Please note that the last learner registration date for ... · The AIM Awards Diploma in Teaching in the Lifelong Learning Sector (DTLLS) is designed for current or prospective teachers

Please note that the last learner registration date for

this qualification is 03/08/2014. Please contact AIM

Awards for further information on the replacement

qualification.

AIM

Aw

ard

s Le

vel 5

Dip

lom

a in

Tea

chin

g in

th

e

Life

lon

g Le

arn

ing

Sect

or

(QC

F)

AIM Awards Level 5 Diploma in Teaching in

the Lifelong Learning Sector (QCF) 600/6598/9

Please note that the last learner registration date for this qualification is

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

replacement qualification.

2 AIM Awards Level 5 Diploma In Teaching In The Lifelong Learning Sector (QCF) V2

© AIM Awards 2012

Section One – Qualification Overview 3

Section Two - Structure and Content 9

Section Three – Quality Assurance 17

Section Four – Operational Guidance 25

Section Five – Appendices 27

Appendix 1 – Example D Portfolio Assessment Task 29

Appendix 2 – AIM Awards Glossary of Assessment Terms 31 Appendix 3 – Level Descriptors 34

Contents Page





© AIM Awards 2012

Section 1

Qualification Overview

AIM Awards Level 5 Diploma in Teaching in the

Lifelong Learning Sector (QCF)





© AIM Awards 2012

Section One

Introduction

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





© AIM Awards 2012

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a The AIM Awards Diploma in Teaching in the Lifelong Learning Sector (DTLLS) is designed for current or prospective teachers within the Further Education (FE) college, Adult and Community Learning Centre or work-based learning sector. It focuses on the areas of expertise required to carry out the teacher role such as:

Teaching and learning strategies

Assessment

Planning lessons

Developing schemes of work

Professional Development

There is a strong practical element and trainees are required to complete a minimum of 100 hours teaching practice in order to achieve the qualification. The qualification has been developed by professionals taking into account the needs of professionals and as such it is simple and efficient to use. The mandatory and restricted optional units (Groups A to K) may be assessed through the AIM Awards devised assessment strategy and tasks, the D Portfolio. All the tasks are mapped against the units of assessment to support tutors and trainees in meeting the criteria. All the assessments are easy to follow with clear remits and proformas have been provided where necessary. The D Portfolio is grounded in practice and uses naturally occurring evidence from teaching. This holistic and integrated approach reduces the assessment burden for both tutors and trainees. There is complete freedom of choice with optional units (Group L) within the diploma. There is a vast array of units available, allowing the learners and tutors to select topics that are relevant to their specific needs, expertise and context. Centres develop their own assessment tasks for these based on unit guidance and indicative content. Those who hold the Diploma can use it to claim Qualified Teacher Learning and Skills status (QTLS) from the Institute for Learning.

About the Qualification





© AIM Awards 2012

Qualification

AIM Awards Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF)

Assessment Internally assessed and externally moderated D Portfolio assessment strategy for units in Groups A to K. Units in Group L are assessed using centre devised assessments. The D Portfolio is provided separately to this specification for centres offering the qualification. For further details contact the AIM Awards office. (Centres have the option to devise their own assessments in place of the D Portfolio if they wish).

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

Progression Opportunities

Learners from this qualification may progress into employment as a tutor/teacher in the FE sector. Learners may also progress on to the Level 5 Subsidiary Diplomas in Teaching in English (Literacy), English (ESOL) or Mathematics (Numeracy).

Operational start date 01-Sept-2012

Expiry Date 31-Aug-2014

Sector 13.1 Teaching and Lecturing

Qualification Accreditation Number

600/6598/9

Learning Aim Reference 60065989

Credits 120

Guided Learning Hours 387-500

Age Range 19+

Rules of Combination Learners must achieve a total of 120 credits. A minimum of 63 credits must be at level 5 or above. A maximum of 12 credits at level 3 permitted. The credits must be accumulated as follows:

36 credits from Group A

3 credits from Group B

6 credits from Group C or Group D (if units are taken from Group C then 3 credits must be taken from sub group C1 and 3 credits from sub group C2)

3 credits from Group E

3 credits from Group F

3 credits from Group G

3 credits from Group H

3 credits from Group I





© AIM Awards 2012

12 credits from Group J

12 credits from Group K

36 credits from Group L (optional group)

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

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

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

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

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

are able to meet the requirement to carry out 100 hours teaching practice The learner should also ideally hold one of the following:

An undergraduate degree

A recognised professional qualification at Level 4 or above

Professional experience at an appropriate level for entry to a Level 5 qualification

The end of the accreditation period

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

Resource Requirements

Centres must ensure that they have the appropriate resources in place to deliver the units from these qualifications. Learners should have access to classrooms equipped with teaching aids for the teaching practice requirements. Learners should also have access to learning resources commensurate with a Level 5 qualification such as text books, online resources and journals.

Recommended Reading Recommended reading lists are provided in the guidance for individual units as appropriate.





© AIM Awards 2012

Minimum Core DTLLS Part 1 units require coverage of the minimum core of language, literacy, numeracy and ICT. The knowledge, understanding and personal skills requirements for LLN and ICT can be found in the document: LLUK (2007) 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. Download the document from the LSIS Excellence gateway: Minimum core

Relationship with Other Qualifications

The DTLLS qualification contains the Preparing to Teach in the Lifelong Learning Sector (PTLLS) within it. Trainee teachers may join a DTLLS programme already holding a PTLLS Award. AIM Awards recognises the six and twelve credit PTLLS qualifications as meeting the same requirements. Therefore Recognition of Prior Learning will apply to the fullest extent between the two versions of the qualification when learners progress to DTLLS. Learners should not be required to present new evidence during this process. It is possible that some candidates may already have taken the competence-based Learning and Development units listed above as part of Learning and Development qualifications. If that is the case, the credits can be used towards the Diploma in Teaching in the Lifelong Learning Sector.

http://www.excellencegateway.org.uk/node/12019





© AIM Awards 2012

Section 2 Structure and Content







© AIM Awards 2012

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

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

Rules of Combination for AIM Awards Level 5 Diploma in Teaching in the Lifelong Learning Sector (QCF)

Learners must achieve a total of 120 credits. A minimum 63 credits must be at level 5 or above A maximum of 12 credits at level 3 permitted. The credits must be accumulated as follows:

36 credits from Group A

3 credits from Group B

6 credits from Group C or Group D (if units are taken from Group C then 3 credits must be taken from sub group C1 and 3 credits from sub group C2)

3 credits from Group E

3 credits from Group F

3 credits from Group G

3 credits from Group H

3 credits from Group I

12 credits from Group J

12 credits from Group K

36 credits from Group L (optional group)

AIM Awards Unit Code

Unit Reference Number

Unit Title Group Level Credit Value

GLH

GB1/5/EA/002 D/503/4921 Continuing Personal and Professional Development

A Five 12 30

GB1/5/EA/003 K/503/4923 Curriculum Development for Inclusive Practice

A Five 12 30

GB1/5/EA/005 J/503/4928 Wider Professional Practice A Five 12 30

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

B Three 3 12

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

B Four 3 12





© AIM Awards 2012

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

C1 Three 3 12

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

C1 Four 3 12

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

C2 Three 3 12

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

C2 Four 3 12

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

D Three 6 25

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

D Three 6 25

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

D Four 6 30

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

E Three 3 12

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

E Four 3 12

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

E Three 3 24

GB1/3/EA/013 M/503/4907 Delivering Lifelong Learning F Three 3 15

GB1/4/EA/008 T/503/4908 Delivering Lifelong Learning F Four 3 15

GB1/3/EA/012 D/503/4904 Assessing Learners in Lifelong Learning

G Three 3 15

GB1/4/EA/007 H/503/4905 Assessing Learners in Lifelong Learning

G Four 3 15

GA9/3/EA/002 F/601/5319 Assess Vocational Skills, Knowledge and Understanding

G Three 6 24

GB1/3/EA/015 T/503/4911 Planning to Meet the Needs of Learners

H Three 3 15

GB1/4/EA/011 A/503/4912 Planning to Meet the Needs of Learners

H Four 3 15

GB1/3/EA/014 K/502/9544 Identify Individual Learning and Development Needs

H Three 3 24

GB1/3/EA/016 Y/503/4917 Using Resources for Lifelong Learning

I Three 3 15





© AIM Awards 2012

GB1/4/EA/012 D/503/4918 Using Resources for Lifelong Learning

I Four 3 15

GB1/4/EA/009 A/502/9547 Develop and Prepare Resources for Learning and Development

I Four 6 25

GB1/4/EA/010 T/503/4925 Enabling Learning through Assessment

J Four 12 30

GB1/5/EA/004 A/503/4926 Enabling Learning through Assessment

J Five 12 30

GB1/4/EA/006 F/503/4944 Applying Theories and Principles for Planning and Enabling Inclusive Learning and Teaching

K Four 12 30

GB1/5/EA/001 Y/503/4920 Applying Theories and Principles for Planning and Enabling Learning

K Five 12 30

GB1/5/EA/007 M/503/5376 Action Learning to Support Development of Subject Specific Pedagogy

L Five 15 50

GB1/5/EA/006 F/503/5785 Action Learning for Teaching in a Specialist Area of Disability

L Five 15 40

GB1/5/EA/008 T/503/5380 Action Research

L Five 15 50

GA9/3/EA/001 H/601/5314 Assess Occupational Competence in the Work Environment

L Three 6 30

GA9/3/EA/003 K/503/5473 Assessment and Support for the Recognition of Prior Learning through the Accreditation of Learning Outcomes

L Three 6 30

GB1/3/EA/021 M/503/5507 The Coaching and Mentoring Roles

L Three 6 30

GB1/4/EA/020 T/503/5508 The Coaching and Mentoring Roles

L Four 6 30

GA9/4/EA/006 M/502/9545 Develop Learning and Development Programmes

L Four 6 30

GA9/4/EA/007 D/503/5390 Developing, Using and Organising Resources within the Lifelong Learning Sector

L Four 15 50

GA9/5/EA/001 H/503/5391 Developing, Using and Organising Resources within

L Five 15 50





© AIM Awards 2012

the Lifelong Learning Sector

GA9/4/EA/008 Y/503/5310 Effective Partnership Working in the Learning and Teaching Context

L Four 15 50

GA9/5/EA/002 D/503/5311 Effective Partnership Working in the Learning and Teaching Context

L Five 15 50

GA9/3/EA/004 F/502/9551 Engage Learners in the Learning and Development Process

L Three 6 30

GA9/3/EA/005 Y/502/9555 Engage with Employers to Develop and Support Learning Provision

L Three 6 25

GA9/4/EA/009 D/502/9556 Engage with Employers to Facilitate Workforce Development

L Four 6 30

GA9/3/EA/006 R/503/5788 Equality and Diversity L Three 6 25

GA9/4/EA/010 Y/503/5789 Equality and Diversity L Four 6 25

GA9/5/EA/003 A/503/5011 ESOL and the Learners L Five 15 40

GB1/5/EA/009 J/503/5013 ESOL Theories and Frameworks

L Five 15 40

GB1/4/EA/013 L/503/5790 Evaluating Learning Programmes

L Four 3 15

GB1/4/EA/014 H/502/9543 Identify the Learning Needs of Organisations

L Four 6 30

GB1/5/EA/010 L/503/5014 Improving Numeracy Knowledge, Understanding and Practice

L Five 15 40

GB1/5/EA/011 L/503/5787 Inclusive Learning and Teaching for Disabled Learners

L Five 15 40

GB1/4/EA/015 L/503/5384 Inclusive Practice L Four 15 50

GB1/5/EA/012 Y/503/5386 Inclusive Practice L Five 15 50

GA9/4/EA/004 A/601/5321 Internally Assure the Quality of Assessment

L Four 6 45

GB1/4/EA/021 A/503/5378 The Lifelong Learning Sector L Four 15 50





© AIM Awards 2012

GB1/5/EA/017 A/503/5381 The Lifelong learning sector L Five 15 50

GB1/5/EA/013 D/503/5017 Literacy and the Learners L Five 15 40

GB1/5/EA/014 D/503/5020 Literacy Theories and Frameworks

L Five 15 40

GB1/5/EA/015 H/503/5018 Literacy, ESOL and the Learners

L Five 15 40

GB1/5/EA/016 H/503/5021 Numeracy and the Learners L Five 15 40

GB1/3/EA/017 A/503/5509 Preparing for the Coaching Role

L Three 3 15

GB1/4/EA/016 M/503/5510 Preparing for the Coaching Role

L Four 3 15

GB1/3/EA/018 T/503/5511 Preparing for the Mentoring Role

L Three 3 15

GB1/4/EA/017 A/503/5512 Preparing for the Mentoring Role

L Four 3 15

GB1/3/EA/019 R/502/9554 Provide Information and Advice to Learners and Employers

L Three 3 20

GB1/3/EA/020 Y/503/5792 Quality Procedures within the Lifelong Learning Sector

L Three 6 25

GB1/4/EA/018 R/503/5791 Quality Procedures within the Lifelong Learning Sector

L Four 6 25

GB1/4/EA/019 Y/503/5372 Teaching in a Specialist Area L Four 15 50

GB1/5/EA/018 J/503/5383 Tutoring and Course Leadership in the Lifelong Learning Sector

L Five 15 50

GA9/4/EA/003 F/601/5322 Understanding the Principles and Practices of Externally Assuring the Quality of Assessment

L Four 6 45

GA9/4/EA/005 T/601/5320 Understanding the Principles and Practices of Internally Assuring the Quality of Assessment

L Four 6 45

GB1/4/EA/022 H/503/5469 Understanding and Managing Behaviours in a Learning Environment

L Four 6 20

GB1/4/EA/023 L/503/5465 Understanding and Managing Behaviours in a Learning

L Four 15 50





© AIM Awards 2012

Environment

GB1/5/EA/019 J/503/5786 Understanding Theories and Frameworks for Teaching Disabled Learners

L Five 15 40

GB1/4/EA/024 K/503/5814 Using Study Skills Approaches and Techniques to Enhance the Learning of Others

L Four 6 25

GB1/4/EA/025 R/503/5385 Working with Individual Learners

L Four 15 50

GB1/4/EA/026 H/503/5388 Working with Individuals and Small Groups in a Learning Environment

L Four 9 30

GB1/4/EA/027 J/503/7215 Working with the 14-16 Age Range in the Learning Environment

L Four 9 30

GB1/5/EA/020 L/503/7216 Working with the 14-19 Age Range in the Learning Environment

L Five 15 50





© AIM Awards 2012

This page is intentionally blank





© AIM Awards 2012

Section 3 Quality Assurance







© AIM Awards 2012

Section 3

Assessment and Quality Assurance

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

The mandatory and mandatory-optional units within this qualification (Group A to K) are assessed through the AIM Awards D Portfolio, an assessment strategy specifically devised for this qualification. The portfolio comprises a series of tasks that are mapped to the assessment criteria across the units. Satisfactory completion of the tasks and compilation of the portfolio will provide evidence that the candidate has met the requirements for these units. The optional units in Group L are assessed through centre devised assessments using the indicative content and guidance provided with the units. The full D Portfolio Strategy document is available from the AIM Awards Office for centres offering this qualification. A sample task from the portfolio has been included within the appendices. Alternatively, centres may use assessments internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the unit. Centre devised assessment tasks should be approved by the internal verifier for the course before delivery takes place in order to ensure the assessment is fit for purpose and meets the standards required. The assessment process is as follows:

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

The resulting assessed evidence is internally verified by an internal verifier at the centre

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

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

www.aimawards.org.uk

Requirements for practice and assessed practice

There is a requirement for a minimum of 100 hours of practice to achieve this qualification.

Though some units of the qualification focus on working with individuals, there is a

requirement to evidence working with groups of learners.

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





© AIM Awards 2012

The training context used for this practice should allow a trainee teacher to meet the

requirements of the standards. It should allow for as much breadth of experience in terms

of the learning delivered, e.g.

the number of teaching practice locations/settings/contexts

teaching across more than one level

teaching a variety of learners

teaching individuals and groups

experience of non-teaching roles

gaining subject specialist knowledge through workplace mentoring

There must be a minimum of 8 observations totalling a minimum of 8 hours. (This excludes

any observed practice completed for the microteaching in the PTLLS award). Any single

observation must be a minimum of half an hour. Observations should be appropriately

spaced throughout the whole programme.

Following each observation a judgment will need to be made as to whether or not the

learner has demonstrated acceptable professional standards of teaching. In order for the

learner’s observation to be judged as meeting acceptable professional standards of teaching

it should include:

adequate planning and preparation

appropriate learning and teaching strategies

effective use of resources

adequate subject knowledge

effective communication and interaction

adequate assessment and feedback

appropriate differentiation and inclusiveness

adequate support for LLN needs

adequate quality of student learning in observed session

In order for the learner’s observation to be judged as not meeting acceptable professional

standards of teaching it should include:

inadequate planning and preparation

inappropriate learning and teaching strategies

ineffective use of resources

inadequate subject knowledge





© AIM Awards 2012

ineffective communication and interaction

inadequate assessment and feedback

inappropriate differentiation and inclusiveness

inadequate support for LLN needs

inadequate quality of student learning in observed session

There are particular requirements for certain units in this qualification. The requirements

are detailed in the assessment guidance of the unit concerned.

An observation proforma for the observed practice and the micro-teaching session is

provided within the appendices.

Centres will need to ensure that evidence of completion of the required amount of teaching

practice is available at external moderation.

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

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.

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

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

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





© AIM Awards 2012

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.





© AIM Awards 2012

Nominated Tutor Requirements

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

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

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

stage 1, 2 and 3 or NVQ Level 4 in Learning and Development

Evidence of substantial, successful teaching experience

Evidence of experience in carrying out teacher observations

Knowledge of contemporary issues in the post 16 sector

There are additional requirements for those who assess the following units:

Assess occupational competence in the work environment (Level 3)

Assess vocational skills, knowledge and understanding (Level 3)

Facilitate learning and development for individuals (Level 3)

Facilitate learning and development in groups (Level 3)

Internally assure the quality of assessment (Level 4)

Manage learning and development in groups (Level 4)

Understanding the principles and practices of assessment (Level 3)

Understanding the principles and practices of internally assuring the quality of

assessment (Level 4)

They must:

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

Development

be occupationally competent in the units they are assessing

hold one of the following qualifications or their recognised equivalent:

o Level 3 Award in Assessing Competence in the Work Environment

o Level 3 Certificate in Assessing Vocational Achievement

o A1 Assess candidate performance using a range of methods

o D32 Assess candidate performance and D33 Assess candidates using differing

sources of evidence

show current evidence of continuing professional development in assessment and

learning and development

Training and Support





© AIM Awards 2012

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

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

Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded; units are either achieved or not achieved.

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.






© AIM Awards 2012

National standardisation is a process that promotes consistency in the understanding and application of standards, it:

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

makes recommendations on assessment practice

produces advice and guidance for the assessment of units

identifies good practice in assessment.

It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners’ evidence for National Standardisation if requested. AIM Awards will notify Centres of the required sample for National Standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will be collected by Quality Reviewers or External Verifiers on behalf of AIM Awards. Outcomes from National Standardisation will be made available to Centres.





© AIM Awards 2012

This page is intentionally blank





© AIM Awards 2012

Section 4 Operational Guidance







© AIM Awards 2012

Section 4

Operational Guidance

Offering the qualification

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

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

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

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

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

service team ready to offer advice.

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

If you are a new Centre then please contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at www.aimawards.org.uk.

Quality Assurance and National Standardisation

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

The standard quality assurance arrangements and requirements include:

Internal verification

External verification

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

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

As an Awarding Organisation we publish an annual list of fees and charges as well as the charges for each qualification. Download our fees and charges leaflet.


http://www.aimawards.org.uk/uFiles/file/AIM%20Awards%20Qualification%20Fees%20and%20Prices%2011-12%20.pdf





© AIM Awards 2012

Charges

Section 5 Appendices







© AIM Awards 2012

Appendix 1 – Example D Portfolio Assessment Task............................................. 23

Appendix 2 - AIM Awards Glossary of Assessment Terms......................................31

Appendix 3 – Level Descriptors.......................................................................... 34





© AIM Awards 2012

APPENDIX 1

Example D Portfolio

Assessment Task





© AIM Awards 2012

Section C Assessing learning

This part of the D Portfolio addresses the issues of assessment for learning and assessment

of learning, involving discussion of types and methods of assessment and how they are used

within the inclusive learning environment to meet the needs of learners.

C1 Assessment FOR learning

This should involve discussion of:

a) assessment for learning strategies in your specialist area, with reference to theories

and principles of assessment;

b) the initial and diagnostic assessment methods that are used in your subject specialist

area;

c) how these are carried out, recorded and communicated to learners and other

professionals.

C2 Assessment OF learning

With reference to a specific scheme of work, this should include discussion of:

a) methods and types of assessment of learning in your subject specialist area, (e.g.,

Socratic technique, peer and self assessment, ipsative, formative etc);

b) how appropriate methods are selected and used to meet the needs of learners and

enable them to progress;

c) how assessments are carried out, recorded and communicated to the learner and

other professionals;

d) the means by which future learning targets are negotiated with learners;

e) reporting methods, i.e. how learner progress and achievement are reported to meet

both internal and external requirements.

Mapping against assessment criteria Confirmation of

achievement

Portfolio Unit of assessment Criteria Candidate

Assessor

C1a Enabling learning through assessment 1.1

C1b Planning to meet the needs of learners 1.1; 1.2; 1.3

C1c Planning to meet the needs of learners 1.1; 1.2; 1.3

Enabling learning through assessment 3.3

C2a Assessing learners in lifelong learning 1.2; 1.3; 1.4; 2.1


C2b Assessing learners in lifelong learning 1.1; 1.2; 1.3; 1.4

C2c Assessing learners in lifelong learning 2.2; 2.3; 2.4






© AIM Awards 2012

C2d Enabling learning through assessment 3.5

C2e Enabling learning through assessment 3.6





© AIM Awards 2012

APPENDIX 2

GLOSSARY OF ASSESSMENT TERMS





© AIM Awards 2012

Glossary of Assessment Terms

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

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

build their practice to maximise the effectiveness of each.

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

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

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

development.

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

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

result of achieved/not achieved.

Assessment Terms

Analyse Identify separate factors, show how they are related and

how each one contributes to the whole

Appraise Consider the positive and negative points and give a

reasoned judgement

Assess Give consideration to all the factors or events that apply

and then make a careful and valued judgement as to

which are the most important or relevant

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

particular decide the importance of all the relevant

positive and negative aspects

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

situations unpick the similarities and differences or

advantages and disadvantages

Define Make clear what a particular term means and give an

example, if appropriate, to show what is meant





© AIM Awards 2012

Demonstrate Show by example

Describe Give a clear overview that includes all the relevant

features – ‘painting a picture with words’

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

idea

Discuss Take part in a conversation about a topic

Draw conclusions Use the evidence provided to reach a reasoned

judgement

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

importance or value of something by reviewing the

information.

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

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

an example to show what is meant. Introduce the topic

then give the ‘how’ or ‘why’

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

features

Illustrate Include examples, a diagram, pictures or photographs to

show what is meant

Interpret Give the meaning of something

List Provide the information in a list, rather than in

continuous writing

Outline Give a brief overview

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

Select Choose from a given range

State Give a clear but brief account

Summarise Write or articulate briefly the main points or essential





© AIM Awards 2012

features

Please note that the last learner registration date for this qualification is 03/08/2014. Please

contact AIM Awards for further information on the replacement qualification.

APPENDIX 3

LEVEL DESCRIPTORS

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

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

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

further information on the replacement qualification.


© AIM Awards 2012

Qualifications and Credit Framework: Level Descriptors

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


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




© AIM Awards 2012




relevant understanding, methods

and skills to address problems

that are well defined but complex

and non-routine. It includes taking

responsibility for overall courses

of action as well as exercising

autonomy and judgement within

fairly broad parameters. It also

reflects

understanding of different


an area of study or work.

Use practical, theoretical or

technical understanding to

address problems that are well

defined but complex and

nonroutine

Analyse, interpret and evaluate

relevant information and ideas

Be aware of the nature and

approximate scope of the area

of study or work

Have an informed awareness of

different perspectives or

approaches within the area of

study or work

Address problems that are

complex and non-routine while

normally fairly well defined

Identify, adapt and use

appropriate methods and skills

Initiate and use appropriate

investigation to inform actions

Review the effectiveness and

appropriateness of methods,

actions and results

Take responsibility for courses

of action, including, where

relevant, responsibility for the

work of others

Exercise autonomy and

judgement within broad but

generally well-defined

parameters




© AIM Awards 2012




relevant understanding,

methods and skills to address

broadly-defined, complex

problems. It includes taking

responsibility for planning and

developing courses of action as

well as exercising autonomy and

judgement within broad

parameters. It also reflects

understanding of different

perspectives, approaches or

schools of thought and the

reasoning behind them.

Use practical, theoretical or

technological understanding to

find ways forward in broadly

defined, complex contexts

Analyse, interpret and evaluate

relevant information, concepts

and ideas

Be aware of the nature and

scope of the area of study or

work

Understand different

perspectives, approaches or

schools of thought and the

reasoning behind them

Address broadly-defined,

complex problems

Determine, adapt and use

appropriate methods and skills

Use relevant research or

development to inform actions

Evaluate actions, methods and

results

Take responsibility for planning

and developing courses of

action, including, where

relevant, responsibility for the

work of others

Exercise autonomy and

judgement within broad

parameters




qualification.

APPENDIX 3

Observation Proforma





© AIM Awards 2012

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

Candidate Date

Topic Duration

Preparation

Session plan

Learning outcomes

Resources

Environment

Delivery

Subject specialist knowledge

Communication & rapport

Range of activities

Resources

Time management

Inclusivity,





© AIM Awards 2012

differentiation, equality etc





© AIM Awards 2012

Assessment & feedback

Assessment methods

Relevance to topic, group etc

Opportunities for learners to provide feedback

Summary comments Strengths

Areas for development

Name of observer Status of observer

Observer signature Candidate signature





© AIM Awards 2012

Diploma in Teaching in the Lifelong Learning Sector Preparation for teaching observation

Teaching observation Candidate

1 2 3 4 5 6 7 8 Observer

Date Time Institution Subject/topic: provide a brief outline of the subject/topic of the learning session

Development points: provide details of any development points from your last observation and actions taken to address them

Specific feedback: identify any area(s) on which you would like specific feedback

Rationale: provide background information on the session and a rationale for your approach

Assessment and feedback: explain how you will assess learning in the session and provide feedback to learners

Differentiation: explain how you have planned for differentiation in the session

LLN: identify any LLN issues in the session and how you will address them





© AIM Awards 2012





© AIM Awards 2012

Diploma in Teaching in the Lifelong Learning Sector Teaching observation report form


1 2 3 4 5 6 7 8 Observer

Date Time Institution Planning and preparation

Learning and teaching strategies

Resources

Subject knowledge

Communication and interaction





© AIM Awards 2012





© AIM Awards 2012

Assessment and feedback

Differentiation and inclusiveness

Support for LLN needs

Quality of student learning in observed session

Strengths Areas for development

The candidate has demonstrated acceptable professional standards of teaching Yes No





© AIM Awards 2012

Observer signature Date





© AIM Awards 2012

Diploma in Teaching in the Lifelong Learning Sector Teaching observation - reflections


1 2 3 4 5 6 7 8 Observer

Date Time Institution Record your own reflections on the session and the feedback you received





© AIM Awards 2012




qualification.

Contact AIM Awards Charges

For any queries, please contact AIM Awards:

AIM Awards

10 Newmarket Court

Newmarket Drive

Off Ascot Drive

Derby

DE24 8NW

01332 861999

[email protected]

mailto:[email protected]