understand what each method contributes and to

build their practice to maximise the effectiveness of each.

Assessment Criteria: descriptions by which the assessor determines whether a learner has

demonstrated achievement of the intended learning outcomes for a particular level.

Formative assessment: designed to provide learners with feedback on progress and inform

development.

Summative Assessment: provides a measure of achievement in respect of a learner’s

performance in relation to the intended learning outcomes. It contributes to the overall

result of achieved/not achieved.

Assessment Terms

Analyse Identify separate factors, show how they are related and

how each one contributes to the whole

Appraise Consider the positive and negative points and give a

reasoned judgement

Assess Give consideration to all the factors or events that apply

and then make a careful and valued judgement as to

which are the most important or relevant

Comment critically Give a view after consideration of all the evidence. In

particular decide the importance of all the relevant

positive and negative aspects

Compare/Contrast Using the main factors that apply in two or more

situations unpick the similarities and differences or

advantages and disadvantages

Define Make clear what a particular term means and give an

example, if appropriate, to show what is meant

Demonstrate Show by example

Describe Give a clear overview that includes all the relevant


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features – ‘painting a picture with words’

Design Create a plan, proposal or brief to illustrate a concept or

idea

Discuss Take part in a conversation about a topic

Draw conclusions Use the evidence provided to reach a reasoned

judgement

Evaluate Decide the degree to which a statement is true or the

importance or value of something by reviewing the

information.

Explain Set out in detail the meaning of something, with reasons.

More complex than describe or list, so it can help to give

an example to show what is meant. Introduce the topic

then give the ‘how’ or ‘why’

Identify Pin point or choose the right one or give a list of the main

features

Illustrate Include examples, a diagram, pictures or photographs to

show what is meant

Interpret Give the meaning of something

List Provide the information in a list, rather than in

continuous writing

Outline Give a brief overview

Plan Work out and decide how to carry out a task or activity

Select Choose from a given range

State Give a clear but brief account

Summarise Write or articulate briefly the main points or essential

features

APPENDIX 4

QCF LEVEL DESCRIPTORS

Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

http://www.ofqual.gov.uk/


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Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 2 Achievement at level 2 reflects

the ability to select and use

relevant knowledge, ideas, skills

and procedures to complete well-

defined tasks and address

straightforward problems. It

includes taking responsibility for

completing tasks and procedures

and exercising autonomy and

judgement subject to overall

direction or guidance.

Use understanding of facts,

procedures and ideas to complete

well-defined tasks and address

straightforward problems

Interpret relevant information and

ideas.

Be aware of the types of

information that are relevant to the

area of study or work

Complete well-defined, generally

routine tasks and address

straightforward problems.

Select and use relevant skills and

procedures.

Identify, gather and use relevant information to inform actions.

Identify how effective actions have been.

Take responsibility for completing tasks and procedures

Exercise autonomy and judgement subject to overall direction or guidance


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the ability to identify and use

relevant understanding, methods

and skills to complete tasks and

address problems that, while well

defined, have a measure of

complexity. It includes taking

responsibility for initiating and

completing tasks and procedures

as well as exercising autonomy

and judgement within limited

parameters. It also reflects

awareness of different

perspectives or approaches within

an area of study or work.

Use factual, procedural and

theoretical understanding to

complete tasks and address

problems that, while well defined,

may be complex and non- routine

Interpret and evaluate relevant

information and ideas

Be aware of the nature of the area

of study or work

Have awareness of different


the area of study or work

Address problems that, while well

defined, may be complex and non-

routine

Identify, select and use appropriate

skills, methods and procedures

Use appropriate investigation to

inform actions

Review how effective methods and

actions have been

Take responsibility for initiating and

completing tasks and procedures,

including, where relevant,

responsibility for supervising or

guiding others

Exercise autonomy and judgement

within limited parameters


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and skills to address problems

that are well defined but complex

and non-routine. It includes taking

responsibility for overall courses

of action as well as exercising

autonomy and judgement within

fairly broad parameters. It also

reflects understanding of different


an area of study or work

Use practical, theoretical or

technical understanding to address

problems that are well defined but

complex and non-routine

Analyse, interpret and evaluate

relevant information and ideas

Be aware of the nature and

approximate scope of the area of

study or work

Have an informed awareness of

different perspectives or

approaches within the area of study

or work

Address problems that are complex

and non-routine while normally

fairly well defined

Identify, adapt and use appropriate

methods and skills

Initiate and use appropriate

investigation to inform actions

Review the effectiveness and

appropriateness of methods,

actions and results

Take responsibility for courses of

action, including, where relevant,

responsibility for the work of others


within broad but generally well-

defined parameters


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and skills to address

broadly-defined, complex

problems. It includes taking

responsibility for planning and

developing courses of action as

well as exercising autonomy and

judgement within broad

parameters. It also reflects

understanding of different

perspectives, approaches or

schools of thought and the

reasoning behind them.

Use practical, theoretical or

technological understanding to find

ways forward in broadly-defined,

complex contexts

Analyse, interpret and evaluate

relevant information, concepts and

ideas

Be aware of the nature and scope

of the area of study or work

Understand different perspectives,

approaches or schools of thought

and the reasoning behind them

Address broadly-defined, complex

problems

Determine, adapt and use

appropriate methods and skills

Use relevant research or

development to inform actions

Evaluate actions, methods and

results

Take responsibility for planning and

developing courses of action,

including, where relevant,

responsibility for the work of others


within broad parameters

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