Please note that the last learner registration date for ... · To the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) at Level 3 and Level 4; To the Diploma in Teaching

Please note that the last learner registration date for

these qualifications is 03/08/2014. Please contact

AIM Awards for further information on the

replacement qualifications.

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AIM Awards Level 3

Award in Preparing to Teach in the Lifelong

Learning Sector (QCF) 600/5894/8

AIM Awards Level 4 Award in Preparing to

Teach in the Lifelong Learning Sector (QCF)

600/5895/X

Please note that the last learner registration date for these qualifications is

03/08/2014. Please contact AIM Awards for further information on the


2 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2

© AIM Awards 2012

Section One – Qualification Overview 3

Section Two - Structure and Content 9

Section Three – Quality Assurance 45

Section Four – Operational Guidance 52

Section Five – Appendices 54

Appendix 1 – AIM Awards Assessment Definitions 56

Appendix 2 – Level Descriptors 71

Appendix 3 – Example PTLLS Portfolio Assessment Task 75

Appendix 4 – Observation Proforma 77

Contents Page





© AIM Awards 2012

Section 1

Qualification Overview

AIM Awards Suite of Preparing to Teach in the Lifelong

Learning Sector (PTLLS) (QCF) Qualifications





© AIM Awards 2012

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 are an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the QCF. Our qualifications are flexible; learner focused and promotes 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 the planning, delivery and assessment. 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 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.





© AIM Awards 2012

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a

The AIM Awards Suite of Preparing to Teach in the Lifelong Learning Sector (QCF) Qualifications are designed as a first step for new teachers entering the post-16 teaching/training profession and is available to all teachers, in a full or associate role. These awards provide the learner with an introduction to teaching and looks at the associated roles and responsibilities. Topics covered include learner motivation and engagement, the establishment of ground rules within a learning environment and the principles of assessment. There is a requirement to plan and carry out an observed micro-teaching session as part of the qualification. This qualification is offered at Level 3 and Level 4 and offers direct progression route into the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and Diploma in Teaching in the Lifelong Learning Sector (DTLLS).

Qualification

AIM Awards Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) AIM Awards Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)

Assessment Internally assessed and externally moderated PTLLS portfolio. An assessment strategy for compiling the portfolio is provided separately to this specification for centres offering the qualification. For further details contact the AIM Awards office. (Centres have the option to devise their own assessments if they wish).

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

Progression Opportunities

To the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) at Level 3 and Level 4; To the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) at Level 5; To the suite of Assessor and Verifier qualifications.

Operational start date 01-Jul-2012

End Date 31-Aug-2014

Sector 13.1 Teaching and Lecturing

Qualification Accreditation Number

Level 3 Award: 600/5894/8

Level 4 Award: 600/5895/X

Learning Aim Reference 60058948 6005895X

Credits 12

Guided Learning Hours Level 3 Award: 48-61

About the Qualification





© AIM Awards 2012

Level 4 Award: 48-66

Age Range 18+; 19+

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

All learners must be offered a pre-course interview to ensure they:

are able to meet the requirements of the course, with particular reference to their ability to demonstrate proficiency across the minimum core in literacy, numeracy and ICT

plan to undertake the correct course for their teaching responsibilities

understand the Criminal Record Bureau (CRB) requirement for working with certain learner groups and do not have a background that would prevent them from working with these groups

hold a vocational or academic qualification of at least the level above that of their learners

As a minimum the learner should hold a Level 3 qualification in their own specialist area.

Levels

The PTLLS Award can be achieved at Level 3 or 4. The content of both levels is similar, but the application of knowledge, understanding and skills will be more sophisticated at Level 4. Level 3 candidates are expected to describe and explain; Level 4 candidates are expected to analyse, justify and evaluate. Following initial assessment, and with guidance from the centre, candidates choose the level towards which they will work with guidance from the tutor. Level descriptors are provided within the appendices. It is recommended that tutors familiarise candidates with these, to ensure their work is presented at the appropriate level. To achieve the award at the appropriate level, all relevant assessment criteria must be demonstrated at the level at which the candidate is claiming certification. It is reminded that it is the quality, and not the quantity, of evidence produced in the portfolio that determines the level of achievement of assessment criteria.





© AIM Awards 2012

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.

Resource Requirements

Centres must ensure that they have the appropriate resources in place to deliver the units from these qualifications. 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 Avis, J., Fisher, R. and Thompson, R. (Eds.) (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press. 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. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning. Maidenhead: Open University Press. 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.





© AIM Awards 2012

Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector. 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. Rogers, A. and Horrocks, N. (2010) Teaching Adults. 4th edition. Buckingham: Open University Press. Walker, S. (2006) Safeguarding Children and Young People: a guide to integrated practice. Lyme Regis: Russell House Publishing. 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/

Relationship with Other Qualifications

Units from the Level 3 and Level 4 Awards in Preparing to Teach in the Lifelong Learning Sector are included in the Certificate in Teaching in the Lifelong Learning Sector and the Diploma in Teaching in the Lifelong Learning Sector qualifications. Credit from the successful achievement of the PTLLS can be transferred into these qualifications accordingly. Achievement of the Diploma in Teaching in the Lifelong Learning Sector permits only 12 credits to be at level 3. Those trainee teachers wishing to undertake a PTLLS qualification should be made aware of this prior to commencing the course. This qualification is the revised 12 credit version of PTLLS implemented in September 2011 and supersedes the previous 6 credit qualification. It is possible that some candidates may already have taken the competence-based Learning and Development units as part of Learning and Development qualifications. These units are:

Facilitate learning and development for individuals Level 3 Facilitate learning and development in groups Level 3 Understanding the principles and practices of assessment Level 3

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 2012

Manage learning and development in groups Level 4

If that is the case, the credits can be used towards the AIM Awards Award in Preparing to Teach in the Lifelong Learning Sector.





© AIM Awards 2012

Section 2 Structure and Content







© AIM Awards 2012

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

Qualification Structure and 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 Preparing to Teach in the Lifelong Learning Sector (QCF)

Learners must achieve 12 credits overall. 3 credits from the Mandatory Unit (A) group, a minimum of 6 credits from the Optional Units A (OA) group and a minimum of 3 credits from the Optional Units B (OB) group.

AIM Awards Unit Code

Unit Reference Number

Unit Title Group Level Credit Value

GLH

Pg No

GB1/3/EA/008 M/503/1229

Roles, Responsibilities and Relationships in Lifelong Learning

A Three 3 12 14

GB1/3/EA/009 T/503/1233

Understanding Inclusive Learning and Teaching in Lifelong Learning

OA Three 3 12 17

GB1/3/EA/011 Y/503/1242

Using Inclusive Learning and Teaching Approaches in Lifelong Learning

OA Three 3 12 21

GB1/3/EA/006 F/502/9548

Facilitate Learning and Development in Groups

OA Three 6 25 23

GB1/3/EA/005 J/502/9549

Facilitate Learning and Development for Individuals

OA Three 6 25 26

GB1/3/EA/007 Y/503/1239

Principles of Assessment in Lifelong Learning

OB Three 3 12 29

GB1/3/EA/010 D/601/5313

Understanding the Principles and Practices of Assessment

OB Three 3 24 31

http://register.ofqual.gov.uk/Unit/Details/M_503_1229

http://register.ofqual.gov.uk/Unit/Details/T_503_1233

http://register.ofqual.gov.uk/Unit/Details/Y_503_1242

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

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


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





© AIM Awards 2012

Rules of Combination for AIM Awards Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)

Learners must achieve 12 credits overall. A minimum of 3 credits from the Optional Units A (OA) group, a minimum of 3 credits from the Optional Units B (OB) group and a minimum of 6 credits from Optional Units C (OC) group. A minimum of 9 credits must be achieved at Level 4.

AIM Awards Unit Code


Unit Title Group Level Credit Value

GLH Pg No

GB1/3/EA/008 M/503/1229


A Three 3 12 14

GB1/4/EA/003 M/503/1232


A Four 3 12 35

GB1/4/EA/002 R/503/1241


OB Four 3 12 37

GB1/3/EA/007 Y/503/1239


OB Three 3 12 29

GB1/3/EA/010 D/601/5313

Understanding the Principles and Practices of Assessment

OB Three 3 24 31

GB1/4/EA/005 R/503/1238


OC Four 3 12 39

GB1/3/EA/011 Y/503/1242


OC Three 3 12 21

GB1/3/EA/009 T/503/1233 Understanding Inclusive Learning and Teaching in Lifelong Learning

OC Three 3 12 17

GB1/4/EA/004 F/503/1235 Understanding Inclusive Learning and Teaching in Lifelong Learning

OC Four 3 12 19



http://register.ofqual.gov.uk/Unit/Details/R_503_1241


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

http://register.ofqual.gov.uk/Unit/Details/R_503_1238






© AIM Awards 2012

Occupational Pathways

Within the rules of combination there are four occupational pathways available:

Route 1 Specialist Level 3 Suitable for teachers/trainers in a wide variety of roles in lifelong learning Route 2 Specialist Level 4

Route 3 Competence Level 3 Suitable for anyone who delivers or develops learning and training programmes, or who supports learners through coaching and/or mentoring

Route 4 Competence Level 4

The combination of units making up each of these pathways is listed below. There is a separate assessment strategy for each of these pathways within the AIM Awards PTLLS Portfolio. The requirements for observation and practice vary between the specialist and competence routes.

Route 1 Specialist Level 3

Unit title Level Credit

Roles, responsibilities and relationships in lifelong learning 3 3

Understanding inclusive learning and teaching in lifelong learning 3 3

Using inclusive learning and teaching approaches in lifelong

learning 3 3

Principles of assessment in lifelong learning 3 3

Total credit 12

Route 2 Specialist Level 4

Units Level Credit

Roles, responsibilities and relationships in lifelong learning 3 or 4 3

Understanding inclusive learning and teaching in lifelong learning 3 or 4 3

Using inclusive learning and teaching approaches in lifelong

learning 3 or 4 3

Principles of assessment in lifelong learning 3 or 4 3

A minimum of 9 credits must be achieved @ Level 4

Total credit 12

GB1/4/EA/001 A/502/9550 Manage Learning and Development in Groups

OC Four 6 30 41

http://register.ofqual.gov.uk/Unit/Details/A_502_9550





© AIM Awards 2012


Units Level Credit


Facilitate learning and development for individuals*

OR

Facilitate learning and development in groups*

3

3

6

6

Understanding the principles and practices of assessment* 3 3

Total credit 12


Units Level Credit


Manage learning and development in groups* 4 6

Understanding the principles and practices of assessment* 3 3

A minimum of 9 credits must be achieved @ Level 4

Total credit 12

*These units are from the competence-based Learning and Development qualifications.





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand own role and responsibilities in lifelong learning

1.1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

1.2. Explain own responsibilities for promoting equality and valuing diversity

1.3. Explain own role and responsibilities in lifelong learning

1.4. Explain own role and responsibilities in identifying and meeting the needs of learners

2. Understand the relationships between teachers and other professionals in lifelong learning

2.1. Explain the boundaries between the teaching role and other professional roles

2.2. Describe points of referral to meet the needs of learners

2.3. Summarise own responsibilities in relation to other professionals

3. Understand own responsibility for maintaining a safe and supportive learning environment

3.1. Explain own responsibilities in maintaining a safe and supportive learning environment

3.2. Explain ways to promote appropriate behaviour and respect for others

AIM Awards Reference Number


Unit Name

GB1/3/EA/008 M/503/1229 Roles, Responsibilities and Relationships in Lifelong Learning

Level Three

Credit 3

GLH 12





© AIM Awards 2012

The purpose of the unit is to enable the learner to understand the role and responsibilities

of a teacher in lifelong learning and the relationship between different professionals in

lifelong learning. It includes responsibility for maintaining a safe and supportive learning

environment for learners.

The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.

Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.

The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:

1.1 A2a 2.1 A2c 3.1 A2b

1.2 A2b 2.2 A2c 3.2 A2b

1.3 A2a 2.3 A2c

1.4 A2a

lifelong learning contexts, e.g. FECs, community based provision, work-based learning

introduction to national policy issues in lifelong learning;

policies relevant to the development, care and safety of young people and vulnerable adults, e.g., the Children’s agenda, Every Child Matters, safeguarding;

teacher responsibilities in relation to equality and diversity;

the role of the teacher, tutor or trainer in lifelong learning;

understanding the teacher’s role in identifying and meeting learners’ needs; e.g., identifying LLN course requirements, embedding LLN into programmes of study;

the range and roles of professionals involved in teaching, supporting and referral of learners;

maintaining professional relationships and working within professional boundaries;

Unit Summary

Assessment Requirements/Recommendations

Indicative Content





© AIM Awards 2012

managing a safe and supportive learning environment to promote and encourage individual and group learning.

Back to Unit List





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand learning and teaching strategies in lifelong learning

1.1. Summarise learning and teaching strategies used in own specialism

1.2. Explain how approaches to learning and teaching in own specialism meets the needs of learners

1.3. Describe aspects of inclusive learning

2. Understand how to create inclusive learning and teaching in lifelong learning

2.1. Explain how to select inclusive learning and teaching techniques

2.2. Explain how to select resources that meet the needs of learners

2.3. Explain how to create assessment opportunities that meet the needs of learners

2.4. Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

3. Understand ways to create a motivating learning environment

3.1. Explain ways to engage and motivate learners in an inclusive learning environment

3.2. Summarise ways to establish ground rules with learners to promote respect for others

3.3. Explain ways to give constructive feedback that motivates learners

The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of



Unit Name

GB1/3/EA/009 T/503/1233 Understanding Inclusive Learning and Teaching in Lifelong Learning

Level Three

Credit 3

GLH 12

Unit Summary





© AIM Awards 2012

learners. It includes how to create a learning environment that engages and motivates learners.




1.1 B1a 2.1 B2 3.1 B2

1.2 B1b 2.2 B2 3.2 B3

1.3 B1a; B1b 2.3 B2 B2

2.4 B2

inclusive learning practice and what it means for lifelong learning teachers;

active learning and learner-centred approaches in specialist area including, e.g., assessment for learning, differentiation, experiential learning, learning conversations, modelling, multi-sensory learning;

approaches to planning learning;

selecting learning activities in relation to learning outcomes and learner needs;

the use of information and communication technologies in learning and teaching;

inclusion challenges for teachers and learners and factors affecting learning, e.g., barriers to learning, learner perceptions, self confidence, prior experience, interest, motivation, socio-cultural influences;

embedding LLN in specialist area;

strategies to promote learner motivation;

role of constructive feedback in motivating learners;

understanding the link between theory and practice.

Back to Unit List


Indicative Content





© AIM Awards 2012





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand learning and teaching strategies in lifelong learning

1.1. Analyse learning and teaching strategies used in own specialism

1.2. Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners

1.3. Evaluate aspects of inclusive learning

2. Understand how to create inclusive learning and teaching in lifelong learning

2.1. Analyse inclusive approaches to learning and teaching

2.2. Analyse how to select resources to meet the needs of learners

2.3. Explain how to create assessment opportunities that meet the needs of learners

2.4. Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills

3. Understand how to create a motivating learning environment

3.1. Explain how to engage and motivate learners in an inclusive learning environment

3.2. Explain how to establish ground rules with learners to promote respect for others

3.3. Review ways to give constructive feedback to motivate learners



Unit Name

GB1/4/EA/004 F/503/1235 Understanding Inclusive Learning and Teaching in Lifelong Learning

Level Four

Credit 3

GLH 12





© AIM Awards 2012

The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.




1.1 B1a 2.1 B2 3.1 B2

1.2 B1b 2.2 B2 3.2 B3

1.3 B1a; B1b 2.3 B2 B2

2.4 B2

• inclusive learning practice and what it means for lifelong learning teachers; • active learning and learner-centred approaches in specialist area including, e.g.,

assessment for learning, differentiation, experiential learning, learning conversations, modelling, multi-sensory learning;

• approaches to planning learning; • selecting learning activities in relation to learning outcomes and learner needs; • the use of information and communication technologies in learning and teaching; • inclusion challenges for teachers and learners and factors affecting learning, e.g.,

barriers to learning, learner perceptions, self-confidence, prior experience, interest, motivation, socio-cultural influences;

• embedding LLN in specialist area; • strategies to promote learner motivation; • role of constructive feedback in motivating learners; • relating theory and practice.

Unit Summary


Indicative Content





© AIM Awards 2012

Back to Unit List





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to plan inclusive learning and teaching sessions

1.1. Plan a session for learning and teaching that meets the needs of learners

1.2. Justify the selection of approaches to meet the needs of learners

1.3. Plan assessment methods to meet the needs of learners

2. Be able to deliver inclusive learning and teaching sessions

2.1. Apply learning and teaching approaches to meet the needs of learners

2.2. Use resources to meet the needs of learners

2.3. Communicate with learners to meet their needs and aid their understanding

2.4. Provide constructive feedback to learners

3. Be able to evaluate own practice in delivering inclusive learning and teaching

3.1. Reflect on own approaches to delivering inclusive learning and teaching

3.2. Identify areas for improvement in own practice

The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery and practice.



Unit Name

GB1/3/EA/011 Y/503/1242 Using Inclusive Learning and Teaching Approaches in Lifelong Learning

Level Three

Credit 3

GLH 12

Unit Summary





© AIM Awards 2012




1.1 C1a 2.1 C1a 3.1 C2b

1.2 C1c 2.2 C1b 3.2 C2b

1.3 C1c 2.3 C1a

2.4 C2a

planning for learning;

active learning and learner-centred approaches in subject specialist area;

schemes of work and session plans: awarding body requirements, content, aims, learning outcomes, teaching and learning strategies; assessment for and of learning; resources/materials, differentiation;

selecting from a range of resources, e.g., texts, diagrams, artefacts, charts, audio-visual aids, new and emerging technologies, those that meet the needs of learners and learning outcomes;

strengths and limitations of resources and approaches in meeting individual needs of learners;

awareness and understanding of pedagogical approaches in specialist area that promote inclusion;

how to become a reflective practitioner;

how to evaluate own practice and identify own development needs in relation to inclusive practice.

Back to Unit List


Indicative Content





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand principles and practices of learning and development in groups

1.1. Explain purposes of group learning and development

1.2. Explain why delivery of learning and development must reflect group dynamics

1.3. Evaluate methods for facilitating learning and development to meet the needs of groups

1.4. Explain how to manage risks and safeguard individuals when facilitating learning and development in groups

1.5. Explain how to overcome barriers to learning in groups

1.6. Explain how to monitor individual learner progress within group learning and development activities

1.7. Explain how to adapt delivery based on feedback from learners in groups

2. Be able to facilitate learning and development in groups

2.1. Clarify facilitation methods with group members to meet group and individual learning objectives

2.2. Implement learning and development activities to meet learning objectives

2.3. Manage risks to group and individual learning and development

3. Be able to assist groups to apply new knowledge and skills in practical contexts

3.1. Develop opportunities for individuals to apply new knowledge and skills in practical contexts

3.2. Provide feedback to improve the application of learning



Unit Name

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

Level Three

Credit 6

GLH 25





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Be able to assist learners to reflect on their learning and development undertaken in groups

4.1. Support self-evaluation by learners 4.2. Review individual responses to learning

and development in groups 4.3. Assist learners to identify their future

learning and development needs

The aim of this unit is to assess a practitioner’s understanding of group dynamics and

facilitating learning and development in groups. They are required to understand the use of

a variety of methods, for example, presentations, instructions, demonstrations, small group

activities, skills practice and feedback, e-learning, blended learning, role plays, simulations

and experiential learning. ‘Practitioner’ means anyone with a learning and development

responsibility as part of their role.



This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.

The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the PTLLS Portfolio tasks against the unit assessment criteria:

1.1 B1a 2.1 B1b 4.1 B1b

1.2 B1b 2.2 B1b 4.2 B1b

1.3 B1b 2.3 B1b 4.3 B1b

Unit Summary






© AIM Awards 2012

1.4 B1b 3.1 B1b

1.5 B1a 3.2 B1b

1.6 B1b

1.7 B1b

advantages and drawbacks of learning in a group;

group workings and dynamics, stages of development (e.g. Tuckman), implications for facilitating learning and development of groups;

safeguarding learners when working with groups of learners;

risk identification and management;

identifying barriers to learning of individuals in groups and how to overcome these barriers;

identifying and evaluating methods for facilitating learning and development in groups in subject specialist area;

meeting individual learning and development needs;

obtaining and using feedback from groups to improve learning and development;

providing supportive and constructive feedback to learners in groups;

assisting, motivating and supporting groups of learners in application of learning;

supporting groups of learners to reflect on and evaluate their own learning and development progress and needs.

Back to Unit List

Indicative Content





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand principles and practices of one to one learning and development

1.1. Explain purposes of one to one learning and development

1.2. Explain factors to be considered when facilitating learning and development to meet individual needs

1.3. Evaluate methods for facilitating learning and development to meet the needs of individuals

1.4. Explain how to manage risks and safeguard individuals when facilitating one to one learning and development

1.5. Explain how to overcome individual barriers to learning

1.6. Explain how to monitor individual learner progress

1.7. Explain how to adapt delivery to meet individual learner needs

2. Be able to facilitate one to one learning and development

2.1. Clarify facilitation methods with individuals to meet their learning and/or development objectives

2.2. Implement activities to meet learning and/or development objectives

2.3. Manage risks and safeguard learners participating in one to one learning and/or development

3. Be able to assist individual learners in applying new knowledge and skills in practical contexts

3.1. Develop opportunities for individuals to apply their new knowledge and learning in practical contexts

3.2. Explain benefits to individuals of applying new knowledge and skills



Unit Name

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

Level Three

Credit 6

GLH 25





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Be able to assist individual learners in reflecting on their learning and/or development

4.1. Explain benefits of self evaluation to individuals

4.2. Review individual responses to one to one learning and/or development

4.3. Assist individual learners to identify their future learning and/or development needs

The aim of this unit is to assess a learning and development practitioner’s understanding of

how to facilitate learning and development for individuals. This could be someone in a

coaching or mentoring role. They are required to understand the use of a variety of

methods. ‘Practitioner’ means anyone with a learning and development responsibility as

part of their role.





1.1 B2a 2.1 B2b 4.1 B2b

1.2 B2a 2.2 B2b 4.2 B2b

Unit Summary






© AIM Awards 2012

1.3 B2b 2.3 B2a 4.3 B2b

1.4 B2a 3.1 B2b

1.5 B2b 3.2 B2b

1.6 B2b

1.7 B2a

contexts and circumstances appropriate to facilitate learning and development with individual learners;

safeguarding practices for facilitating learning and development of individuals;


establishing the individual learning and development needs of learners;

identification of barriers to learning and developing approaches to overcome these;

coaching and mentoring: differences and similarities;

identification of a range of strategies for facilitating learning and development with individual learners in subject specialist area;

identify which strategies work with individual learners;

monitoring individual learner progress;

motivating and supporting individual learner application of learning;

supporting individual learner reflection on own learning and development. Back to Unit List

Indicative Content





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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand types and methods of assessment used in lifelong learning

1.1. Explain the types of assessment used in lifelong learning

1.2. Explain the use of methods of assessment in lifelong learning

1.3. Compare the strengths and limitations of assessment methods to meet individual learner needs

2. Understand ways to involve learners in the assessment process

2.1. Explain ways to involve the learner in the assessment process

2.2. Explain the role of peer and self-assessment in the assessment process

3. Understand requirements for keep records of assessment in lifelong learning

3.1. Explain the need for keeping records of assessment of learning

3.2. Summarise the requirements for keeping records of assessment in an organisation

The purpose of the unit is to enable the learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.





Unit Name

GB1/3/EA/007 Y/503/1239 Principles of Assessment in Lifelong Learning

Level Three

Credit 3

GLH 12

Unit Summary






© AIM Awards 2012


1.1 D1a 2.1 D1b 3.1 D2

1.2 D1a 2.2 D1a 3.2 D2

1.3 D1b

key concepts of assessment, e.g., formative, summative, ipsative, norm- and criterion-referenced assessment, reliability and validity, self-assessment, peer assessment;

the purposes of assessment, including notions of sustainability and the relationship between assessment and evaluation;

the place of assessment in the learning cycle;

screening, initial assessment, diagnostic assessment and needs analysis;

the assessment process, from planning and implementation to giving feedback and recording achievement;

reviewing and action planning;

types of assessment instrument and range of assessment methods, e.g., oral and written questions, projects, simulations, witness statements, learning journals, portfolios, observation;

moderation/standardisation;

organisational assessment record requirements and reasons for them. Back to Unit List

Indicative Content





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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the principles and requirements of assessment

1.1. Explain the function of assessment in learning and development

1.2. Define the key concepts and principles of assessment

1.3. Explain the responsibilities of the assessor

1.4. Identify the regulations and requirements relevant to the assessment in own area of practice

2. Understand different types of assessment method

2.1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

3. Understand how to plan assessment 3.1. Summarise key factors to consider when planning assessment

3.2. Evaluate the benefits of using a holistic approach to assessment

3.3. Explain how to plan a holistic approach to assessment

3.4. Summarise the types of risks that may be involved in assessment in own area of responsibility

3.5. Explain how to minimise risks through the planning process



Unit Name

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

Level Three

Credit 3

GLH 24





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

4. Understand how to involve learners and others in assessment

4.1. Explain the importance of involving the learner and others in the assessment process

4.2. Summarise types of information that should be made available to learners and others involved in the assessment process

4.3. Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning

4.4. Explain how assessment arrangements can be adapted to meet the needs of individual learners

5. Understand how to make assessment decisions

5.1. Explain how to judge whether evidence is:

sufficient

authentic

current 5.2. Explain how to ensure that assessment

decisions are:

made against specified criteria

valid

reliable

fair

6. Understand quality assurance of the assessment process

6.1. Evaluate the importance of quality assurance in the assessment process

6.2. Summarise quality assurance and standardisation procedures in own area of practice

6.3. Summarise the procedures to follow when there are disputes concerning assessment in own area of practice





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

7. Understand how to manage information relating to assessment

7.1. Explain the importance of following procedures for the management of information relating to assessment

7.2. Explain how feedback and questioning contribute to the assessment process

8. Understand the legal and good practice requirements in relation to assessment

8.1. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

8.2. Explain the contribution that technology can make to the assessment process

8.3. Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment

This unit is intended for those who wish to gain an understanding of the principles and practices of assessment without any requirements to practice as assessors. The aim of this unit is to assess the learning and development practitioner's knowledge and understanding of the principles and practices of assessment. 'Practitioner' means anyone with a learning and development responsibility as the whole or part of their role.




Unit Summary






© AIM Awards 2012

1.1 C2a 4.1 C2b 7.1 C1c

1.2 C2a 4.2 C1c 7.2 C1c

1.3 C1a 4.3 C2b 8.1 C1c

1.4 C1c 4.4 C2b 8.2 C1c

2.1 C2b 5.1 C1b 8.3 C1c

3.1 C2c 5.2 C1b 8.4 C1c

3.2 C2c 6.1 C1c

3.3 C2c 6.2 C1c

3.4 C2c 6.3 C1c

3.5 C2c

key concepts of assessment, e.g., formative, summative, ipsative, norm- and criterion-referenced assessment, reliability and validity, self-assessment, peer assessment, moderation, standardisation;

the purposes, regulations and requirements of assessment;



range of roles in assessment process, e.g., teacher, assessor, verifier, moderator, examiner;

the assessment process, from planning and implementation to giving feedback and recording achievement, reviewing and action planning;

strengths and limitations of a range of assessment methods, e.g., oral and written questions, projects, simulations, witness statements, learning journals, portfolios, observation;

identification of strategies to involve learners in assessment process and meet individual learner needs;

organisational and legal assessment record requirements and reasons for them;

good practice in relation to assessment – the roles of reflective practice and continuing professional development.

Back to Unit List

Indicative Content





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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand own role and responsibilities in lifelong learning

1.1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

1.2. Analyse own responsibilities for promoting equality and valuing diversity

1.3. Evaluate own role and responsibilities in lifelong learning

1.4. Review own role and responsibilities in identifying and meeting the needs of learners

2. Understand the relationships between teachers and other professionals in lifelong learning

2.1. Analyse the boundaries between the teaching role and other professional roles

2.2. Review points of referral to meet the needs of learners

2.3. Evaluate own responsibilities in relation to other professionals

3. Understand own responsibility for maintaining a safe and supporting learning environment

3.1. Explain how to establish and maintain a safe and supportive learning environment

3.2. Explain how to promote appropriate behaviour and respect for others

The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in



Unit Name

GB1/4/EA/003 M/503/1232 Roles, Responsibilities and Relationships in Lifelong Learning

Level Four

Credit 3

GLH 12

Unit Summary





© AIM Awards 2012

lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.




1.1 A2a 2.1 A2c 3.1 A2b

1.2 A2b 2.2 A2c 3.2 A2b

1.3 A2a 2.3 A2c

1.4 A2a

lifelong learning contexts, e.g. FECs, community based provision, work-based learning

introduction to national policy issues in lifelong learning;

policies relevant to the development, care and safety of young people and vulnerable adults, e.g., the Children’s agenda, Every Child Matters, safeguarding;

teacher responsibilities in relation to equality and diversity;

the role of the teacher, tutor or trainer in lifelong learning;

understanding the teacher’s role in identifying and meeting learners’ needs; e.g., identifying LLN course requirements, embedding LLN into programmes of study;

the range and roles of professionals involved in teaching, supporting and referral of learners;

maintaining professional relationships and working within professional boundaries;

managing a safe and supportive learning environment to promote and encourage individual and group learning.

Back to Unit List


Indicative Content





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LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand how types and methods of assessment are used in lifelong learning

1.1. Analyse how types of assessment are using in lifelong learning

1.2. Analyse how assessment methods are used in lifelong learning

1.3. Evaluate strengths and limitations of assessment methods to meet individual learner needs

2. Understand how to involve learners in the assessment process

2.1. Evaluate how to involve the learner in the assessment process

2.2. Analyse the role of peer and self-assessment in the assessment process

3. Understand requirements for keeping records of assessment in lifelong learning

3.1. Explain the need to keep records of assessment of learning

3.2. Summarise requirements for keeping records of assessment in an organisation

The purpose of the unit is to enable the learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.





Unit Name

GB1/4/EA/002 R/503/1241 Principles of Assessment in Lifelong Learning

Level Four

Credit 3

GLH 12

Unit Summary






© AIM Awards 2012


1.1 D1a 2.1 D1b 3.1 D2

1.2 D1a 2.2 D1a 3.2 D2

1.3 D1b

key concepts of assessment, e.g., formative, summative, ipsative, norm- and criterion-referenced assessment, reliability and validity, self-assessment, peer assessment;

the purposes of assessment, including notions of sustainability and the relationship between assessment and evaluation;



the assessment process, from planning and implementation to giving feedback and recording achievement;

reviewing and action planning;

types of assessment instrument and range of assessment methods, e.g., oral and written questions, projects, simulations, witness statements, learning journals, portfolios, observation;

moderation/standardisation;

organisational assessment record requirements and reasons for them.

Back to Unit List

Indicative Content





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Be able to plan inclusive learning and teaching sessions

1.1. Plan a session for learning and teaching that meets the needs of learners

1.2. Justify the selection of approaches to meet the needs of learners

2. Be able to deliver inclusive learning and teaching sessions

2.1. Demonstrate inclusive learning and teaching approaches to engage and motivate learners

2.2. Demonstrate the use of appropriate resources to support inclusive learning and teaching

2.3. Use assessment methods to support learning and teaching

2.4. Communicate with learners to meet their needs and aid their understanding

2.5. Provide constructive feedback to learners

3. Be able to evaluate own practice in delivering inclusive learning and teaching

3.1. Review own approaches to delivering inclusive learning and teaching

3.2. Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners

The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.



Unit Name

GB1/4/EA/005 R/503/1238 Using Inclusive Learning and Teaching Approaches to Lifelong Learning

Level Four

Credit 3

GLH 12

Unit Summary





© AIM Awards 2012




1.1 C1a 2.1 C1a 3.1 C2b

1.2 C1c 2.2 C1b 3.2 C2b

C1c 2.3 C1a

2.4 C2a

2.5 C2a

planning for learning;

active learning and learner-centred approaches in subject specialist area;

schemes of work and session plans: awarding body requirements, content, aims, learning outcomes, teaching and learning strategies; assessment for and of learning; resources/materials, differentiation;

selecting from a range of resources, e.g., texts, diagrams, artefacts, charts, audio-visual aids, new and emerging technologies, those that meet the needs of learners and learning outcomes;

strengths and limitations of resources and approaches in meeting individual needs of learners;

understanding and application of pedagogical approaches in specialist area that promote inclusion;

awareness and application of reflective models;

evaluation of practice and identification of development needs in relation to inclusive practice.


Indicative Content





© AIM Awards 2012

Back to Unit List

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

1. Understand the principles and practices of managing learning and development in groups

1.1. Analyse the characteristics of group environments that foster learning and development

1.2. Evaluate strategies to manage group behaviour and dynamics

1.3. Evaluate management techniques which facilitate the delivery of learning and development in groups

1.4. Analyse ways to involve learners in the management of their own learning and development in groups

1.5. Analyse risks to be considered when managing learning and development in groups

1.6. Explain how to manage barriers to individual learning in groups

2. Be able to manage group learning and development environments

2.1. Facilitate communication, collaboration and learning between group members

2.2. Use motivational methods to engage the group and its individual members in the learning and development process

2.3. Consult with group members to adapt their learning and development environments to improve their learning outcomes

2.4. Manage the risks associated with group learning and development



Unit Name

GB1/4/EA/001 A/502/9550 Manage Learning and Development in Groups

Level Four

Credit 6

GLH 30





© AIM Awards 2012

LEARNING OUTCOMES

ASSESSMENT CRITERIA

The learner will:

The learner can:

3. Be able to apply methodologies to manage learning and development in groups

3.1. Involve learners in agreeing group learning and development objectives

3.2. Adapt and implement delivery methods, activities and resources to meet the learning and development objectives of the group

3.3. Manage group learning strategies and delivery methods to reflect changing requirements

3.4. Provide individual advice to learners to assist their decision-making about future learning needs

4. Be able to manage learning and development in groups to comply with legal and organisational requirements

4.1. Support learner’s rights in relation to equality, diversity and inclusion

4.2. Minimise risks to safety, health, wellbeing and security of learners

4.3. Manage confidentiality in relation to learners and the organisation

4.4. Maintain learning and development records in accordance with organisational procedures

The aim of this unit is to assess a learning and development practitioner’s management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example, motivational strategies, behaviour management, provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve learners within groups in the learning and development process.


Unit Summary






© AIM Awards 2012




1.1 B2 2.1 B2 4.1 B2

1.2 B2 2.2 B2 4.2 B2

1.3 B2 2.3 B2 4.3 B2

1.4 B2 2.4 B2 4.4 B1

1.5 B2 3.1 B2

1.6 B1; B2 3.2 B2

3.3 B2

3.4 B2

advantages and drawbacks of learning in a group;

group workings and dynamics, stages of development (e.g. Tuckman, Belbin, Tannenbaum-Schmidt Continuum), implications for facilitating learning and development of groups;

safeguarding learners when working with groups of learners;


behaviour management;

identifying barriers to learning of individuals in groups and how to overcome these barriers;

identifying and evaluating methods for facilitating learning and development in groups in subject specialist area;

identification and implementation of learning and teaching strategies applicable to group learning and development in subject specialist area;

Indicative Content





© AIM Awards 2012

meeting individual learning and development needs;

obtaining and using feedback from groups to improve learning and development;

providing supportive and constructive feedback to learners in groups;

assisting, motivating and supporting groups of learners in application of learning;

supporting groups of learners to reflect on and evaluate their own learning and development progress and needs.

Back to Unit List





© AIM Awards 2012

Section 3 Quality Assurance







© AIM Awards 2012

Section 3

Assessment and Quality Assurance

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

This qualification is assessed through the AIM Awards PTLLS portfolio, an assessment strategy specifically devised for the AIM Awards Preparing to Teach in the Lifelong Learning Sector Levels 3 and 4. The portfolio comprises a series of tasks that are mapped to the assessment criteria for each of the specific routes. 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 PTLLS Assessment Strategy document is available from the AIM Awards Office for centres offering this qualification. A sample task from the portfolio has been included within the appendices. Alternatively, centres may use assessments internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the unit. Centre devised assessment tasks should be approved by the internal verifier for the course before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required. The assessment process is as follows:

The learners are assessed internally at the centre, using the assessments provided in the AIM Awards PTLLS Portfolio or assessments which are internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the unit

The resulting assessed evidence is 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.

For a more detailed overview of Assessment view our Assessment Documents at

www.aimawards.org.uk

Requirements for practice and assessed practice

For the specialist routes there is no requirement to undertake practice other than as micro-

teaching for assessment purposes. This will allow learners to start on programmes and

achieve units without a practical teaching element. However, this is a minimum

requirement and centres may wish to include a practice requirement for their programme.

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





© AIM Awards 2012

Learners on these routes should be involved in at least one hour of micro-teaching. Each

learner must deliver at least one 15 minute micro-teaching session which should be

observed and assessed by a member of the delivery team. For the additional 45 minutes,

learners can either deliver additional micro-teaching sessions or observe the micro-teaching

sessions of others.

An observation proforma for the micro-teaching session is provided within the appendices.

For the competence routes learners are required to undertake practice in a work

environment to meet the requirements of the following units:

Facilitate learning and development for individuals (Level 3)

Facilitate learning and development in groups (Level 3)

Manage learning and development in groups (Level 4)

Practice should be in the appropriate context – either with groups of learners or with

individual learners. The number of hours of practice required is not specified.

These routes assess occupational competence and require learners to be assessed in a work

environment. Practice assessed should be in the appropriate context – either with individual

learners or groups of learners.

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

Achievement of units is through the completion of the AIM Awards PTLLS portfolio or internally set, internally marked, internally verified and externally verified tasks, as detailed above. Assessment tasks in the AIM Awards PTLLS 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 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. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit, guided by the Assessment Information Grid which accompanies each unit and the AIM Awards Assessment Definitions Document. See Section 5 – Appendix 1





© AIM Awards 2012

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. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment.

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

Each unit has a section describing methods of assessment. Within this, some units have Prescribed assessment methods that must be used as part of the assessment strategy for the unit. All units have optional assessment methods that can be used as part of the assessment strategy for the unit. Assessors must always refer to this section before devising assessment tasks, and all assessment tasks must be approved by the Internal Verifier before they are delivered. AIM Awards also provides Assessment Definitions for a wide range of assessment activities. This grid includes a general description of the activity and, for each level (Entry to Level 3), details on how that method can be applied and what evidence is appropriate. Further guidance can be obtained from AIM Awards by contacting the named Quality or Curriculum contact for the centre.

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

Assessment practices must reflect the Equality and Diversity Policy of AIM Awards. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for applying for Reasonable Adjustments.

Nominated Tutor Requirements

As an awarding organisation we require that tutors / assessors have will need to have the following qualifications and experience in order to deliver this qualification:

A recognised teaching qualification e.g. Diploma in Teaching in the Lifelong Learning

Sector (DTLLS) or Postgraduate Certificate in Education or Certificate in FE teaching-

stage 1, 2 and 3, Certificate in Teaching in the Lifelong Learning Sector (CTLLS) or

NVQ Level 4 in Learning and Development

Evidence of substantial, successful teaching experience

Knowledge of contemporary issues in the post 16 sector





© AIM Awards 2012

For the competence routes there are additional requirements for those who assess the

following units:

Facilitate learning and development for individuals (Level 3)

Facilitate learning and development in groups (Level 3)

Manage learning and development in groups (Level 4)

They must:

have up-to-date working knowledge and experience of best practice in Learning and

Development

be occupationally competent in the units they are assessing

hold one of the following qualifications or their recognised equivalent:

o Level 3 Award in Assessing Competence in the Work Environment

o Level 3 Certificate in Assessing Vocational Achievement

o A1 Assess candidate performance using a range of methods

o D32 Assess candidate performance and D33 Assess candidates using differing

sources of evidence

show current evidence of continuing professional development in assessment and

learning and development

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 courses arranged by negotiation. View our Training/Events information and an up-to-date Calendar at

www.aimawards.org.uk

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. 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; units are either achieved or not achieved.






© AIM Awards 2012

Recording Achievement

Centres must record each learner’s performance in each unit on an appropriate form or forms. The form/s should record the learner’s performance against the unit assessment criteria evidenced by the task.

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 2012

AIM Awards will notify centres of the required sample for National Standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will be collected by Quality Reviewers or External Verifiers on behalf of AIM Awards. Outcomes from National Standardisation will be made available to centres through AIM Awards.





© AIM Awards 2012

Section 4 Operational Guidance







© AIM Awards 2012

Section 4

Operational Guidance

Offering the qualification

Centres wishing to offer the qualification or units of the qualification must be a recognised centre and be able to meet the criteria for the safe and secure award of credit. We can advise you on the best and most efficient methods for offering this qualification to

learners. All procedures for the use of this qualification or units of this qualification,

including approval, registration of learners, verification and certification will be completed

through us and you will have an identified officer to support your Centre. If you have any

queries or difficulties at any time there is always someone from our experienced customer

service team ready to offer advice.

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

If you are a new Centre then please 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 National Standardisation

All Centres wishing to deliver the qualification, or units of 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://www.aimawards.org.uk/uFiles/file/AIM%20Awards%20Qualification%20Fees%20and%20Prices%2011-12%20.pdf





© AIM Awards 2012





© AIM Awards 2012

Charges

Section 5 Appendices







© AIM Awards 2012

Appendix 1 – Assessment Definitions................................................................ 56

Appendix 2 – Level Descriptors.......................................................................... 71

Appendix 3 – Example PTLLS Portfolio Assessment Task………………………………….75

Appendix 4 – Observation Proforma……………………………………………………………….77





© AIM Awards 2012

APPENDIX 1

ASSESSMENT DEFINITIONS





© AIM Awards 2012

AIM Awards: Qualifications and Credit Framework

Assessment Definitions

1. Case Study

Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. It may also be used with individual learners as a written activity through case study materials and learner responses.

Activity: Assessed by: Evidence could include:

Entry

Level

Case studies should be simple, immediate and familiar to the learner. Discussion should be short, structured and supervised (group or one-to-one). Written work should be short structured and supervised.

Tutor observation and discussion Tutor assessment of written work.

Tutor record of observation Summary of discussion

Audio / video / photographic

record

Written work

Level

One

Case studies should be limited in range, familiar and require a narrow range of knowledge. Discussion should be structured and involve a limited degree of judgement (group or one-to-one). Written work should be structured and involve a limited degree of judgement.

Tutor observation, discussion Tutor assessment of

written work.

Tutor record of observation Summary of discussion Learner notes Audio /video / photographic record Written work

Level

Two

Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (GL1 = 500 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work.

Tutor record Learner record Peer checklist Summary of discussion

Audio /video / photographic record Written work

Level

Three

Case studies should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar contexts. Discussion should be guided but self-

directed (group).

Written work should allow for autonomy,

evaluation and reasoned judgements to be

Peer assessment Self-assessment, Tutor observation Assessment of written work

Tutor record Learner record Peer checklist Summary of discussion Audio /video / photographic record Written work

1 GL = guidance on length of activity.





© AIM Awards 2012

made (GL = 1000 words).





© AIM Awards 2012

2. Oral Question and Answer

This is the use of specific, open or closed questions for immediate response. They can range from quite formal questions, e.g. an oral test, to a quick, fun way of finding out where learners are up to e.g. a quiz. This allows response and questioning from learners and immediate feedback from tutor.


Entry

Level

Process should be informal and non-threatening and questions should cover a narrow range of areas. Learners should be supported in answering and given a number of opportunities to respond.

Tutor Tutor record/notes Audio/video log

Level

One

Process should be informal and should

include both open and closed questions

covering a narrow range of knowledge.

Learners should be encouraged by the use

of supplementary questions.

Tutor Tutor record/notes Audio/video log

Level

Two

Open and closed questions should be

included, covering a number of topics.

Learners should be encouraged to expand

on their answers.

Tutor, with a degree of self-assessment

Tutor record/notes Audio/video log Learner notes or log

Level

Three

Questions should cover a wide range of

knowledge and contexts.

They should allow responses to unfamiliar

and unpredictable problems.

The process may be time limited and

formal, or may be a structured two-way

discussion.

Tutor, with a degree of self-assessment and evaluation of own learning

Tutor record/notes Audio/video log Learner notes or log





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3. Written Question and Answer / Test / Exam

This is the use of specific, open and closed questions for immediate response. They can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, e.g. a quiz. It allows response and questioning from individual learners and feedback from tutor. On-line assessment may be used.


Entry

Level

Process should be informal and non-threatening and questions should cover a narrow range of areas. Possible use of multi-choice questions.

Tutor Written responses Learner responses and tutor feedback

Level

One

Process should be informal and non-threatening. Questions should encourage learners to make use of knowledge rather than just testing recall.

Tutor or external marker (for exams/tests)

Written responses Learner responses and tutor feedback

Level

Two

Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited.



Level

Three

Questions should cover a wide range of knowledge and contexts, and allow responses to unfamiliar and unpredictable problems. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. The process may be time limited.







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4. Essay

A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes an introduction, the information / opinions / evaluation / analysis and a conclusion.


Entry

Level

It would be unlikely that an essay would be used as an assessment activity at Entry Level as it would not be appropriate for the learner. It could be used in a very simple form to allow learners to demonstrate recall and comprehension in a narrow range of ideas.

Tutor through discussion

The marked essay Tutor feedback

Level

One

The essay subject should be simple and the response should be descriptive and not analytical or evaluative. A narrow range of applied knowledge and demonstration of basic comprehension would be expected. Learners should be given detailed information on how to structure the essay and on the criteria for achievement.

Tutor The marked essay Tutor feedback

Level

Two

The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words

Tutor The marked essay

Tutor feedback.

Level

Three

The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement.

Tutor The marked essay

Tutor feedback





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GL = 1000 words





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5. Report A report is a record of an activity and/or a summary of research which presents information in a structured way; this does not include opinion, but may include analysis or evaluation. It may be presented in written or oral form.


Entry

Level

Report should be oral and informal. The information or activity being reported on should be simple and familiar. Learners should be supported in preparing and giving a report and given a number of opportunities to respond.

Tutor (for written report)

Tutor record.

Level

One

Report could be presented orally or in written format. Oral presentation should be informal. Information used in the report should be readily available and activities should be in familiar contexts. Learners should be clear on the expected structure and criteria for the report and given support on planning and presentation.

Tutor (for written report)

Written report with tutor feedback Learner notes of oral presentation with tutor feedback.

Level

Two

Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, and from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.

Tutor (for written report) and/or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback

Level

Three

Report could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report.

Tutor (for written report) and or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback





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GL = 8 minutes for oral / 1000 words for written

6. Project

This is a specific task involving private study and research for individuals or groups. It normally involves selection of a topic, planning, finding information and presenting results orally or in writing.

The learning may be assessed by the tutor, learner or peers, during and at the end of the process.


Entry

Level

Task should be simple, familiar, informal and supervised. It should involve repetitive and predictable processes.

Tutor observation and questioning during and at the end of process.

Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record

Level

One

Task should be selected with support from tutor to allow the demonstration of knowledge and skills in a range of predictable, structured and familiar contexts.

Tutor observation and questioning during and at the end of process.


Level

Two

Task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale.

Tutor/learner discussion during and at the end of the process, and through self-assessment.


Level

Three

Task should be selected with tutor guidance to allow the demonstration of knowledge and skills in a range of areas and contexts, and to show the use of reasoned judgements. The project should be planned and completed within an agreed timescale.

Tutor/learner discussion during and at the end of the process, and through self-assessment.






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7. Production of artefact

This is the production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge. Evidence must include completed artefact


Entry

Level

Artefact should be simple, familiar and informal. Its production should be supervised and involve repetitive and predictable processes.

Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process

Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record

Level

One

Artefact should be selected with support from tutor to allow the demonstration of skills and apply knowledge in a range of predictable, structured and familiar contexts.



Level

Two

Artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale.



Level

Three

Artefact should be selected with tutor guidance to allow the demonstration of skills and application of knowledge in a range of areas and contexts. Production of the artefact should be guided but self-directed. Production of the artefact should be planned and completed within an agreed timescale.







© AIM Awards 2012





© AIM Awards 2012

8. Role Play/Simulation

This is the use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes


Entry

Level

Role-plays should be simple with scenarios that are familiar to the learner. Role-plays should be short, structured and supervised.

Tutor/peer observation One to one tutorial, discussion Self-assessment

Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log

Level

One

Role-plays should be limited in range, be familiar and require a narrow range of skills. Role-plays should be structured and involve limited degree of learner choice.

Tutor/peer observation One to one tutorial, discussion Self-assessment


Level

Two

Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but allow for a degree of learner autonomy.

Tutor/peer observation One to one tutorial, discussion Self-assessment.


Level

Three

Role-plays should allow the application of skills in a range of complex areas and in a variety of familiar and unfamiliar contexts.

Tutor/peer observation One to one tutorial, discussion Self-assessment.






© AIM Awards 2012





© AIM Awards 2012

9. Written Description

This is the consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format.


Entry

Level

Subjects should be simple and familiar to learner. Written work should be short, structured and supervised.

Tutor assessment Discussion

Tutor record of observation and feedback Summary of discussion Completed work.

Level

One

Subjects should be limited in range, be familiar and require a narrow range of knowledge. Written work should be structured and involve limited degree of judgement.

Tutor assessment Discussion.


Level

Two

Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words.

Self-assessment Tutor assessment.


Level

Three

Subjects should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar context. GL = 1000 words.

Self-assessment Tutor assessment






© AIM Awards 2012





© AIM Awards 2012

10. Practical Demonstration

This is a practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge.


Entry

Level

Practical demonstrations should be simple with situations that the learner is familiar with. They should be short, structured and supervised.

Tutor/peer observation One to one tutorial Discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log

Level

One

Practical demonstrations should be limited in range, be familiar and require a narrow range of skills and knowledge.



Level

Two

Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration.

Tutor/peer observation One to one tutorial Discussion Self-assessment.


Level

Three

Practical demonstrations should allow for the application of skills and knowledge in a range of complex areas and in a variety of familiar and unfamiliar contexts.







© AIM Awards 2012





© AIM Awards 2012

11. Group Discussion

This is a discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning.


Entry

Level

Discussions should be simple with subjects that are familiar to the learner. The discussion should be short, structured and supervised.

Tutor One to one tutorial discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log

Level

One

Discussions should be limited in range, cover topics that are familiar to the learner. These should require a narrow range of skills. The discussion should be structured and involve a limited degree of learner choice.

Tutor Peer observation, One to one tutorial discussion Self-assessment


Level

Two

Discussions should allow for consideration of several topics covering a number of contexts. The discussion should be directed, but allow for a degree of learner autonomy.


Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log.

Level

Three

Discussion should allow for

consideration of a range of complex

topics and in a variety of familiar and

unfamiliar contexts.







© AIM Awards 2012

12. Performance / Exhibition

This is a performance or exhibition of music or drama with an audience, or a rehearsal or learner demonstration for individuals or groups. The evidence should include a summary of the feedback


Entry

Level

The performance/exhibition should be simple, informal and supervised.

Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)

Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log

Level

One

The performance/exhibition should be limited in range, familiar and require a narrow range of knowledge.



Level

Two

The performance/exhibition should be chosen with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas. The performance/exhibition should provide the opportunity for interpretation of the chosen piece.



Level

Three

The performance/exhibition should be chosen with the tutor to allow for the application of knowledge in a range of complex areas, in a variety of contexts. Performance should be guided but self-directed.







© AIM Awards 2012

13. Reflective log or diary

This is a description. It is normally in writing but may be oral, given by the learner reflecting on how and what they have learned. It should be completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning can be supported through tutorial discussions.


Entry

Level

The reflection process should normally be oral and supported. It may be supplemented by the use of drawings or diagrams. Learners should be asked to describe simply what they have learned with direction from the tutor.

Learner with tutor support

Drawings Diagrams Tutor records

Level

One

The reflection process should be written and may be in the form of brief, structured notes. Learner should be asked to record what they have learner at regular intervals and advised on what information to include. Learners should make limited judgements on what has been learned in terms of, for example, usefulness or interest.

Learner supported by tutor through tutorials

Learner log/diary Tutorial notes Tutor record

Level

Two

The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge/skills, what else they need to learn.

Learner supported by tutor through tutorials


Level

Three

The reflection process should be written and learners given guidance on appropriate methods. Learners should be asked to record regularly what they have learned and to make judgements on how effective the learning process has been in terms of, for example, usefulness, interest, extension of knowledge/skills, their own learning style and what else they need to learn.

Learner, discussed with the tutor.






© AIM Awards 2012

14. Practice File

This is a structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and/or skills. The documents should be mapped to specific learning outcome/s in a unit of assessment. It may need a short explanation of how the particular document evidences achievement of a specific learning outcome. Discussion with the tutor could support the file.


Entry

Level

Practice evidence should be simple and specific. Learners should be directed on what to include. The tutor should map the evidence to specific learning outcome/s.

Discussion with the tutor

Document/s and tutor notes.

Level

One

Practice evidence should demonstrate the application of a narrow range of skills and/or knowledge. Learners should be given detailed guidance on what documents would be appropriate, how the evidence should be presented, and on mapping to learning outcomes.


Documents Learner notes Tutor comments.

Level

Two

Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and/or knowledge. Learners should receive guidance on the type of document which could be appropriate, e.g. a list, and advice on how to ensure the documents evidence specific learning outcomes, e.g., highlighting sections, notes and on how the file should be presented.


Structured file with tutor feedback.

Level

Three

Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate


Structured file with tutor feedback.





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achievement.

Please note that the last learner registration date for these qualifications is 03/08/2014. Please

contact AIM Awards for further information on the replacement qualifications.

APPENDIX 2

LEVEL DESCRIPTORS

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

Please note that the last learner registration date for these qualifications is 03/08/2014. Please contact AIM Awards for

further information on the replacement qualifications.


© AIM Awards 2012

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




© AIM Awards 2012

Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 1 Achievement at level 1 reflects

the ability to use relevant

knowledge, skills and procedures

to complete routine tasks. It

includes responsibility for

completing tasks and procedures

subject to direction or guidance.

Use knowledge of facts, procedures

and ideas to complete well-defined,

routine tasks.

Be aware of information relevant to the area of study or work

Complete well-defined routine

tasks.

Use relevant skills and procedures

Select and use relevant information

Identify whether actions have been

effective.

Take responsibility for completing

tasks and procedures subject to

direction or guidance as needed




© AIM Awards 2012



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


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




© AIM Awards 2012



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


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

perspectives or approaches within

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





APPENDIX 3

Example PTLLS Portfolio

Assessment Task





© AIM Awards 2012

Route 1 Specialist Level 3 Section A: The practitioner Section A concerns the role of a lifelong learning practitioner, considering the responsibilities and limitations of the role, how they work with others and the issues facing the practitioner in the diverse lifelong learning sector. A1 The individual

a) CV - an up to date curriculum vitae (CV) should be included and maintained; this demonstrates specialist subject knowledge, skills and qualifications, industrial experience etc

b) Initial assessment and ILP records – these should be included to assist the candidate in personal and professional planning and development.

A2 Roles, responsibilities and relationships Design and produce an induction information pack for a new colleague in your subject

specialist area The pack should include:

a) an outline of the teaching role - responsibilities and limits, e.g.: the key issues of equality & diversity facing the teacher and their learners; health & safety (generic and subject specific); legislation & policies that impact on the teacher’s role & responsibilities, such

as Every Child Matters, safeguarding, confidentiality; b) the teacher’s role in creating and maintaining a safe, supportive and inclusive

environment; c) review of work with colleagues and other agencies, particularly when dealing with

issues outside the teacher’s current expertise or responsibility.

Mapping against assessment criteria

Portfolio Unit of assessment Criteria

A2a Roles, responsibilities and relationships in lifelong learning L3

1.1;1.3; 1.4

A2b Roles, responsibilities and relationships in lifelong learning L3

1.2; 3.1; 3.2

A2c Roles, responsibilities and relationships in lifelong learning L3

2.1; 2.2; 2.3





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APPENDIX 4

Observation Proforma





© AIM Awards 2012

AIM Awards Preparing to Teach in the Lifelong Learning Sector Observed Micro-Teaching Report

Candidate Date

Topic Duration

Preparation

Session plan

Learning outcomes

Resources

Environment

Delivery

Subject specialist knowledge

Communication & rapport

Range of activities

Resources

Time management

Inclusivity,





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differentiation, equality etc





© AIM Awards 2012

Assessment & feedback

Assessment methods

Relevance to topic, group etc

Opportunities for learners to provide feedback

Summary comments Strengths

Areas for development

Name of observer Status of observer

Observer signature Candidate signature





Contact AIM Awards Charges

For any queries, please contact AIM Awards:

AIM Awards

10 Newmarket Court

Newmarket Drive

Off Ascot Drive

Derby

DE24 8NW

01332 861999

[email protected]

mailto:[email protected]