(qcf) aim awards level 2 award in safe moving and …...jun 01, 2012 · nebosh diploma in...
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AIM
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AIM Awards Level 2
Award in Safe Moving and
Handling (QCF)
600/4469/X
Version 1.1 – June 2012
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© AIM Awards 2012
Section One – Qualification Overview 3
Section Two - Structure and Content 7
Section Three – Quality Assurance 11
Section Four – Operational Guidance 17
Section Five – Appendices 21
Appendix 1 – AIM Awards Assessment Definitions 23
Appendix 2 – Level Descriptors 39
Contents Page
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Section 1
Qualification Overview
AIM Awards Safe Moving and Handling (QCF)
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Section One
Introduction
Welcome to the AIM Awards Qualification Specification. 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, promoting 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 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 Qualification Specification 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 conditions C2.5 and E3.1.
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Manual Handling injuries are the cause of most lost working days in the UK, with sprains and strains due to the incorrect lifting and moving of objects causing most suffering to employees. Under the Health and Safety at Work Act (1974) it is a mandatory requirement that employers provide appropriate training for staff to do their job safely hence any employee whose job role involves moving and handling should be trained. The AIM Awards Level 2 Award in Safe Moving and Handling is intended as an introduction to moving and handling activities for those starting work, returning to work or who need specific training in manual handling, as well as being a suitable qualification for refresher training. Learners gaining this qualification will understand that moving and handling must be carried out correctly and will recognise its importance in ensuring a safer working environment. The Level 2 Award in Moving and Handling will develop a learner’s awareness of relevant legislation and procedures that have an impact on health and safety responsibilities in the workplace. .
Qualification/s
AIM Awards Level 2 Award in Safe Moving and Handling (QCF)
Assessment Internally assessed and externally moderated portfolio of evidence
Grading Assessment is competent / not competent. There is no grading
Progression Opportunities
AIM Awards Level 2 Award in Health and Safety in the Workplace
Operational start date 01-Feb-2012
Review date 31-Dec-2016
Sector 4.2 Manufacturing Technologies
Support from sector bodies
Proskills
Qualification Accreditation Number
600/4469/X
Learning Aim Reference 6004469X
Credits 2
Qualification Level Level 2
Guided Learning Hours 10
Age Range Pre-16; 16-18; 19+
Rules of Combination Learners must achieve 2 credits at Level 2, from the mandatory unit to achieve this qualification.
About the Qualification
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Entry Guidance It is advised that learners have a minimum of Level 1 in literacy or numeracy or equivalent.
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 are advised to use equipment and props for the assessment activities which are relevant to the environment where the training is being delivered. The assessment is about carrying out safe moving and handling, and centres must ensure the efforts required from a candidate to complete the assessment do not present an unnecessary risk.
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Section 2
Structure and Content
AIM Awards Safe Moving and Handling (QCF)
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Section Two
Structure and Content
Qualification Structure
There is one mandatory unit of 2 credits.
Unit List & Content
AIM Awards Unit Code
Unit Reference Number
Unit Title Level Credit Value
GLH Page No.
WA1/2/EA/001 D/602/4593 Manual Handling Safety at Work 2 2 10 9
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Learning Outcomes The learner will:
Assessment Criteria The learner can:
1. Understand the reasons for safe manual handling
1.1. Outline the potential injuries and ill health associated with incorrect manual handling
1.2. Outline employers and employees duties relating to manual handling at work
1.3. Outline the consequences for non-compliance with health and safety requirements at work
2. Understand how manual handling risk assessments contribute to improving health and safety
2.1. Explain the terms ‘hazard’ and ‘risk’ in the context of manual handling at work
2.2. Outline the process for carrying out a manual handling risk assessment
2.3. Describe the principle of the risk control hierarchy when applied to manual handling
3. Understand the principles, types of equipment and testing requirements associated with manual handling safety
3.1. Describe safe movement principles associated with manual handling
3.2. Outline the types of equipment designed to be used for manual handling tasks
3.3. Outline the requirements for testing, servicing and examination of manual handling and lifting equipment
4. Be able to apply safe manual handling principles
4.1. Demonstrate efficient and safe manual handling principles when;
a) Applying effort to, or moving a load or object manually on their own
b) When using manual handling aids and equipment
c) When undertaking a manual handling task as part of a team
AIM Awards Reference Number
Unit Reference Number
Unit Name
WA1/2/EA/001 D/602/4593 Manual Handling Safety at Work
Level 2
Credit 2
GLH 10
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Unit Summary This unit will develop a learner’s awareness of relevant legislation and procedures that have an impact on health and safety responsibilities in the workplace. Learners gaining this unit will understand that moving and handling must be carried out correctly and will recognise its importance in ensuring a safer working environment.
Practical Demonstration is the only prescribed method of assessment for this unit. The following methods of assessment are optional for this unit:
Written question & answer/test/exam
Report
Oral question and answer
Group discussion
Assessment Guidance
Learning Outcome 4
Centres are advised to use equipment and props for the assessment activities which are relevant to the environment where the training is being delivered. The assessment is about carrying out safe moving and handling, and centre must ensure the efforts required from a candidate to complete the assessment do not present an unnecessary risk.
Back to unit list
Methods of Assessment
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Section 3
Quality Assurance
AIM Awards Safe Moving and Handling (QCF)
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Section 3
Assessment and Quality Assurance
How the qualification is assessed
The qualifications require achievement of the specified units with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows:
Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit
The learners are assessed internally at the Centre, using the assessments set
The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre
The portfolios of assessed evidence are externally verified by an external verifier appointed by AIM Awards.
For a more detailed overview of Assessment view our Assessment Documents at
www.aimawards.org.uk.
Unit Assessment
Achievement of units is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. 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 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.
Assessment Information Grid
Each unit has a supplementary page with an Assessment Information Grid. The Assessment Information Grid gives recognised methods of assessment for AIM Awards units. If a method is marked ‘P’ (Prescribed), that method must be used in the assessment of the unit. Methods marked ‘O’ (Optional) are recommended methods and you will select the activity or activities most appropriate for your learners and context. Some units will have a combination of Prescribed and Optional methods. Assessors must always refer to this Grid before devising assessment tasks. 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.
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Assessment Practice
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 relevant teaching experience and hold a qualification in the relevant subject area. It is recommended that Tutors should have a minimum of a Level 3 Health and Safety qualification or equivalent from a recognised Awarding Body together with a training qualification. Suitable subject area qualifications/experience may include:
Degree or Dip HE in a related subject such as: Environmental Health,
Occupational Health and Safety or one that contains elements of these subjects
HNC/D in a related subject (as outlined above)
Level 3 qualification in Health and Safety or equivalent
NEBOSH Diploma in Occupational Safety and Health
NEBOSH National General Certificate in Occupational Safety and Health
Higher level Manual Handling qualifications Suitable teaching qualifications include:
Level 3 or 4 PTLLS or above
Diploma or Certificate in Education
Bachelors or Masters Degree in Education
Training and Support
We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at
www.aimawards.org.uk.
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Marking Tasks
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.
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Recording Achievement
You 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.
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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 on behalf of AIM Awards. Outcomes from National Standardisation will be made available to Centres through AIM Awards.
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Section 4
Operational Guidance
AIM Awards Safe Moving and Handling (QCF)
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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.
Fees and Charges
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 at www.aimawards.org.uk.
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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
AIM Awards
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Section 5
Appendices
AIM Awards Safe Moving and Handling (QCF)
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Appendix 1 – Assessment Definitions................................................................ 23
Appendix 2 – Level Descriptors......................................................................... 39
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APPENDIX 1
ASSESSMENT DEFINITIONS
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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
made (GL = 1000 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
1 GL = guidance on length of activity.
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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.
Activity: Assessed by: Evidence could include:
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.
Activity: Assessed by: Evidence could include:
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.
Tutor or external marker (for exams/tests)
Written responses Learner responses and tutor feedback
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.
Tutor or external marker (for exams/tests)
Written responses Learner responses and tutor feedback
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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.
Activity: Assessed by: Evidence could include:
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. GL = 1000 words
Tutor The marked essay
Tutor feedback
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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.
Activity: Assessed by: Evidence could include:
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. GL = 8 minutes for oral / 1000 words for written
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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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.
Activity: Assessed by: Evidence could include:
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.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
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.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
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.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
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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
Activity: Assessed by: Evidence could include:
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.
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
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.
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
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.
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
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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
Activity: Assessed by: Evidence could include:
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
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
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.
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
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.
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
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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.
Activity: Assessed by: Evidence could include:
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.
Tutor record of observation and feedback Summary of discussion Completed work.
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.
Tutor record of observation and feedback Summary of discussion Completed work.
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
Tutor record of observation and feedback Summary of discussion Completed work.
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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.
Activity: Assessed by: Evidence could include:
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.
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
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.
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
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.
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
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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.
Activity: Assessed by: Evidence could include:
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
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log
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 Peer observation, One to one tutorial discussion Self-assessment
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.
Tutor Peer observation, One to one tutorial discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log.
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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
Activity: Assessed by: Evidence could include:
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.
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
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.
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
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.
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
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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.
Activity: Assessed by: Evidence could include:
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
Learner log/diary Tutorial notes Tutor record
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.
Learner log/diary Tutorial notes Tutor record
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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.
Activity: Assessed by: Evidence could include:
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.
Discussion with the tutor
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.
Discussion with the tutor
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 achievement.
Discussion with the tutor
Structured file with tutor feedback.
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APPENDIX 2
LEVEL DESCRIPTORS
Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework
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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
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Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 2 Achievement at level 2 reflects
the ability to select and use
relevant knowledge, ideas, skills
and procedures to complete well-
defined tasks and address
straight- forward problems. It
includes taking responsibility for
completing tasks and procedures
and exercising autonomy and
judgement subject to overall
direction or guidance.
Use understanding of facts,
procedures and ideas to complete
well-defined tasks and address
straightforward problems
Interpret relevant information and
ideas.
Be aware of the types of
information that are relevant to the
area of study or work
Complete well-defined, generally
routine tasks and address
straightforward problems.
Select and use relevant skills and
procedures.
Identify, gather and use relevant information to inform actions.
Identify how effective actions have been.
Take responsibility for completing tasks and procedures
Exercise autonomy and judgement subject to overall direction or guidance
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Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 3 Achievement at level 3 reflects
the ability to identify and use
relevant understanding, methods
and skills to complete tasks and
address problems that, while well
defined, have a measure of
complexity. It includes taking
responsibility for initiating and
completing tasks and procedures
as well as exercising autonomy
and judgement within limited
parameters. It also reflects
awareness of different
perspectives or approaches within
an area of study or work.
Use factual, procedural and
theoretical understanding to
complete tasks and address
problems that, while well defined,
may be complex and non- routine
Interpret and evaluate relevant
information and ideas
Be aware of the nature of the area
of study or work
Have awareness of different
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
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01332 861999
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