IQ Level 4 Certificate in Education and Training (QCF) Specification

Size: px
Start display at page:

Download "IQ Level 4 Certificate in Education and Training (QCF) Specification"

Transcription

1 Quality Management System 601/1733/3 Specification IQ Level 4 Certificate in Education and Training (QCF) Specification Regulation No: 601/1733/3 Page 1 of 142 IQB/0.2/212 Version /01/2014 Author AW

2 Contents Page Industry Qualifications... 4 Introduction... 4 About this Qualification (Description, Objectives, Aims, Purpose)... 5 Structure (Credit, Rules of Combination, Guided Learning Hours)... 5 Delivery and assessment requirements... 6 Assessment... 7 Requirements... 7 Age range and Geographical Coverage... 9 Learner entry and minimum core requirements... 9 Progression... 9 Tutor requirements... 9 Centre Requirements...10 Unit 1: Understanding roles, responsibilities and relationships in education and training - H/505/ Unit 1 Guidance on Delivery and Assessment...13 Unit 2: Planning to meet the needs of learners in education and training - A/505/ Unit 2 Guidance on Delivery and Assessment...17 Unit 3: Delivering education and training - M/505/ Unit 3 Guidance on Delivery and Assessment...21 Unit 4: Assessing learners in education and training F/505/ Unit 4 Guidance on Delivery and Assessment...25 Unit 5: Using resources for education and training L/505/ Unit 5 Guidance on Delivery and Assessment...28 Unit 6: Assess occupational competence in the work environment H/601/ Unit 6 Guidance on Delivery and Assessment...33 Unit 7: Assess vocational skills, knowledge and understanding F/601/ Unit 7 Guidance on Delivery and Assessment...39 Unit 8: Assessment and support for the recognition of prior learning through the accreditation of learning outcomes - F/505/ Unit 8 Guidance on Delivery and Assessment...43 Unit 9: Delivering employability skills - M/505/ Unit 9 Guidance on Delivery and Assessment...46 Unit 10: Develop and prepare resources for learning and development - A/502/ Unit 10 Guidance on Delivery and Assessment...49 Unit 11: Develop learning and development programmes - M/502/ Unit 11 Guidance on Delivery and Assessment...53 Unit 12: Developing, using and organising resources in a specialist area - H/505/ Unit 12 Guidance on Delivery and Assessment...57 Unit 13: Engage learners in the learning and development process - F/502/ Unit 13 Guidance on Delivery and Assessment...62 Unit 14: Engage with employers to develop and support learning provision - Y/502/ Unit 14 Guidance on Delivery and Assessment...65 Unit 15: Equality and diversity - Y/503/ Unit 15 Guidance on Delivery and Assessment...69 Unit 16: Evaluating learning programmes - K/505/ Unit 16 Guidance on Delivery and Assessment...72 Unit 17: Identify individual learning and development needs - K/502/ Unit 17 Guidance on Delivery and Assessment...75 Unit 18: Identify the learning needs of organisations - H/502/ Unit 18 Guidance on Delivery and Assessment...78 Unit 19: Inclusive practice - L/503/ Page 2 of 142 IQB/0.2/212 Version /01/2014 Author AW

3 Unit 19 Guidance on Delivery and Assessment...82 Unit 20: Internally assure the quality of assessment A/601/ Unit 20 Guidance on Delivery and Assessment...86 Unit 21: Manage learning and development in groups - A/502/ Unit 21 Guidance on Delivery and Assessment...90 Unit 22: Preparing for the coaching role - J/505/ Unit 22 Guidance on Delivery and Assessment...93 Unit 23: Preparing for the mentoring role - L/505/ Unit 23 Guidance on Delivery and Assessment...97 Unit 24: Understanding and managing behaviours in a learning environment - Y/505/ Unit 24 Guidance on Delivery and Assessment Unit 25: Understanding the principles and practices of externally assuring the quality of assessment F/601/ Unit 25 Guidance on Delivery and Assessment Unit 26: Understanding the principles and practices of internally assuring the quality of assessment T/601/ Unit 26 Guidance on Delivery and Assessment Unit 27: Analysing English language for literacy and language teaching - J/503/ Unit 27 Guidance on delivery and assessment Unit 28: Reading skills for literacy and language teaching - R/503/ Unit 28 Guidance on delivery and assessment Unit 29: Speaking and listening skills for literacy and language teaching - D/503/ Unit 29 Guidance on delivery and assessment Unit 30: Writing skills for literacy and language teaching - K/503/ Unit 30 Guidance on Delivery and Assessment Unit 31: Using mathematics: academic subjects - T/503/ Unit 31: Guidance on Delivery and Assessment Unit 32: Using mathematics: personal and public life - A/503/ Unit 32 Guidance on Delivery and Assessment Unit 33: Using mathematics: Professional and Vocational Contexts F/503/ Unit 33 Guidance on Delivery and Assessment Appendix A Appendix B Appendix C Resources Page 3 of 142 IQB/0.2/212 Version /01/2014 Author AW

4 Industry Qualifications IQ is approved by the UK s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site Introduction This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: Enquiries: Version number Please ensure that you have the latest and most up to date version of documents. Please check the website for the most up to date version. To check which version you have please see the footer which will give you the version number. Page 4 of 142 IQB/0.2/212 Version /01/2014 Author AW

5 Quality Management System 601/1733/3 Specification About this Qualification (Description, Objectives, Aims, Purpose) The IQ Level 4 Certificate in Education and Training (QCF) develops practical teaching skills and prepares teachers to work in a wide range of contexts. It requires observation and assessment of practice. It can meet the needs of a range of trainee teachers, such as: individuals who are not currently teaching and training but who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification; individuals who are currently teaching and training (including those who have just begun teaching and training) who can meet the practice requirements, including the observed and assessed practice requirements, of the qualification; individuals currently working as assessors who wish to achieve a teaching qualification. Some units from the Learning and Development suite of qualifications may be achieved within this qualification. These units require practice to be assessed. Objectives of the qualification include meeting relevant programmes of learning, preparing learners for employment and supporting a role in the workplace. This qualification replaces the Level 3 Certificate in Preparing to Teach in the Lifelong Learning Sector (QCF) and the Level 4 Certificate in Preparing to Teach in the Lifelong Learning Sector (QCF) (CTLLS)). Structure (Credit, Rules of Combination, Guided Learning Hours) To be awarded the IQ Level 4 Certificate in Education and Training (QCF), the learner must achieve a minimum of 36 credits in total: 21 credits from the 5 mandatory units in Group A and a minimum of 15 credits from Group B. A minimum of 21 credits must be at Level 4 or above. Unit Level Credit GLH Mandatory Units Group A 1 H/505/0053 Understanding roles, responsibilities and relationships in education and training 2 Planning to meet the needs of learners A/505/1189 in education and training 3 M/505/0122 Delivering education and training F/505/0125 Assessing learners in education and training 5 L/505/0127 Using resources for education and training Optional Units Group B 6 H/601/5314 Assess occupational competence in the work environment (Learning and Development unit) 7 F/601/5319 Assess vocational skills, knowledge and understanding (Learning and Development unit) 8 F/505/0187 Assessment and support for the recognition of prior learning through the accreditation of learning outcomes 9 M/505/1089 Delivering employability skills A/502/9547 Develop and prepare resources for learning and development (Learning and Development unit) Page 5 of 142 IQB/0.2/212 Version /01/2014 Author AW

6 11 M/502/9545 Develop learning and development programmes (Learning and development unit) 12 H/505/1090 Developing, using and organising resources in a specialist area 13 F/502/9551 Engage learners in the learning and development process (Learning and development unit) 14 Y/502/9555 Engage with employers to develop and support learning provision (Learning and Development unit) 15 Y/503/5789 Equality and diversity K/505/1091 Evaluating learning programmes K/502/9544 Identify individual learning and development needs (Learning and development unit) 18 H/502/9543 Identify the learning needs of organisations (Learning and Development unit) 19 L/503/5384 Inclusive practice A/601/5321 Internally assure the quality of assessment (Learning and Development unit) 21 A/502/9550 Manage learning and development in groups (Learning and Development unit) 22 J/505/0188 Preparing for the coaching role L/505/0189 Preparing for the mentoring role Y/505/1099 Understanding and managing behaviours in a learning environment 25 F/601/5322 Understanding the principles and practices of externally assuring the quality of assessment (Learning and Development unit) 26 T/601/5320 Understanding the principles and practices of internally assuring the quality of assessment (Learning and Development unit) 27 J/503/4850 Analysing English language for literacy and language teaching 28 R/503/4852 Reading skills for literacy and language teaching 29 D/503/4854 Speaking and listening skills for literacy and language teaching 30 K/503/4856 Writing skills for literacy and language teaching 31 T/503/4861 Using mathematics: academic subjects A/503/4859 Using mathematics: personal and public life 33 F/503/4863 Using mathematics: professional and vocational contexts Delivery and assessment requirements Page 6 of 142 IQB/0.2/212 Version /01/2014 Author AW

7 Guided learning hours are It is the responsibility of training centres to decide the appropriate course duration, based on their learners ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment All units in this qualification are assessed by portfolio (internally set and marked and quality assured by IQ) with the exemption of the three Mathematics units: 31, 32 and 33 which are assessed by externally set and internally marked assessments and portfolio. Once centres have been approved to offer this qualification they will be given access to the externally set and internally marked assessments via a secure portal from where they can download the question paper, mark scheme and guidance. An Achievement Record for this qualification is available from the website/ on request. All assessment criteria, of relevant units must be met and mapped and the location of the evidence must be indicated in the achievement record. Knowledge learning outcomes in this qualification (or relevant unit) must be assessed using methods appropriate to the assessment of knowledge; these can be assessed by a variety of methods including: Coursework Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Where indicated, evidence must come from the learners' consistent performance in the workplace. This qualification is not graded, successful learners achieve a pass. Requirements A. Teaching Practice requirements There is a requirement for a minimum of 30 hours of practice for this qualification. There is no requirement to evidence working with groups of learners to achieve this qualification unless units are undertaken which specify that purpose. However, where trainee teachers are working solely with individuals, a programme may also include support and preparation for working with groups. The following units include some assessment criteria that assess practical teaching skills and therefore require evidence of practice in order for trainee teachers to achieve the units. Practice must be in a teaching and learning environment. Delivering education and training unit 3 Assessing learners in education and training unit 4 Using resources for education and training unit 5 Appendix B summarises the practice requirements for the qualification s mandatory units. The practice requirements for the optional units are detailed in the unit specifications. Effective teaching practice experience should ideally include: different teaching practice locations/settings/contexts; teaching across more than one level; teaching a variety of learners; Page 7 of 142 IQB/0.2/212 Version /01/2014 Author AW

8 teaching individuals and groups; experience of non-teaching roles; and gaining subject-specialist knowledge through workplace mentoring. Providers should ensure that trainee teachers have access to as many of these elements as possible during their teaching practice. There are also requirements for observations of practice as detailed below. B. Observed and assessed practice requirements Observations should be appropriately spaced throughout the whole programme and take into account a trainee teacher s progress. Guidance on making judgements about whether a trainee teacher has met the required standard of practice in an observation can be found in Appendix C. and is based on the Handbook for the Inspection of Further Education and Skills (Ofsted, 2012) Part 2, Section B: Quality of Teaching, Learning and Assessment. 1) Assessed observations of practice are an essential component of this qualification. 2) The overall assessed observations of practice requirements are a minimum of three observations, totalling a minimum of three hours. Any single observation must be a minimum of half an hour. 3) A holistic approach is recommended so that each observation and assessment of practice enables trainee teachers to provide evidence for each of the three units identified below. 4) Each observation must be graded and overall must meet the required standard. Only grades 1 to 3 count towards the qualification requirements. See Appendix C. B.1 Mandatory units: 5) Three (of the five) mandatory units of assessment for which, to be awarded credit, a trainee teacher must achieve at least one assessed observation of practice at the required standard. This requirement is indicated in the Guidance on Delivery and Assessment of each relevant unit. The units where this applies are listed below: Delivering education and training unit 3 Assessing learners in education and training unit 4 Using resources for education and training unit 5 6) To be eligible for the award of credit for any one of the above three units, a trainee teacher must be able to provide evidence of a minimum of one assessed observation of practice that meets the required standard of practice. 7) To be eligible for the award of credit for all three units, a trainee teacher must be able to provide evidence of a minimum of three assessed observations of practice that meet the required standard of practice. 8) At least one hour of observed and assessed practice in observations linked to the mandatory units should demonstrate grade 2 characteristics (or above). See Appendix C. 9) There is no transfer of practice, including observed and assessed practice, from a previously achieved Level 3 Award in Education and Training. B.2 Optional Units 10) There are additional practice, including observed and assessed practice, requirements for some optional units taken from the Education and Training suite. These requirements are in addition to the observed and assessed practice requirements identified above for the mandatory units and are summarised in the Guidance on Delivery and Assessment of each relevant unit. Page 8 of 142 IQB/0.2/212 Version /01/2014 Author AW

9 B.3 Learning and Development Units 11) For some optional units taken from the Learning and Development qualifications, practice must be in a real work environment and in the appropriate context with groups of learners or with individual learners. These requirements are in addition to the observed and assessed practice requirements for the mandatory units identified above and are summarised in the Guidance on Delivery and Assessment of each relevant unit. Age range and Geographical Coverage This qualification is approved for learners 19 plus in England, Wales and Northern Ireland. Learner entry and minimum core requirements All trainee teachers joining this qualification programme should undertake an initial assessment of skills in English, mathematics and ICT. If trainees join the qualification programme having already completed a Level 3 Award in Education and Training, their record of development needs and any previous actions taken to address them should inform opportunities to continue to develop their skills as required by the appropriate minimum core elements. Opportunities to develop these personal skills should be made available across the mandatory units as a minimum. Teacher education teams should ensure that the personal skills developed by trainees are those most appropriate for their professional role as teachers. The minimum core of literacy, language, numeracy and ICT details the knowledge, understanding and personal skills in English, mathematics and ICT expected of all teachers in the sector. The minimum core document comprises three sections: Language and literacy Numeracy Information and communication technology (ICT). Each of these sections comprises two parts: Part A knowledge and understanding Part B personal skills. Knowledge, understanding and personal skills requirements for literacy, language, numeracy and ICT are included in the teaching qualifications. Details can be found in the document, Addressing Literacy, Language, Numeracy and ICT needs in education and training: Defining the minimum core of teachers knowledge, understanding and personal skills. A guide for initial teacher education programmes (LLUK, 2007; updated LSIS, 2013). Requirements for knowledge and understanding elements: Elements of the minimum core should be selected appropriate to the context and needs of each cohort of trainee teachers. The selected elements should be delivered and assessed across the following mandatory units: Planning to meet the needs of learners in education and training (Level 4) Delivering education and training (Level 4) Assessing learners in education and training (Level 4) Using resources for education and training (Level 4) Progression Learners may progress to the Level 5 Diploma in Education and Training (QCF). Tutor requirements All those delivering units and/or observing and assessing practice for the Level 4 Certificate in Education and Training should have all of the following: Page 9 of 142 IQB/0.2/212 Version /01/2014 Author AW

10 a teaching or training qualification. This does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards. However, IQ may accept individuals who do not meet this criterion if they have evidence of substantial and successful teaching experience in education and training. evidence of relevant teaching experience in an education or training context; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes Requirements for those delivering units and/or observing and assessing practice: All those delivering units and/or observing and assessing practice for the Level 4 Certificate in Education and Training should have all of the following: a teaching or training qualification. This does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards. However, IQ may accept individuals who do not meet this criterion if they have evidence of substantial and successful teaching experience in education and training. evidence of relevant teaching experience in an education or training context; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes. There are additional requirements for those who assess the Learning and Development units. Information about the assessment and quality assurance strategy for the Learning and Development units is provided in Appendix A located at the end of this document. Centre Requirements Centres must be approved by IQ in order to offer this qualification. Page 10 of 142 IQB/0.2/212 Version /01/2014 Author AW

11 Unit 1: Understanding roles, responsibilities and relationships in education and training - H/505/0053 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Understand the teaching role and responsibilities in education and training 1.1 Explain the teaching role and responsibilities in education and training 1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities Roles and responsibilities of a teaching role: Coaching, assessing, planning and advising; curriculum development, curriculum innovation and curriculum delivery strategies; developing, delivering and marking assessments, reporting, maintaining and improving standards. Responsibilities: role within team, representing/ communicating needs of learners, liaising with other professionals, negotiating anti-social behaviours on behalf of learners; providing safe and supportive learning environment- suitable venue, health and safety, planned inclusive learning, challenging etc. Key aspects of legislation, regulatory requirements and codes of practice: Equalities Act, Data Protection, Ofqual, LLUK/ LSIS, Awarding Organisation requirements, overarching standards, minimum core requirements and the 6 domains; how these relate to own role and responsibilities. 1.3 Explain ways to promote equality and value diversity Promote equality and value diversity: Training, developing understanding, learning materials, discussion, celebrating diversity in learning needs, visual or auditory impairment, physical disability, language; responsibilities for equality, non-discriminatory practice, support. 2.Understand ways to maintain a safe and supportive learning environment 1.4 Explain why it is important to identify and meet individual learner needs 2.1 Explain ways to maintain a safe and supportive learning environment Identifying and meeting the needs of learners: How to identify, assess and adapt to the learners needs, e.g. ongoing assessment of ability and understanding, counselling, support, reporting capabilities, appraisals. Maintaining a safe and supportive learning environment: Why health and safety is important e.g. legal requirements, a safe and efficient workplace; responsibilities e.g. follow safety signage, only perform tasks you have permission for and training to carry out. Page 11 of 142 IQB/0.2/212 Version /01/2014 Author AW

12 3. Understand the relationships between teachers and other professionals in education and training 2.2 Explain why it is important to promote appropriate behaviour and respect for others 3.1 Explain how the teaching role involves working with other professionals 3.2 Explain the boundaries between the teaching role and other professional roles 3.3 Describe points of referral to meet the individual needs of learners Promote appropriate behaviour and respect for others: Establishing clear ground rules, leading by example, incentives for appropriate behaviour, providing a relaxed but positive learning environment Responsibilities in relation to other professionals: Understand the overlap of roles and the importance of working together to benefit the learner. Boundaries between the teaching role and other professional roles: Professional roles e.g. external verifiers and assessors; support roles e.g. counselling and other administration staff, examinations office, finance office, registrations, student support services, peer mentors, government agencies; variation of teaching roles and boundaries dependent on organisations. Points of referral: Range of examples of when to refer the learner e.g. if the learner is struggling to keep up in class, if the learner is facing financial difficulties. Page 12 of 142 IQB/0.2/212 Version /01/2014 Author AW

13 Unit 1 Guidance on Delivery and Assessment Delivery This unit develops the learners knowledge and understanding of the teaching role and responsibilities in education and training, ways to maintain a safe and supportive learning environment and the relationships between teachers and other professionals in education and training. LSIS recommends that this unit be delivered before other units in both the Award and Certificate qualifications to support progression. Assessment This unit assesses knowledge and understanding, assessment is by portfolio, internally set and marked by the centre and quality assured by IQ. It must be assessed using methods appropriate to the assessment of knowledge and understanding; these can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other An Achievement Record for this qualification which includes the forms necessary to map and claim knowledge and competence is available to download from the IQ website. All Assessment criteria must be met. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. This unit is also a mandatory unit in the Level 3 Award in Education and Training. For those achieving this unit as part of the Award, credit transfer will apply when undertaking the Certificate qualification. Page 13 of 142 IQB/0.2/212 Version /01/2014 Author AW

14 Unit 2: Planning to meet the needs of learners in education and training - A/505/1189 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use initial and diagnostic assessment to agree individual learning goals with learners 1.1 Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goals 1.2 Use methods of initial and diagnostic assessment to negotiate and agree individual learning goals with learners Role and use of initial and diagnostic assessment in agreeing individual learning goals: Initial: Identify learner's prior knowledge and skills to assess suitability of learning programme and level; meet specific entry requirements; provide information for course delivery team. Diagnostic: Identify learning support needs and learning/ skills gaps; meet basic skills/minimum core; preferred learning style. Learning goals: Setting long or short term targets; action plans; individual or group contracts; ILP (individual learning plan). Methods of initial and diagnostic assessment to negotiate/ agree individual learning goals with learners: Initial: Inform individual learning plan; information from CV, application form, interview, exercises or tasks. Diagnostic: Knowledge or skills test, paper/ online diagnostic assessments of language/ literacy/ numeracy/ ICT. Negotiation: Self-assessment, discussion, recognition/ acknowledgement of learning or skills gaps, agree support needs, need for referral if appropriate. 1.3 Record learners individual learning goals Record learners individual learning goals: Covering: ILPs, action plans (paper or IT based), following organisation's procedures for recording information, learners rights, sharing as appropriate etc. 2. Be able to plan inclusive teaching and learning in accordance with internal and external requirements 2.1 Devise a scheme of work in accordance with internal and external requirements Scheme of work: In accordance with awarding organisation requirements and professional/vocational standards; covering: knowledge, opportunities to develop skills, logical sequence, assessment methods and timings, evidence requirements, standardisation, learning styles, individual and group work, inclusion and access, reinforcing learning, time management, engaging learners, learning goals. Page 14 of 142 IQB/0.2/212 Version /01/2014 Author AW

15 2.2 Design teaching and learning plans which meet the aims and individual needs of all learners and curriculum requirements 2.3 Explain how own planning meets the individual needs of learners 2.4 Explain ways in which teaching and learning plans can be adapted to meet the individual needs of learners 2.5 Identify opportunities for learners to provide feedback to inform inclusive practice Teaching and learning plans: Including: planning to meet needs of learners (activity, reflection, research, planning) and subject (knowledge, attitude, skill); activities: individual and group learning, lectures, team-teaching, workshops, practical exercises, research, project work, case studies, discussions, peer teaching, role plays, games, directed study etc.; ensuring accessibility and flexibility through distance and online learning, resource based learning, independent learning, experiential learning, student-centred learning etc. How own planning meets the individual needs of learners: E.g. learning styles, individual and group work, accessibility, reinforcing learning, opportunities for study skills, time management, engagement, goals, variety, active learning etc.; taking account of awarding body and professional/vocational requirements, knowledge, skills, logical order of content, assessment methods and timings, evidence requirements, moderation and standardisation. Adapting teaching and learning plans to meet the individual needs of learners: Including a variety of methods to meet range of learning styles and learners requirements: e.g. individual and group learning, lectures, teamteaching, workshops, practical exercises, research, project work, case studies, discussions, peer teaching, role plays, games, directed study, resources based learning, independent learning, experiential learning, student-centred learning etc. Opportunities for learners to provide feedback to inform inclusive practice: Provide opportunities for learners ask questions; checks on understanding; feedback; evaluation of learning; encourage comment of learning styles used, assessment materials/tasks; tutorials; programme reviews. Page 15 of 142 IQB/0.2/212 Version /01/2014 Author AW

16 3. Be able to implement the minimum core in planning inclusive teaching and learning 4. Be able to evaluate own practice when planning inclusive teaching and learning 3.1 Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning 3.2 Apply minimum core elements in planning inclusive teaching and learning 4.1 Review the effectiveness of own practice when planning to meet the individual needs of learners, taking account of the views of learners and others 4.2 Identify areas for improvement in own planning to meet the individual needs of learners Ways in which minimum core elements can be demonstrated in planning: Teaching and learning methods including: activities which require use of a range of ICT, literacy and numeracy skills; flexibility to address gaps in learner's skills; workshops, practical, research, project work, case studies, discussions, role plays, games, directed study, resources-based learning, learner-centred and experiential learning; mapping materials to minimum core; including sessions on study skills, using libraries etc.; ensuring teaching materials use language at appropriate level; planning use of clear spoken/ written language in giving instructions; developing activities that promote literacy, language, numeracy and ICT learning alongside subject specialist skills; considering needs of those with specific learning difficulties/ disabilities or those with sensory impairment. Apply minimum core elements in planning inclusive teaching and learning: Including: using language at appropriate level in teaching materials; planning use of clear language in giving spoken/ written instructions; developing activities that promote literacy, language, numeracy and ICT learning alongside subject specialist skills; adapting activities to meet needs of those with specific learning difficulties/disabilities or those with sensory impairment. Reviewing the effectiveness of own practice: Covering: sources of evidence e.g. self-assessment, work shadowing, tutor evaluations, formal appraisals, reviews, learner feedback; review of schemes of work for effectiveness in achieving goals, meeting timescales, content, opportunities for skills development, assessment activities, opportunities for reinforcing learning; variety of learning and teaching approaches used and their effectiveness, opportunities for development of minimum core elements; use of team working to support development, feedback from internal verification of planning; own development goals and progress: updating of technical knowledge and expertise, plans and progress, researching alternative modes of delivery and assessment methodologies, developing new resources etc. Identify areas for improvement in own planning to meet the individual needs of learners: Including: feedback from internal verification of planning, own development goals and progress, updating of technical knowledge and expertise - plans and progress, researching alternative modes of delivery and assessment methodologies, developing new resources, implementing improvements identified in 4.1 etc. Page 16 of 142 IQB/0.2/212 Version /01/2014 Author AW

17 Unit 2 Guidance on Delivery and Assessment Delivery The purpose of this unit is to enable learners to agree individual learning plans with learners and plan inclusive learning and teaching approaches in line with internal and external requirements. They will also evaluate their own practice in planning teaching and learning. The unit also includes ways to cover the minimum core when planning teaching and learning. Assessment Although no assessed observations are required for this unit, evidence for the assessment criteria 2.2 and 3.2 may be generated during assessed observations. Simulation is not permitted. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 17 of 142 IQB/0.2/212 Version /01/2014 Author AW

18 Unit 3: Delivering education and training - M/505/0122 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use inclusive teaching and learning approaches in accordance with internal and external requirements 2. Be able to communicate with learners and other learning professionals to promote learning and progression 1.1 Analyse the effectiveness of teaching and learning approaches used in own area of specialism in relation to meeting the individual needs of learners Effectiveness of teaching and learning: Including: measures of students success, distance travelled, achievement, value-added, feedback from learners, learner engagement, stimulating learning and independent learning, achievement of planned session objectives, range of approaches, group management, motivation of learners, appropriate and adequate resources, achievement of assessment targets, selfassessment report, feedback from observation of teaching, feedback from other team members. 1.2 Create an inclusive teaching and learning environment Creating an inclusive teaching/ learning environment: Covering: teaching approaches: shadowing more experienced practitioners, use of group work or peer teaching, updating subject knowledge/ technical expertise; learning approaches: taking account of learning styles, special needs training, using a variety of styles of delivery/ assessment, considering modifications to learning programmes and support materials etc. 1.3 Demonstrate an inclusive approach to teaching and learning in accordance with internal and external requirements 2.1 Analyse benefits and limitations of communication methods and media used in own area of specialism Demonstrating an inclusive approach to teaching/ learning: With reference to assessment criteria 1.2. Benefits and limitations of communication methods/ media in area of specialism: E.g. maintaining interest/ motivation, meeting needs of different learning styles, developing learners' communication skills as well as subject knowledge; covering: a variety of communication methods and media; range of methods and frequency in accordance with specialism. Page 18 of 142 IQB/0.2/212 Version /01/2014 Author AW

19 3.Be able to use technologies in delivering inclusive teaching and learning 2.2 Use communication methods and media to meet individual learner needs 2.3 Communicate with other learning professionals to meet individual learner needs and encourage progression 3.1 Analyse benefits and limitations of technologies used in own area of specialism 3.2 Use technologies to enhance teaching and meet individual learner needs Communication methods and media to meet individual learner needs: E.g. SWOT analysis, addressing communications gap, identifying own needs, action plan, reading and researching to strengthen literacy, discussions with line manager or mentor, working with specialists, updating language or literacy skills, online testing, work shadowing, contributing to team reviews, use of visual imaging, reviewing and addressing issues of nonverbal language etc. Communicate with other learning professionals: Using co-ordinated approaches across/ between teams to ensure that learners' needs are met; including: sharing of information, giving regular updates, ensuring the learner s needs are the focus of communication, maintaining confidentiality where necessary etc. Analyse benefits and limitations of technologies Benefits: Access to additional learning opportunities, extending range of delivery/ learning styles, giving a variety of experience to motivate and maintain the interest of learners etc. Limitations: Technologies dependent on availability, venues may be unsuitable, inadequate skills of teachers/ learners to use technology etc. Using technologies to enhance teaching/ meet individual learner needs: In accordance with benefits and limitations with reference to assessment criteria 3.1. Page 19 of 142 IQB/0.2/212 Version /01/2014 Author AW

20 4.Be able to implement the minimum core when delivering inclusive teaching and learning 5. Be able to evaluate own practice in delivering inclusive teaching and learning 4.1 Analyse ways in which minimum core elements can be demonstrated when delivering inclusive teaching and learning 4.2 Apply minimum core elements in delivering inclusive teaching and learning 5.1 Review the effectiveness of own practice in meeting the needs of individual learners, taking account of the views of learners and others 5.2 Identify areas for improvement in own practice in meeting the individual needs of learners Ways of demonstrating minimum core elements: Covering: literacy, language, numeracy and ICT skills. Including: opportunities for learner achievement of goals linked with learners main course aims; teachers of different areas of specialism working together each contributing specialist expertise; approaches that make learning relevant/ meaningful to motivate learners; audit by skills specialists needed to complete the main qualification; integrated assignments that allow learners to demonstrate achievement in vocational skills; including skills goals in learners individual learning plans (ILPs) alongside those for other areas of specialism; working collaboratively with specialist colleagues in interpreting the results of relevant diagnostic tests and developing targets relevant to the area of specialism; working collaboratively with specialist colleagues to design activities, including differentiated learning, that practise skills within the area of specialism; reviewing learners progress regularly; use teaching materials which use language at an appropriate level; developing/ contributing to the development of activities that promote literacy, language, numeracy and ICT learning alongside other skills; planning inclusive learning for those with specific learning difficulties/disabilities or those with sensory impairment etc. Applying minimum core elements delivering inclusive teaching/ learning: With reference to assessment criteria 4.1. Review the effectiveness of own practice: Covering: learning and teaching approaches, reflecting on own practice and methods of evaluation e.g. one-to-one interview, questionnaires, comments, feedback from colleagues and learners etc. Identifying areas for improvement: E.g. utilising feedback constructively, continuous improvement, benchmarking, evaluating successes and shortcomings of implemented teaching techniques etc. Page 20 of 142 IQB/0.2/212 Version /01/2014 Author AW

21 Unit 3 Guidance on Delivery and Assessment Delivery The aim of this unit is to enable learners to use inclusive learning and teaching approaches in accordance with internal processes and external requirements, to communicate with students and to evaluate their own delivery practice. It provides the learner with understanding of how technology can enhance learning and teaching and covers expectations in relation to the minimum core in delivering inclusive learning and teaching. Assessment The learning outcomes must be assessed in a teaching and learning environment. There is a requirement to observe and assess practice in this unit. To be eligible for the award of credit for this unit, a trainee teacher must be able to provide evidence of a minimum of one assessed observation of practice that has met the required standard of practice. This unit includes some assessment criteria (1.2, 1.3, 2.2, 3.2 and 4.2) that assess practical teaching skills and therefore require evidence of practice in order for trainee teachers to achieve the unit. Simulation is not permitted. Links This unit is underpinned by the overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Page 21 of 142 IQB/0.2/212 Version /01/2014 Author AW

22 Unit 4: Assessing learners in education and training F/505/0125 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Indicative Contents: 1. Be able to use types and methods of assessment to meet the needs of individual learners 1.1 Explain the purposes of types of assessment used in education and training 1.2 Analyse the effectiveness of assessment methods in relation to meeting the individual needs of learners 1.3 Use types and methods of assessment to meet the individual needs of learners 1.4 Use peer- and self-assessment to promote learners involvement and personal responsibility in the assessment for, and of, their learning 1.5 Use questioning and feedback to contribute to the assessment process Purposes of types of assessment: E.g. assessment of knowledge and understanding by: internally/ externally set assessment, question and answer test, multiple choice questions, question and answer, verbal assessment, essay, case studies, assignments; demonstration and assessment of competence by: observation, professional discussion etc. Effectiveness of assessment methods: Covering: evaluation of learner progress against targets, feedback on activities/ assessment methods modified to meet different learners' needs, comparability, validity; reviewing modifications used and judging which best suit the needs of each learner. Types/ methods of assessment to meet individual needs of learners: E.g. discussions instead of written assessment, recordings/ visual evidence, use of scribes, specialist equipment or select alternative assessment activities, experiential learning, use of alternative assessor, learning support, language support, oral or written questions and answers, assessor writing answers for learner etc. Use peer and self-assessment to promote learner involvement in assessment: E.g. participation in and ownership of assessment process, self-evaluation, feedback, collaborative working, sharing goals, targets, giving and receiving feedback, developing awareness of risks of appearing challenging or confrontational; giving and receiving feedback, reflection. Using questioning/ feedback to contribute to the assessment process: To assess knowledge and understanding, underpin assessment of competence, acquire confirmation/ more detail through additional questions, identify/ clarify knowledge gaps, aid to planning next steps etc. Page 22 of 142 IQB/0.2/212 Version /01/2014 Author AW

23 2. Be able to carry out assessments in accordance with internal and external requirements 3. Be able to implement the minimum core when assessing learners 2.1 Identify the internal and external assessment requirements and related procedures of learning programmes 2.2 Use assessment types and methods to enable learners to produce assessment evidence that is valid, reliable, sufficient, authentic and current 2.3 Conduct assessments in line with internal and external requirements 2.4 Record the outcomes of assessments to meet internal and external requirements 2.5 Communicate assessment information to other professionals with an interest in learner achievement 3.1 Analyse ways in which minimum core elements can be demonstrated in assessing learners Identify the internal and external assessment requirements: Covering: assessment methodology (internally/ externally set and internally/ externally marked), quality assurance and records required; assessment/ exam condition (supervision, split over multiple sessions etc.), requirements as stipulated by awarding organisations, employer/ learning providers, regulators, sector skills councils etc. Use assessment types and methods to enable learners to produce robust assessment evidence: Ensuring: validity, reliability, sufficiency, authenticity and currency, requirements for the assessment have been met, quality assurance carried out, checks of learner IDs, learner and invigilator declarations, comparability between assessment methods, learner cohorts, different assessors etc. Conduct assessments in line with internal/ external requirements: Including: clarifying requirements when planning assessment, seeking advice if unsure, ensuring all requirements/ contingencies are in place, keeping records, signing all documents as required, confirming learner IDs, partaking in training for self/ other staff involved. Record the outcomes of assessments to meet requirements: Ensuring that correct formats are used, information is accurate and entered on learner records, learner identities, types of information to be recorded, internal and external quality arrangements, confidentiality etc. Communicating assessment information to professionals: Ensuring: the accuracy of information, identity of learners, confidentiality, legitimacy of interest, promptness of communication and agreed formats. Analysing ways to demonstrate minimum core elements when assessing learners: Understanding of minimum core, relationship to areas being assessed, assessment method, permitted ways of presenting completed assessment, mapping, considering reasonable adjustments etc. 3.2 Apply minimum core elements in assessing learners Apply minimum core elements in assessing learners: Including: planning, identifying opportunities, mapping, consistent application, documentation etc. Page 23 of 142 IQB/0.2/212 Version /01/2014 Author AW

24 4. Be able to evaluate own assessment practice 4.1 Review the effectiveness of own assessment practice, taking account of the views of learners and others 4.2 Identify areas for improvement in own assessment practice Review the effectiveness of own assessment practice: By collating information including feedback from learners and others (e.g. colleagues) and evaluating effectiveness of practice (e.g. successes/ shortcomings, effectiveness of practice in terms of validity, reliability, accessibility, comparability, manageability and minimising bias). Identify areas for improvement in own assessment practice: Covering: outcomes of evaluation of practice, identifying good performance/ aspects of performance which can be improved, planning the aims/ methods of bringing about improvements etc. Page 24 of 142 IQB/0.2/212 Version /01/2014 Author AW

Qualification Handbook. Level 4 Certificate in Education and Training

Qualification Handbook. Level 4 Certificate in Education and Training Qualification Handbook Level 4 Certificate in Education and Training Qualification Handbook SFJ Awards Level 4 Certificate in Education and Training Qualification Number: 601/2040/X Version 4 2 Contents

More information

Qualification and Assessment Specification

Qualification and Assessment Specification Qualification and Assessment Specification NOCN Level 3 Award in Education and Training (QCF) Qualification No: 601/0619/0 Operational Start Date: 1 st September 2013 Version Number: 1.1 Date of Issue:

More information

IQ Level 3 NVQ Diploma in Management (QCF) Specification

IQ Level 3 NVQ Diploma in Management (QCF) Specification IQ Level 3 NVQ Diploma in Management (QCF) Specification Regulation No: 600/6699/4 Page 1 of 94 IQB/0.2/115 Version 1.0 10/10/2012 Author CZ Contents Page Introduction... 4 About this Qualification (Description,

More information

Qualification Specification HABC Level 3 Award in Education and Training (QCF)

Qualification Specification HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Qualification Specification HABC Level 3 Award in Education and Training (QCF) Qualification Number: 601/1636/5 Highfield House Heavens Walk Lakeside Doncaster South Yorkshire DN4

More information

QUALIFICATION HANDBOOK

QUALIFICATION HANDBOOK QUALIFICATION HANDBOOK Level 4 Certificate in Education and Training (6502) November 2013 Version 1.0 Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment

More information

Qualification Handbook. CCNQ Level 3 Award in Education and Training (QCF)

Qualification Handbook. CCNQ Level 3 Award in Education and Training (QCF) Qualification Handbook CCNQ Level 3 Award in Education and Training (QCF) November 2014 Contents Part One: Qualification Overview... 3 Introduction... 3 About this qualification... 3 Things you need to

More information

Assessment Pack HABC Level 4 Certificate in Education and Training (QCF)

Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 4 Certificate in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet

More information

Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)

Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) Specification Edexcel specialist qualification First teaching September 2010 Issue 2 Pearson Education Ltd is one of

More information

QUALIFICATION SPECIFICATION: LRN LEVEL 3 AWARD IN EDUCATION AND TRAINING (ETAB)

QUALIFICATION SPECIFICATION: LRN LEVEL 3 AWARD IN EDUCATION AND TRAINING (ETAB) QUALIFICATION SPECIFICATION: LRN LEVEL 3 AWARD IN EDUCATION AND TRAINING (ETAB) Qualification Accreditation Number: 601/8643/4 About LRN Learning Resource Network (LRN) is an awarding organisation which

More information

Level 3 Certificate in. Personal Tutoring. Specification. Ofqual Accreditation Number 601/3715/0

Level 3 Certificate in. Personal Tutoring. Specification. Ofqual Accreditation Number 601/3715/0 Level 3 Certificate in Personal Tutoring Specification Ofqual Accreditation Number 601/3715/0 Ofqual Accreditation Start Date 01/09/2014 Ofqual Accreditation Review Date 31/07/2018 Ofqual Certification

More information

Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification

Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification Pearson BTEC Level 4 Certificate in Education and Training (QCF) Specification First teaching January 2014 Edexcel and BTEC qualifications are awarded by Pearson, the UK's largest awarding body. We provide

More information

EDI Level 3 Assessing Qualifications. EDI Level 4 Internal Quality Assurance Qualifications. EDI Level 4 External Quality Assurance Qualifications

EDI Level 3 Assessing Qualifications. EDI Level 4 Internal Quality Assurance Qualifications. EDI Level 4 External Quality Assurance Qualifications Vocational Qualifications EDI Level 3 Assessing Qualifications EDI Level 4 Internal Quality Assurance Qualifications EDI Level 4 External Quality Assurance Qualifications Candidate Pack Effective from:

More information

QUALIFICATION HANDBOOK

QUALIFICATION HANDBOOK QUALIFICATION HANDBOOK Level 6 NVQ Diploma in Construction Site Management (Construction) (6578) November 2013 Version 1.0 Qualification at a glance Subject area City & Guilds number 6578 Age group approved

More information

UNIVERSITY OF CENTRAL LANCASHIRE

UNIVERSITY OF CENTRAL LANCASHIRE UNIVERSITY OF CENTRAL LANCASHIRE Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might

More information

Pearson BTEC Level 5 Diploma in Education and Training (QCF) Specification

Pearson BTEC Level 5 Diploma in Education and Training (QCF) Specification Pearson BTEC Level 5 Diploma in Education and Training (QCF) Specification First teaching January 2014 Edexcel and BTEC qualifications are awarded by Pearson, the UK's largest awarding body. We provide

More information

Qualification Specification HABC Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)

Qualification Specification HABC Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) www.highfieldabc.com Qualification Specification HABC Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) Qualification Number: 600/3758/1 Highfield Place Unit 15 Shaw Wood Business

More information

Version 1 29/10/13. Open Awards Level 3 Certificate in Forest School Programme Leadership (QCF) 601/1727/8

Version 1 29/10/13. Open Awards Level 3 Certificate in Forest School Programme Leadership (QCF) 601/1727/8 Version 1 29/10/13 Open Awards Level 3 Certificate in Forest School Programme Leadership (QCF) 601/1727/8 Page 1 of 21 Copyright Open Awards 2013. All rights reserved. Permission is granted to reproduce

More information

IQ Functional Skills Qualification in Mathematics at. Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2. Qualification Guide

IQ Functional Skills Qualification in Mathematics at. Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2. Qualification Guide IQ Functional Skills Qualification in Mathematics at Entry Level 1 Entry Level 2 Entry Level 3 Level 1 Level 2 Qualification Guide Version 2.0 Contents Gateway Qualifications and Industry Qualifications...

More information

Qualification Specification. QA Level 3 Award in Education and Training (QCF) QA-QS.E&T-V1 October 2015

Qualification Specification. QA Level 3 Award in Education and Training (QCF) QA-QS.E&T-V1 October 2015 Education and Training (QCF) Qualification Specification QA-QS.E&T-V1 October 2015 Copyright 2015 Qualsafe Awards. All rights reserved Contents Qualsafe Awards...03 Qualification overview...03 Objective...03

More information

Dr Ruby Training College

Dr Ruby Training College Dr Ruby Training College We focus on those, who are from non-english, Asian background Certificate IV in Training and Assessment RTO: 32382 www.drrubytraining.com.au 01.2014 1 Introduction of Certificate

More information

QCF. Residential childcare. Centre Handbook

QCF. Residential childcare. Centre Handbook QCF Residential childcare Centre Handbook OCR Level 3 Diploma for Residential Childcare (England) Entry code 10405 OCR Level 5 Diploma in Leadership and Management for Residential Childcare (England) Entry

More information

Level 3 Diploma for Children s Care, Learning and Development (4227-06) (Wales and Northern Ireland)

Level 3 Diploma for Children s Care, Learning and Development (4227-06) (Wales and Northern Ireland) Level 3 Diploma for Children s Care, Learning and Development (4227-06) (Wales and Northern Ireland) Qualification handbook for centres 501/1410/4 Group A units (Mandatory) www.cityandguilds.com December

More information

NOCN Qualifications in Progression (QCF)

NOCN Qualifications in Progression (QCF) NOCN Qualifications in Progression (QCF) NOCN Entry Award in Progression (Entry 3) (QCF) Qualification Approval No. 500/1894/2 NOCN Entry Certificate in Progression (Entry 3) (QCF) Qualification Approval

More information

POSTGRADUATE PROGRAMME SPECIFICATION Certificate in Education (Post Compulsory Education and Training) Full-Time and Part Time modes.

POSTGRADUATE PROGRAMME SPECIFICATION Certificate in Education (Post Compulsory Education and Training) Full-Time and Part Time modes. UNIVERSITY OF EAST LONDON POSTGRADUATE PROGRAMME SPECIFICATION Certificate in Education (Post Compulsory Education and Training) Full-Time and Part Time modes This programme is only offered at: Education

More information

Practice Educator Professional Standards for Social Work

Practice Educator Professional Standards for Social Work Practice Educator Professional Standards for Social Work Revised version May 2012, transition starts from September 2012 These Practice Educator Professional Standards (PEPS) set out requirements at two

More information

VTCT Level 3 Award in Education and Training (QCF)

VTCT Level 3 Award in Education and Training (QCF) VTCT Level 3 Award in Education and Training (QCF) Operational start date: 1st April 2014 Credit value: 12 Guided learning hours (GLH): 48-122 Qualification number: 601/2758/2 Statement of unit achievement

More information

LEVEL 3 AWARD IN EDUCATION AND TRAINING

LEVEL 3 AWARD IN EDUCATION AND TRAINING LEVEL 3 AWARD IN EDUCATION AND TRAINING The CIBTAC Level 3 Award in Education and Training (QCF) is a qualification for those interested in a teaching career in further education or for those who have

More information

Level 3 Diploma in Intelligence Analysis (QCF) Qualification Specification

Level 3 Diploma in Intelligence Analysis (QCF) Qualification Specification (QCF) Qualification Specification ProQual 2013 Contents Page Introduction 3 The Qualifications and Credit Framework (QCF) 3 Qualification profile 4 Rules of combination 4 Centre requirements 5 Support

More information

Level 2 and 3 Qualifications in Supporting Teaching and Learning in Schools (5329) Qualification handbook for centres

Level 2 and 3 Qualifications in Supporting Teaching and Learning in Schools (5329) Qualification handbook for centres Level 2 and 3 Qualifications in Supporting Teaching and Learning in Schools (5329) Qualification handbook for centres www.cityandguilds.com September 2010 Version 1.4 (October 2015) About City & Guilds

More information

Levels 3 and 4 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Levels 3 and 4 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) Chartered Institute of Personnel and Development Levels 3 and 4 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS) PROGRAMME HANDBOOK Version 3 Contents 1 Introduction 2 1.1 Purpose of

More information

EDI Level 3 Certificate in Customer Service

EDI Level 3 Certificate in Customer Service Vocational Qualifications EDI Level 3 Certificate in Customer Service Specification Effective from: 1 August 2010 QCFS0110 Version 1 For further information contact us: Tel. +44 (0) 8707 202 909 Email.

More information

VOCATIONAL SKILLS & EMPLOYABILITY TUTOR

VOCATIONAL SKILLS & EMPLOYABILITY TUTOR Job Title: Please note: Responsible To: VOCATIONAL SKILLS & EMPLOYABILITY TUTOR Where Staff work at dual sites, both sites will be regarded as your normal places of work and the company will not contribute

More information

Level 3 IVQs in Teaching, Training and Assessing Learning (1106)

Level 3 IVQs in Teaching, Training and Assessing Learning (1106) Level 3 IVQs in Teaching, Training and Assessing Learning (1106) Level 3 IVQ Advanced Diploma in Teaching, Training and Assessing Learning (1106-21) (500/5753/4) www.cityandguilds.com September 2006 Version

More information

QUALIFICATION HANDBOOK

QUALIFICATION HANDBOOK QUALIFICATION HANDBOOK Level 3 Certificate in Logistics Operations (3439-03) April 2011 Version 2.0 Qualification at a glance Subject area City & Guilds number 3439 Logistics Operations Age group approved

More information

Supporting Teaching and Learning in Schools

Supporting Teaching and Learning in Schools QCF Supporting Teaching and Learning in Schools OCR Level 3 Certificate in Supporting Teaching and Learning in Schools Scheme code 04468 Scheme code 04469 Scheme code 04470 Centre Handbook OCR Level 3

More information

Pearson Edexcel NVQs, SVQs and competencebased qualifications. Delivery Requirements and Quality Assurance Guidance

Pearson Edexcel NVQs, SVQs and competencebased qualifications. Delivery Requirements and Quality Assurance Guidance Pearson Edexcel NVQs, SVQs and competencebased qualifications Delivery Requirements and Quality Assurance Guidance Contents INTRODUCTION...3 What is this document about?... 3 Who is this guidance for?...

More information

Understanding the principles and practices of assessment OCR unit number 1 Sector unit number 1 Level: 3 Credit value: 3 Guided learning hours: 24

Understanding the principles and practices of assessment OCR unit number 1 Sector unit number 1 Level: 3 Credit value: 3 Guided learning hours: 24 Unit Title: Understanding the principles and practices of OCR unit number 1 Sector unit number 1 Level: 3 Credit value: 3 Guided learning hours: 24 Unit purpose and aim The aim of this unit is to assess

More information

Unit purpose and aim. The learner may explain: What documentation the candidates organisation uses The company policies and procedures on

Unit purpose and aim. The learner may explain: What documentation the candidates organisation uses The company policies and procedures on Unit Title: Assess in the work environment OCR unit number 2 Sector unit number 2 Level: 3 Credit value: 6 Guided learning hours: 30 Unit accreditation number: H/601/5314 Unit purpose and aim The aim of

More information

Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248

Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the

More information

QUALIFICATION HANDBOOK

QUALIFICATION HANDBOOK QUALIFICATION HANDBOOK Level 2 Extended Certificate in Health Informatics (7450-12) February 2012 Version 1.0 Qualification at a glance Subject area City & Guilds number 7450 Health Informatics Age group

More information

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

AIM Awards Level 3 Award in Education and Training (QCF) AIM Awards Level 3 Award in Education and Training (QCF) Version 1 July 2013 This page is intentionally blank 2 AIM Awards Level 3 Award in Education and Training (QCF) 600/9783/8 3 Contents Page Section

More information

QTLS. Frequently asked questions. Contents

QTLS. Frequently asked questions. Contents QTLS Frequently asked questions www.cityandguilds.com January 2008 Version 2.0 Contents 1 Teacher training and QTLS framework questions 4 Q1. What is the QTLS framework? 4 Q2. What is the QCF? 4 Q3. What

More information

Assessment is the process

Assessment is the process Assessment Practice Assessment is the process through which a learner s skills and knowledge are reviewed in order to evaluate what they have learned. It is a way of finding out if and how much learning

More information

Level 1 Award in ICT Systems Support (7276-11)

Level 1 Award in ICT Systems Support (7276-11) Level 1 Award in ICT Systems Support (7276-11) Qualification handbook 501/1174/7 500/6805/2 www.cityandguilds.com September 2010 Version 1.0 About City & Guilds City & Guilds is the UK s leading provider

More information

QUALIFICATION HANDBOOK

QUALIFICATION HANDBOOK QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care Services (Wales & NI) December 2010 Version 1.2 Qualification at a glance Subject area Level 5 Diploma in Leadership for

More information

Awarding body monitoring report for: English Speaking Board (International) Ltd (ESB) May 2009. Ofqual/09/4637

Awarding body monitoring report for: English Speaking Board (International) Ltd (ESB) May 2009. Ofqual/09/4637 Awarding body monitoring report for: English Speaking Board (International) Ltd (ESB) May 2009 Ofqual/09/4637 2009 Office of the Qualifications and Examinations Regulator 2 Contents Introduction...4 Regulating

More information

Post-accreditation monitoring report: The Chartered Institute of Personnel and Development. June 2007 QCA/07/3407

Post-accreditation monitoring report: The Chartered Institute of Personnel and Development. June 2007 QCA/07/3407 Post-accreditation monitoring report: The Chartered Institute of Personnel and Development June 2007 QCA/07/3407 Contents Executive summary... 4 Accreditation conditions... 4 Observations... 5 Introduction...

More information

Level 3 Certificate in Enterprise Coaching (QCF)

Level 3 Certificate in Enterprise Coaching (QCF) Level 3 Certificate in Enterprise Coaching (QCF) 501/0691/0 Qualification and Unit Specification 2013 SFEDI Awards Contents About SFEDI Awards... 3 Customer Feedback... 3 Qualification Overview... 4 Unit

More information

REC Level 2 Certificate in Recruitment Resourcing (QCF) - 601/3508/6

REC Level 2 Certificate in Recruitment Resourcing (QCF) - 601/3508/6 REC Level 2 Certificate in Recruitment Resourcing (QCF) - 601/3508/6 Version 2-01.07.14 Disclaimer: Every effort has been made to ensure that the information contained in this document is true and correct

More information

QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING

QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING QUALIFICATION SPECIFICATIONS ILM LEVEL 7 CERTIFICATE IN EXECUTIVE COACHING AND LEADERSHIP MENTORING QS/L7CECLM/0911 Circulation of Qualification Specifications These Qualification Specifications are provided

More information

QNUK LEVEL 1 AWARD IN FIRE SAFETY AWARENESS (QCF)

QNUK LEVEL 1 AWARD IN FIRE SAFETY AWARENESS (QCF) QNUK LEVEL 1 AWARD IN FIRE SAFETY AWARENESS (QCF) CONTENTS 1. INTRODUCTION 3 2. QUALIFICATION PURPOSE 3 3. QUALIFICATION STRUCTURE 3 4. PRE-REQUISITES 3 5. GEOGRAPHICAL COVERAGE 3 6. UNITS 4 7. TRAINING

More information

Apprenticeship Standard for Paralegal (Level 3) Assessment Plan

Apprenticeship Standard for Paralegal (Level 3) Assessment Plan Apprenticeship Standard for Paralegal (Level 3) Assessment Plan INTRODUCTION This assessment plan has been designed by a range of law firms and legal departments with experience in employing paralegals.

More information

Customer Service. Level 2 & Level 3 Certificate in. Specification. Including Guidance on the Customer Service Apprenticeship Framework

Customer Service. Level 2 & Level 3 Certificate in. Specification. Including Guidance on the Customer Service Apprenticeship Framework Level 2 & Level 3 Certificate in Customer Service Specification Including Guidance on the Customer Service Apprenticeship Framework Ascentis Level 2 Certificate in Customer Service: Ofqual Accreditation

More information

Level 2 IVQ Diploma in Training Skills (1106-02)

Level 2 IVQ Diploma in Training Skills (1106-02) Level 2 IVQ Diploma in Training Skills (1106-02) Qualification handbook for centres 500/5784/4 www.cityandguilds.com October 2007 Version 3.0 ( May 2009) About City & Guilds City & Guilds is the UK s leading

More information

JOB DESCRIPTION/ CANDIDATE SPECIFICATION

JOB DESCRIPTION/ CANDIDATE SPECIFICATION JOB DESCRPTON/ CANDDATE SPECFCATON POST DEPARTMENT SALARY HOURS RESPONSBLE TO Lecturer Electrical and Electronic Engineering Maths, Computing, Engineering & Technology 20,271-36,072 per annum inclusive

More information

CERTIFICATE SUITE QUALIFICATION HANDBOOK

CERTIFICATE SUITE QUALIFICATION HANDBOOK 2016 Suite Cambridge TECHNICALS LEVEL 3 IT CERTIFICATE SUITE QUALIFICATION HANDBOOK OCR Level 3 Cambridge Technical Certificate in IT (05838) OCR Level 3 Cambridge Technical Extended Certificate in IT

More information

OIL AND GAS INDUSTRY COMPETENCE ASSESSMENT AND VERIFICATION GUIDELINES

OIL AND GAS INDUSTRY COMPETENCE ASSESSMENT AND VERIFICATION GUIDELINES OIL AND GAS INDUSTRY COMPETENCE ASSESSMENT AND VERIFICATION GUIDELINES September 2013 AMENDMENT Revision 0 released September 2013 PAGES CHANGES MADE BY: CHECKED BY: H Sanderson APPROVED BY: P Lammiman

More information

Specification. Edexcel NVQ qualification. Edexcel Level 3 NVQ Certificate in Management (QCF)

Specification. Edexcel NVQ qualification. Edexcel Level 3 NVQ Certificate in Management (QCF) Specification Edexcel NVQ qualification Edexcel Level 3 NVQ Certificate in Management (QCF) For first registration August 2010 Edexcel, a Pearson company, is the UK s largest awarding organisation offering

More information

2. To support the Management Team through the assessment of learners work and assist in moderation where required.

2. To support the Management Team through the assessment of learners work and assist in moderation where required. Job Description Job Title: Lecturer Location: Sutton College Group: People s Directorate / Sutton College Post Number: S314655 Grade: Lect Mgt Spine 7 15 Department: Curriculum Responsible To: Assistant

More information

TAE40110 Certificate IV in Training and Assessment... 1. Press Crtl + Click to go to link... 1. Table of Contents... 1. Employment opportunities...

TAE40110 Certificate IV in Training and Assessment... 1. Press Crtl + Click to go to link... 1. Table of Contents... 1. Employment opportunities... TAE40110 Certificate IV in Training and Assessment Press Crtl + Click to go to link Table of Contents TAE40110 Certificate IV in Training and Assessment... 1 Press Crtl + Click to go to link... 1 Table

More information

STANDARDS INFORMATION BOOKLET LEVEL 3 NVQ CERTIFICATE IN MANAGEMENT

STANDARDS INFORMATION BOOKLET LEVEL 3 NVQ CERTIFICATE IN MANAGEMENT STANDARDS INFORMATION BOOKLET LEVEL 3 NVQ CERTIFICATE IN MANAGEMENT CONTENTS 1. What is an ECITB QCF qualification?... 2 1.1 What is the process involved in achieving a QCF qualification?... 3 1.2 What

More information

BTEC International Quality Assurance Handbook 2015-16

BTEC International Quality Assurance Handbook 2015-16 BTEC International Quality Assurance Handbook 2015-16 1. Introduction Contents How to use this handbook... 2 Introduction... 2 WHAT IS QUALITY ASSURANCE?... 2 WHICH QUALIFICATIONS DOES THIS HANDBOOK COVER?...

More information

Quality Management Review

Quality Management Review Quality Management Review Introduction New this year In order to maintain the integrity and currency of our annual review visits to BTEC centres, this process has undergone revision for 2015/16. This revision

More information

Qualification Specification. Higher Apprenticeship in Business & Professional Administration Level 4 (England)

Qualification Specification. Higher Apprenticeship in Business & Professional Administration Level 4 (England) Qualification Specification Higher Apprenticeship in Business & Professional Administration Level 4 (England) Version 2.0 (July 2016) Qualification Specification: Business Administration: Higher Apprenticeship

More information

Police Sector Standard for the Training of Trainers. Trainer Standard. Version 2.0

Police Sector Standard for the Training of Trainers. Trainer Standard. Version 2.0 Police Sector Standard for the Training of Trainers Version 2.0 - College of Policing Limited (the College) March 2013 All rights reserved. No part of this publication may be reproduced, modified, amended,

More information

ILM Level 5 Business Support

ILM Level 5 Business Support QUALIFICATION SPECIFICATIONS ILM Level 5 Certificate in Business Support QS/L5CBS/0510 Circulation of s These s are provided to centres that are approved by the Institute of Leadership and Management (ILM)

More information

National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector

National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector The Sector Skills Council for lifelong learning National Occupational Standards (NOS) for the role of learning support practitioner in the lifelong learning sector DRAFT DECEMBER 2007 Crown Copyright 2007

More information

Qualification Guide. OCNLR Level 3 Award in Launching a Business: Technologies (QCF)

Qualification Guide. OCNLR Level 3 Award in Launching a Business: Technologies (QCF) Qualification Guide OCNLR Level 3 Award in Launching a Business: Technologies (QCF) Version 1.4 04/01/2016 2 OCN London Qualification Guide OCN London Qualification Guide OCNLR Level 3 Award in Launching

More information

QCF. Warehousing and Storage Logistics Operations. Centre Handbook

QCF. Warehousing and Storage Logistics Operations. Centre Handbook Centre Handbook QCF Warehousing and Storage Logistics Operations Level 2 Certificate in Warehousing and Storage Level 3 Certificate in Logistics Operations Scheme code 04419 Scheme code 04420 OCR 2013

More information

Cork Education and Training Board. Programme Module for. Career Planning. leading to. Level 4 FETAC

Cork Education and Training Board. Programme Module for. Career Planning. leading to. Level 4 FETAC Cork Education and Training Board Programme Module for Career Planning leading to Level 4 FETAC May 2012/June 2012 1 Introduction This programme module may be delivered as a standalone module leading to

More information

QNUK LEVEL 2 AWARD IN PRINCIPLES OF COSHH (QCF)

QNUK LEVEL 2 AWARD IN PRINCIPLES OF COSHH (QCF) QNUK LEVEL 2 AWARD IN PRINCIPLES OF COSHH (QCF) CONTENTS 1. INTRODUCTION 3 2. QUALIFICATION PURPOSE 3 3. QUALIFICATION STRUCTURE 3 4. PRE-REQUISITES 3 5. GEOGRAPHICAL COVERAGE 3 6. UNITS 4 7. TRAINING

More information

Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011

Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011 Programme Specification: Professional Graduate Certificate in Education Post-Compulsory Education and Training (Level 6) July 2011 NOTE: This specification provides a concise summary of the main features

More information

GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY

GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY GLASGOW KELVIN COLLEGE BOARD OF MANAGEMENT LEARNING, TEACHING AND ASSESSMENT STRATEGY 2014-15 1. Introduction Glasgow Kelvin College strives to provide learning which is inclusive, respects learners, is

More information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information

Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information Honours Degree (top-up) Business Abbreviated Programme Specification Containing Both Core + Supplementary Information 1 Awarding Institution / body: Lancaster University 2a Teaching institution: University

More information

TAE40110 - Certificate IV in Training and Assessment

TAE40110 - Certificate IV in Training and Assessment TAE40110 - Certificate IV in Training and Assessment This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector.

More information

Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership

Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership Pearson Edexcel BTEC Level 7 Diploma in Strategic Management and Leadership at the London College of Business Programme Title Awarding Body Pearson Edexcel BTEC Level 7 Diploma in Strategic Management

More information

Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303)

Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303) Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303) Qualification handbook Qualified Teacher Learning and Skills (QTLS) framework www.cityandguilds.com September 2007 Version 2.2

More information

Approved by the Health and Care Professions Council

Approved by the Health and Care Professions Council PROGRAMME SPECIFICATION Master of Arts in Social Work Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Liverpool John Moores University LIVERPOOL JOHN

More information

Professional Graduate Certificate in Education (Post-compulsory Education)

Professional Graduate Certificate in Education (Post-compulsory Education) PROGRAMME SPECIFICATION Professional Graduate Certificate in Education (Post-compulsory Education) Postgraduate Certificate in Education (Post-compulsory Education) Incorporating Lifelong Learning UK (LLUK)

More information

Media. OCR Level 2 Cambridge Technical Certificate, Extended Certificate and Diploma in Media 1

Media. OCR Level 2 Cambridge Technical Certificate, Extended Certificate and Diploma in Media 1 Media OCR Level 2 Cambridge Technical Certificate in Media 05380 OCR Level 2 Cambridge Technical Extended Certificate in Media 05382 OCR Level 2 Cambridge Technical Diploma in Media 05385 OCR Level 2 Cambridge

More information

MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND

MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND MENTOR PREPARATION FOR NURSING EDUCATION IN NORTHERN IRELAND QUEEN S UNIVERSITY BELFAST UNIVERSITY OF ULSTER OPEN UNIVERSITY and BELFAST HEALTH AND SOCIAL CARE TRUST NORTHERN HEALTH AND SOCIAL CARE TRUST

More information

Programme Specification Foundation Degree (Arts) Business and Enterprise

Programme Specification Foundation Degree (Arts) Business and Enterprise P Programme Specification Foundation Degree (Arts) and Enterprise Valid from: September 2015 Oxford Brookes University Faculty of / (Activate Learning) Reading College 1 SECTION 1: GENERAL INFORMATION

More information

Assessment information

Assessment information Assessment information Industry Curriculum Frameworks Purposes of Assessment Assessment for Higher School Certificate VET courses within industry curriculum frameworks has two distinct purposes: 1. assessment

More information

EDUCATION AND TRAINING (QCF)

EDUCATION AND TRAINING (QCF) Level 3 Award In EDUCATION AND TRAINING (QCF) Evidence Logbook Mandatory Units Qualification Recognition Number: 601/0129/5 QCF Assessment Principles 1. Assessment Principles 1.1 Assessment decisions for

More information

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015

Blackburn College Teaching, Learning and Assessment Strategy. 25 August 2015 Blackburn College Teaching, Learning and Assessment Strategy 25 August 2015 1 Introduction This document provides a Teaching, Learning and Assessment Strategy covering all of the College s Further Education

More information

Level 3 Diploma in Health Informatics (7450-03) September 2013 Version 1.5 (August 2015)

Level 3 Diploma in Health Informatics (7450-03) September 2013 Version 1.5 (August 2015) Level 3 Diploma in Health Informatics (7450-03) QUALIFICATION HANDBOOK September 2013 Version 1.5 (August 2015) Qualification at a glance Subject area City & Guilds number 7450 Health Informatics Age group

More information

Assessment strategy for the NVQ/SVQs in supporting teaching and learning in schools

Assessment strategy for the NVQ/SVQs in supporting teaching and learning in schools Assessment strategy for the NVQ/SVQs in supporting teaching and learning in schools June 2007 Assessment strategy for the NVQ/SVQs in supporting teaching and learning in schools CONTENTS Introduction 2

More information

www.gdc-uk.org Standards for Education Standards and requirements for providers of education and training programmes

www.gdc-uk.org Standards for Education Standards and requirements for providers of education and training programmes www.gdc-uk.org Standards for Education Standards and requirements for providers of education and training programmes November 2012 GDC Standards for Education The Standards for Education and the requirements

More information

CertEd Post Compulsory Education and Training (Full-Time) 2. CertEd Post Compulsory Education and Training (Part-Time) 9

CertEd Post Compulsory Education and Training (Full-Time) 2. CertEd Post Compulsory Education and Training (Part-Time) 9 Nottingham Trent University School of Education Post Compulsory Education and Training Course Specifications CertEd Post Compulsory Education and Training (Full-Time) 2 CertEd Post Compulsory Education

More information

Centre Approval for Vocational Qualifications

Centre Approval for Vocational Qualifications Centre Approval for Vocational Qualifications 1 Contents Page Introduction 3 Centre approval process explained 3 Application form explained 4 Approval visit 6 Contacts and support 7 2 Introduction This

More information

TAE40110 Certificate IV in Training and Assessment. Course Overview

TAE40110 Certificate IV in Training and Assessment. Course Overview TAE40110 Certificate IV in Training and Assessment Course Overview Table of Contents Table of Contents... 1 1. Welcome... 2 1.1 VECCI Team... 2 2. TAE40110 Certificate IV in Training and Assessment...

More information

Specification. Edexcel Level 1 Award and Certificate in Personal and Social Development (QCF)

Specification. Edexcel Level 1 Award and Certificate in Personal and Social Development (QCF) Specification Edexcel Level 1 qualifications Edexcel Level 1 Award and Certificate in Personal and Social Development (QCF) First teaching from September 2009 Edexcel Level 1 Diploma in Personal and Social

More information

Level 3 Certificate in assessing candidates using a range of methods (7317)

Level 3 Certificate in assessing candidates using a range of methods (7317) Level 3 Certificate in assessing candidates using a range of methods (7317) Candidate guide A1 Assess candidates using a range of methods www.cityandguilds.com November 2004 About City & Guilds City &

More information

Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305)

Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) Level 5 Diploma in Teaching in the Lifelong Learning Sector (7305) Qualification handbook Qualified Teacher Learning and Skills (QTLS) framework www.cityandguilds.com September 2007 Version 1.1 (November

More information

AIM Awards Suite of Supporting Individuals on the Autistic Spectrum (QCF) Qualifications

AIM Awards Suite of Supporting Individuals on the Autistic Spectrum (QCF) Qualifications AIM Awards Suite of Supporting Individuals on the Autistic Spectrum (QCF) Qualifications Version 1 July 2014 This page is intentionally blank 2 AIM Awards Level 3 Award in Supporting Individuals on the

More information

Qualification Specification. Higher Apprenticeship in Retail Management Level 4 (England)

Qualification Specification. Higher Apprenticeship in Retail Management Level 4 (England) Qualification Specification Higher Apprenticeship in Retail Management Level 4 (England) Version 2.0 (July 2016) Page 1 of 21 This qualification specification covers the following qualifications: Qualification

More information

AIM Awards Level 2 Award in Food Safety in Catering (QCF)

AIM Awards Level 2 Award in Food Safety in Catering (QCF) AIM Awards Level 2 Award in Food Safety in Catering (QCF) Version 2 March 2014 AIM Awards Level 2 Award in Food Safety in Catering (QCF) 600/8219/7 2 Contents Page Section One Qualification Overview 5

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award Doctor of Clinical Psychology 4 Programme Title Doctorate in Clinical Psychology

More information

NVQ. Code of practice. Revised 2006. NVQ code of practice

NVQ. Code of practice. Revised 2006. NVQ code of practice NVQ Code of practice Revised 2006 NVQ code of practice The regulatory authorities wish to make their publications widely accessible. Please contact us if you have any specific accessibility requirements.

More information

Qualification Specification for OCN NI Level 3 Certificate in Holistic Health and Complementary Therapies (QCF) Qualification No: 601/2776/4

Qualification Specification for OCN NI Level 3 Certificate in Holistic Health and Complementary Therapies (QCF) Qualification No: 601/2776/4 Qualification Specification for OCN NI Level 3 Certificate in Holistic Health and Complementary Therapies (QCF) Qualification No: 601/2776/4 1 Qualification Regulation Information Qualification Number:

More information