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Tutor Standardisation Training Wednesday October 1 st , 2014. Level 2 Training. Agenda. Agenda – Part 2. Objectives. a good understanding of the term “level” in the context of QCF qualification a good understanding of the principle of using level descriptors to judge standards
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Tutor Standardisation Training Wednesday October 1st, 2014 Level 2 Training
Objectives • a good understanding of the term “level” in the context of QCF qualification • a good understanding of the principle of using level descriptors to judge standards • reached agreement with colleagues on the location of a pass/refer boundary, for the level under consideration • understood the importance of mapping learning outcomes to a scheme of work, to both assessment and verification processes • applied the principles of assessment to exemplified written work
Objectives • applied the principles of assessment to exemplified written work • applied the principles of assessment to practical role-play; • understood the administrative processes necessary to record and report candidate achievements • know and understand the importance of AIM’s coursework deadlines • know the role of external verifiers and other awarding body officers • know other sources of help and/or tutor support from the awarding body and tutor networks
What are QCF Qualifications? • QCF qualifications are made up of units that have a credit value (10 hours of learning equals 1 credit) • Qualifications can be one of three different sizes: • Awards (1 to 12 credits) • Certificates (13 to 36 credits) • Diplomas (37 credits or more) • Each qualification has a level of difficulty from Entry to Level 8 • Level 2 is equivalent to GCSE • Level 3 is equivalent to A-level • Level 4 is equivalent to first year of a university degree
QCF Qualifications What is a Unit? CREDIT VALUE: Arrived at by estimating the learning time and dividing by ten. Process focuses on the learning outcomes and assessment criteria not the mode of delivery TITLE: Should be clear , unambiguous and reflect achievement specified in learning outcomes and assessment criteria LEVEL: Indicates relative demand, complexity and depth of learning and degree of learner autonomy ASSESSMENT CRITERIA: Should relate to a specific learning outcome: at least one criterion to each outcome. They should be observable, measurable and indicate the standard expected when the learner is assessed. LEARNING OUTCOMES: When identifying ask the question ‘what do learners need to know, understand or be able to do as a result of this learning experience?’. The answer should take the form of a series of broad statements that describe the result of the learning process.
Key features of a Unit • Units are the building blocks of the QCF – they provide the basis for constructing qualifications and awarding credit • A unit is defined as a coherent and explicit set of learning outcomes and related assessment criteria, with a title, credit value and level • Each unit must be capable of contributing towards at least one qualification • Unit achievement will be recognised through the provision of a credit record if the full qualification is not achieved • Units can be used in more than one qualification (spiky profiles)
Learning Outcomes • Learning outcomes address the question ‘What do learners need to know, understand or be able to do as a result of this learning experience?’ • Learning outcomes must articulate what a learner is expected to achieve rather than the learning process or activities. • Learning outcomes should form a coherent group of statements that relate to each other and to the title of the unit. • All learning outcomes in a unit are of equal importance in terms of achieving the unit and must be completed before the credit can be awarded • Assessment Criteria are the means by which a judgment is made whether or not the learner has evidenced the learning outcome
New Suite Developments • No major change in subject content • Comprehensive teacher guidance • Specification (ie learning outcomes and assessment criteria) separate from teacher guidance • Structure to allow for professional recognition and entry onto an AVR • Guided learning hours from levels 2 to 4 provide the minimum training requirements for BACP accreditation • Manageable assessments
Timeline – Dependent on Ofqual Accreditation • First examination/award of new qualifications at all levels – June 2015 • AIM Awards are prepared to look at a Level 2 Skills exam from January 2015 provided there is demand • Introduction to Counselling will remain on demand from September 2014
Regulation update Ensuring that AIM Awards counselling qualifications remain fit for purpose in a changing professional climate…. Students ask….. If I do this course, will I be….. A “qualified” counsellor? A “recognised” counsellor? An “accredited” counsellor? ….and will I be able to get a job/ start a private practice? Much depends on how the profession is regulated both now and in the future
Voluntary Regulation A profession which is voluntarily regulated usually • Maintains a register of individual practitioners • Sets educational standards (currently at Level 4) and an independent accreditation system • Requires professional competence among its registrants through a programme of continuing professional development • Provides codes of conduct, ethics and practice • Has in place a complaints mechanism for members of the public • Has in place a fitness to practise procedure that is accessible to the public • Requires registrants to have adequate professional indemnity insurance.
Voluntary Regulation • For a profession which is voluntarily regulated there is • No Legal Protection of Title • No legal requirement for a single definitive register of practitioners • No legal underpinning of disciplinary procedures and sanctions • No requirement for external appointment of members of the governing council • There are several organisations in the counselling and psychotherapy field including: • the United Kingdom Council for Psychotherapy (UKCP) British Association for Behavioural & Cognitive Psychotherapies (BABCP) National Counselling Society (NCS)
Voluntary Regulation A regulator is there to protect the general public A professional association exists to support its members. There is a risk of a conflict of interest if an organisation tries to perform both roles. The current Governmentasked an organisation now known as the Professional Standards Authority for Health and Social Care (PSA) to develop a quality assurance scheme to approve voluntary registers in the health and social care fields. There are a number of organisations that have already succeeded in having their registers approved by the PSA, these include : British Association for Counselling and Psychotherapy (BACP) National Counselling Society (NCS) United Kingdom Council for Psychotherapy (UKCP)
Voluntary Regulation Although not a legal requirement…. • Being registered will be a useful way for practitioners to demonstrate to employers and the public their commitment to providing good quality care. • The approved registers will be promoted by the Department of Health, PSA and the organisations holding the registers as the first place to look for practitioners. • Being on an approved register is a requirement for some employment opportunities, for example with the NHS and some private sector employers.
AIM Awards • Any questions?
