Level 3 Certificate in Counselling Skills - ABC Awards · PDF fileLevel 3 Certificate in Counselling Skills to Ofqual’s ... Prospective learners should be made aware that this level

C4101-3 Issue 5

50092868 Sep 17

Level 3 Certificate in

Counselling Skills

Qualification Guidance

England

[50092868]

2

About ABC Awards

ABC Awards is a leading national awarding organisation which has a long-

established reputation for developing and awarding high quality vocational

qualifications. We are committed to developing qualifications, which help

learners and organisations, by cultivating the relevant skills for learning, skills

for employment and skills for life.

We work with hundreds of centres nationally and thousands of learners

achieve an ABC Awards qualification each year.

ABC has an on-line registration system to help customers register learners on

ABC’s qualifications, units and exams. In addition it provides features to view

exam results, invoices, mark sheets and other information about learners

already registered.

The system is accessed via a web browser by connecting to our secure

website using a username and password.

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Sources of Additional Information

The ABC website www.abcawards.co.uk provides access to a wide variety of

information.

Copyright

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording or otherwise, without the prior

permission of the publishers.

This document may be copied by approved centres for the purpose of

assessing learners. It may also be copied by learners for their own use.

Specification Code, Date and Issue Number

The ABC Awards specification code is C4104-03.

The date of this specification is September 2017. The Issue number is 5.

https://secure.abcawards.co.uk/ors/secure_login.asp

http://www.abcawards.co.uk/

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Contents

Contents ........................................................................................................................ 3

Qualification Overview ............................................................................................... 4

Qualification Structure and Content ........................................................................ 6

Level 3 Certificate in Counselling Skills .................................................................. 7

Unit Details ..................................................................................................................... 8

Understanding the context for the use of counselling skills ............................ 9

Understanding counselling theory .................................................................... 16

Using counselling skills ......................................................................................... 21

Personal development for users of counselling skills ...................................... 27

Appendices ................................................................................................................ 33

Recognition of Prior Learning (RPL), Exemption and Credit Transfer .............. 33

Certification ............................................................................................................. 34

Glossary of Terms .................................................................................................... 34

This is a live document and as such will be updated when required. It is the

responsibility of the approved centre to ensure the most up-to-date version of

the Qualification Guidance is in use. Any amendments will be published on

our website and centres are encouraged to check this site regularly.

4

Qualification Overview

Introduction

ABC’s Counselling qualifications have been in operation for over 20 years

and were developed in response to the need to provide a structure for the

approval of counsellor training programmes. ABC has agreed with Skills for

Health, the Sector Skills Council responsible for Counselling, to transfer the

Level 3 Certificate in Counselling Skills to Ofqual’s regulated qualifications

framework.

The ABC Level 3 Certificate in Counselling Skills, or equivalent, is a pre-

requisite for admission to the Level 4 Diploma in Therapeutic Counselling.

Learners will develop their knowledge, skills and understanding of self.

Prospective learners should be made aware that this level of qualification is

not intended to train counsellors and that they will not be qualified to

practice as a counsellor on completion of the qualification. To do this,

learners will need to undertake further training and they will need to check

with centres offering this training what their entry requirements are.

Aims

The ultimate aim of the qualification is the improved performance of those

who use counselling skills. It is intended that learners be given the opportunity

to develop a range of counselling skills and skills in self-awareness and self-

assessment. These skills will be more effectively developed through a process

which encourages learners to assume an active responsibility for their own

learning and which enables them to establish principles and good practice

from a shared analysis with fellow learners and staff of experiences on the

course and related experiences.

The ABC Level 3 Certificate in Counselling Skills aims to

develop a repertoire of counselling skills at a consistent level

underpin these skills with an understanding of one major therapeutic

model

increase the self-awareness of the person and their awareness of the

impact that they have on people.

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Target Group

These qualifications are designed for those learners who

seek the course as an entrance to their training to become a qualified

professional counsellor

wish to acquire a repertoire of counselling skills for use in other work

areas, and who have no wish to become a professional counsellor, e.g.

nurses, social workers and teachers.

ABC expects approved centres to recruit with integrity on the basis of a

learner’s ability to contribute to and successfully complete all the

requirements of a unit/s or the full qualification.

Progression Opportunities

Centres should be aware that Reasonable Adjustments which may be

permitted for assessment may in some instances limit a learner’s progression

into the sector. Centres must, therefore, inform learners of any limits their

learning difficulty may impose on future progression.

Language

These specifications and associated assessment materials are in English only.

6

Qualification Structure and Content

Level 3 Certificate in Counselling Skills

Qualification

Qualification Number 500/9286/8

Assessment Internal assessment, internal and external

moderation

Grading Pass

Operational Start Date 01/06/2010

Review Date 31/12/2018

ABC Sector Counselling

Ofqual SSA Sector 01.3 Health and Social Care

Stakeholder Support Skills for Health

Contact See ABC website for the Centre Support Officer

responsible for this qualification

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Level 3 Certificate in Counselling Skills

Rules of Combination: Learners must complete all 4 Mandatory units to

achieve 18 credits.

Unit Level Credit

Value

GLH Page

No.

Understanding the context for the use of

counselling skills [T/601/7567]

3 3 25 9

Understanding counselling theory [R/601/7575] 3 4 30 16

Using counselling skills [K/601/7579] 3 7 60 21

Personal development for users of counselling

skills [K/601/7582]

3 4 30 27

Numbers in box brackets indicate unit number.

If learners achieve credits from units of the same title (or linked titles) at more

than one level, they cannot count credits achieved from both units towards

the credit target of a qualification.

Qualification Purpose C. Prepare for employment

Entry Requirements

No formal entry requirements but prospective learners

should be aware, either by interview or other suitable

methods, that the course involves experiential

learning and self-awareness exercises, which will be

demanding of the self in interaction with others.

Age Range Pre 16 16 – 18 18+ 19 +

LARS Reference 50092868

Recommended GLH1 145

Recommended TQT2 180

Type of Funding

Available See LARS (Learning Aim Rates Service)

Minimum

Qualification Fee See ABC website for current fees and charges

Unit Fee

Unit fees are based upon a unit’s individual credit

value. Please see the ABC website for the current fee

charged per credit

Additional Information See ABC website for resources available for this

qualification.

1 See Glossary of Terms for definition 2 See Glossary of Terms for definition

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Unit Details

9

Understanding the context for the use of counselling skills

Unit Reference

T/601/7567

Level

3

Credit Value

3

Guided Learning Hours

25

Unit Summary

This unit is intended to deepen the learners’

understanding of the significant differences between

a person who uses counselling skills in another

occupation and a fully trained and qualified

counsellor. Learners will explore key legal and ethical

issues based on an ethical framework for counselling

and psychotherapy in a multi-cultural and diverse

society. The need for and the importance of

casework supervision will be highlighted.

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Understand what is

meant by

counselling skills

1.1. Define counselling skills

1.2. Outline different roles within which counselling

skills may be used

1.3. Outline different situations in which counselling

skills may be used

1.4. Explain the difference between someone who

uses counselling skills and a qualified trained

counsellor

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2. Understand the

need to work within

an ethical

framework

2.1. Explain the key features of one recognised

ethical framework for counselling and

psychotherapy used by qualified trained

counsellors

2.2. Compare their chosen ethical framework with

the requirements of one other professional body

or employing organisation

3. Understand the

environment in

which counselling

takes place

3.1. Explain the importance of the following when

using counselling skills in a formal setting

professional conduct

ethical issues

confidentiality

boundaries

legal responsibility

negligence

diversity and difference

3.2. Explain when, how and why confidentiality and

boundaries may be breached

3.3. Explain, using examples, the importance of the

right physical environment when using

counselling skills

3.4. Explain the importance of ensuring the emotional

and mental safety of both speaker and listener

when using counselling skills

4. Understand the

importance of

casework

supervision

4.1. Explain the difference between casework

supervision and other forms of supervision

4.2. Explain why casework supervision is important for

a trainee and a qualified trained counsellor

4.3. Using examples, explain the possible effects of

good and bad casework supervision on

the work being done with counselling clients

the personal development of the trainee and

the qualified trained counsellor

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Mapping to National Occupational Standards

Links to Skills for Health Mental Health Competencies

MH14, MH100, MH101

Links to ENTO NOS for Counselling 2007

CLG 1.1, CLG 3.1, CLG 3.2, CLG 5.2, CLG 8.1, CLG 18.1, CLG18.2, CLG17.1

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Supporting Unit Information

T/601/7567 Understanding the context for the use of counselling skills – Level 3

Indicative Content

The information in this unit is intended for guidance only. Centres are free to

deliver the unit according to the centre’s chosen model and ethos.

Learning Outcome 1. Understand what is meant by counselling skills

The focus of the learning outcome is to demonstrate the difference between

counselling skills and counselling.

Counselling skills may be used in an informal setting, e.g. within the family,

with friends, in a secondary role of occupation such as nurse, teacher,

hairdresser.

Learning Outcome 2. Understand the need to work within an ethical

framework

The unit focuses on using counselling skills in a formal setting, e.g. in a listening

service or in a counselling setting.

Why it is important for trainee and qualified counsellors to work within an

appropriate ethical framework.

Explore and compare one other ethical framework or requirements of one

other professional body (e.g. nursing, police) or employing organisation.

Learning Outcome 3. Understand the environment in which counselling takes

place

Identify those settings or situations where counselling skills may be used in a

formal setting.

Understand the importance of professional conduct and why confidentiality

& boundaries might be breached. Physical, emotional and mental safety of

speaker and listener and any cultural barriers which might impact on

situation.

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Learning Outcome 4. Understand the importance of casework supervision

Casework supervision of counsellors and other forms of supervision, e.g.

managerial support and monitoring.

Casework supervision for trainee and qualified counsellor.

Good supervision will be, for example, effective by supporting the

counsellor’s work with clients.

Bad supervision will be, for example, ineffective because of a supervisor’s

inability to identify and work with the counsellor’s issues.

Teaching Strategies and Learning Activities

Centres should adopt a delivery approach which supports the development

of their particular learners. The aims and aspirations of all learners, including

those with identified special needs, including learning difficulties/disabilities,

should be considered and appropriate support mechanisms put in place.

This unit could provide an ideal starting point for the Level 3 Certificate in

Counselling Skills. It is imperative that learners clearly understand that they are

not being trained as counsellors and that the training being provided is to

equip them to use counselling skills in other paid or non-paid work roles. There

should be a discussion about the difference between a counsellor and a

person who uses counselling skills.

The importance of counselling skills being practised in the right environment

should be stressed: health and safety issues; room layout, including panic

buttons; self-protection, e.g. not using counselling skills alone in a building;

and the need for the personal safety of both the speaker and listener as an

important basic ingredient in creating the right ethos for a working

relationship.

There should be a discussion about the fact that those who use counselling

skills responsibly and professionally in work settings, (e.g. taken from the group

job identities) need to abide by a recognised Ethical Framework in

Counselling and Psychotherapy. Particular emphasis needs to be given to

what it means to be professional, the need for boundaries and the

importance of confidentiality as the main areas of focus.

14

On completion of this unit, learners will be expected to have an

understanding of the scope of a current Ethical Framework in Counselling

and Psychotherapy. In particular, learners should understand the importance

of practitioners working within an ethical framework and the law to ensure

their ethical practice. Emphasis should be given to boundaries,

confidentiality, the meaning of professionalism, the duty of care for those with

whom counselling skills are used, the duty of care of self and the issues

surrounding professional negligence generally. The group should be

facilitated to explore the similarities and differences between the current

Ethical Framework in Counselling and Psychotherapy and the ethical

standards adopted within other professions, e.g. nursing, teaching and social

work.

The need for supervision of casework, as distinct from managerial support

and monitoring, should be examined in detail, as many will confuse

supervision (as practised within their agencies) with the clinical casework

supervision required within the counselling world. However the necessity for

managerial supervision and involvement needs to be stressed so that

appropriate organisational issues are considered.

Methods of Assessment

This unit will be internally assessed, internally and externally moderated via a

learner’s portfolio and other related evidence, against the unit outcomes

and assessment criteria.

Minimum requirements when delivering this unit

Teaching staff should be in supervised client contact and ideally should have

team supervision for their teaching work (outside of line management).

Evidence of Achievement

Moderators do not have to see assessment in practice but need to see the

assessed evidence which provides evidence of all Learning Outcomes and

Assessment Criteria. The samples of learners’ assessed evidence will be

selected by moderator appointed by ABC.

All learners must compile a portfolio of evidence that shows achievement of

all the relevant learning outcomes and assessment criteria.

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Evidence is not prescribed but may include any or all of the following*

oral / written questions and answers

reports / notes

worksheets / workbooks

taped / recorded evidence (e.g. video or audio)

photographic evidence

case studies / assignments

skills observation sheets

group discussion observation sheets

other suitable supplementary evidence

interview / discussion

*The most appropriate evidence for the qualification should be used.

Portfolios do not need to be very large and must contain the learners’ own

work, not an abundance of tutor notes and handouts.

Evidence does not need to be word processed.

Assessors may use any method that is reliable, valid and fit for purpose. Units

should only be signed off once all the requirements of the unit are met.

All evidence must be clearly signposted and made available for the external

moderator upon request. A checklist of criteria with evidence listed could be

used along with learner evidence to present to the moderator. This checklist

could include feedback from the assessor.

Additional Information

All internal assessments must be accompanied by a signed Declaration of

Authenticity (this document is available on the ABC website).

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Understanding counselling theory

Unit Reference

R/601/7575

Level

3

Credit Value

4


30

Unit Summary

In this unit, learners will study one major therapeutic

model of counselling in depth to empower the

learner to reflect constructively on its value and use

when working with people. They will also reflect on

two other therapeutic models of counselling to raise

awareness of other models.

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.2)

The learner can

1. Understand a major

therapeutic model

of counselling

1.1. Explain the historical development of one major

therapeutic model, including the people

influential in its development

1.2. Explain the philosophical basis of the chosen

model

1.3. Explain the key concepts, principles of the

chosen model

1.4. Explain how the chosen model would inform the

practice of a qualified trained counsellor

1.5. Explain how the chosen model influences the

understanding of the development of the

concept of self

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1.6. Explain why it is important to have an

understanding of a therapeutic model before

using its methods and techniques

2. Understand the

principles of other

therapeutic models

of counselling

2.1. Explain the key features of two other therapeutic

models

2.2. Compare and contrast these models with the

main model chosen



MH100


CLG 1.1, CLG 1.2, CLG 2.2, CLG 5.5

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R/601/7575 Understanding counselling theory – Level 3

Indicative Content



Learning Outcome 1. Understand a major therapeutic model of counselling

Identify main model. Understand its origin and development together with

main contributors to its development, e.g.

Integrative – Egan, Nelson-Jones

Psychodynamic – Freud, Jung, Klein, Bowlby, Fairburn, Winnicott

Cognitive Behavioural Therapy – Beck, Ellis, Padesky, Greenberg

Humanistic – Rogers, Mearns, Thorne

Philosophy, key concepts and principles of chosen model.

Impact on practice of qualified counsellors.

Development of self-concept as it fits with the chosen model.

Dangers of using any model without having understanding of its key

concepts and principles.

Learning Outcome 2. Understand the principles of other therapeutic models

of counselling

Identify two other counselling models and explain their key features.

Compare each one with main model chosen in Learning Outcome 1 and

identify issues suitable for use of each of three models.

Maybe compare differences/similarities regarding their key concepts and

self-concept.

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For the main model chosen, learners should be given a brief description of

the historical development of the model, including the people influential in its

development. Learners should develop an appreciation of the philosophical

base and principles of the model. The focus should be presented in sufficient

depth so that learners can relate it to counselling skills and understand that

they are inter-connected.

A broad appreciation of two other models should be presented at this level

for contrasting and comparing with the main model. It is important that in

giving the overview of the two models chosen that they are not denigrated

or trivialised. Also the presentations made should include warnings against

the real dangers of applying methods and techniques from these models

without a depth understanding of the full therapeutic approach.















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reports / notes












Evidence of wider reading should be encouraged, as is the use of

appropriate referencing. Evidence does not need to be word processed.










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Using counselling skills

Unit Reference

K/601/7579

Level

3

Credit Value

7


60

Unit Summary

Through practice, learners will explore a range of skills

used within the counselling profession. Additionally

they will understand that sessions in which counselling

skills are used are professionally managed activities

with a start, middle and end. Cultural differences are

recognised, acknowledged and worked with.

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.1)

The learner can

1. Understand the

process of a

counselling skills

session

1.1. Identify three stages in the counselling skills

session

1.2. Explain the importance of opening a session

appropriately

1.3. Define the following skills which could be used in

a session

attentiveness and rapport building

active listening, including minimal encouragers

managing silence

empathic listening

effective questioning

paraphrasing and summarising

focusing

immediacy

working at an appropriate pace

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checking understanding with the speaker

1.4. Explain the importance of closing a session

1.5. Explain the possible impact of diversity on the use

of counselling skills in a session

2. Be able to conduct

a session with a

client in an ethical

and safe way

2.1. Ensure that the environment is suitable and safe

2.2. Open the session with the speaker, explaining

what is on offer

limits of confidentiality

length of session

2.3. Develop the session using skills appropriate for

the session

2.4. End a session appropriately within agreed time

boundaries, showing sensitivity to the speakers

needs and feelings

3. Reflect on own

practice

3.1. Reflect on the stages of the counselling skills

session



MH100


CLG 5.2, CLG 5.5, CLG 6.1, CLG 8.1, CLG 18.1, CLG 18.2, CLG 19.1, CLG 21.1

23


K/601/7579 Using counselling skills – Level 3

Indicative Content



In this unit, “client” means a fellow learner from this course or another Level 3

Counselling Skills course from the same centre, developing the session using

appropriate skills taken from Assessment Criteria 1.3 in order to meet the

assessment criteria.

NB This unit is internally assessed

Learning Outcome 1. Understand the process of a counselling skills session

In a formal setting, learners should be able to be competent – opening,

developing and closing a session using counselling skills and identify which

skills are more appropriate during these stages.

Learners should be able to define each of the skills listed in Assessment

Criteria 1.3.

Learners should understand how cultural influences may impact on both

speaker and listener.

Learning Outcome 2. Be able to conduct a session with a client in an ethical

and safe way

For assessment purposes this must be one session only and not a series of

sessions.

This session must not be role play.

Tutors should assist prior to the session in enabling the speaker in their choice

of material to work with.

Tutors must be present throughout this assessment.

24

Evidence of the learner being able to conduct a session in an ethical & safe

way using a minimum of five skills from Assessment Criteria 1.3 appropriate to

the session.

Produce evidence, for example, a recording of 30 minutes using a variety of

appropriate counselling skills. Opening the session with a suitable

introduction, clearly stating what is on offer, any limits to confidentiality and

the length of the session. Developing and closing the session appropriately.

Learning Outcome 3. Reflect on own practice

Learners may, for example, produce a report reflecting on their own

performance in this session, identifying areas which could have been

improved, as well as those where skills were used effectively. Explain how

ethical practice was observed.

NB It should be made clear by tutors, at the beginning of this course and

throughout the course, the difference between formal counselling (use of

skills in a formal setting) and using counselling skills. Incorporated into this

should be that only when on a course as a trainee counsellor (such as the

ABC Level 4 Diploma in Therapeutic Counselling) and when qualified can

anyone call themselves ‘counsellor’ and use the term ‘counselling session’.

This course (the use of counselling skills) is not a formal setting and as such

learners should ideally use the terms ‘listener’ and for the ‘client’ the term

‘speaker’. For this assessment ‘speaker’ and ‘listener’ MUST be used.






Learners should be given a short explanation of the skill(s) to be practised,

together with a demonstration. These should be presented on an incremental

basis.

Learners can then practice the skill(s), preferably in triads, with the tutors

circulating and intervening as and when appropriate to give feedback.

25

















reports / notes















26








27

Personal development for users of counselling skills

Unit Reference

K/601/7582

Level

3

Credit Value

4


30

Unit Summary

In this unit, learners reflect on how the study of

counselling theory, the use of counselling skills and

feedback received can inform personal

development and growth, in particular their

understanding of self.

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.4)

The learner can

1. Understand how

the study of

counselling theory

can inform personal

development and

growth

1.1. Reflect on ways in which the study of counselling

theory has developed their understanding of self


theory has developed their understanding of life

events and their responses to them


theory has developed their understanding of

their relationships, and the way they form,

develop, maintain and end them

2. Use counselling skills

practice to

understand self

2.1. Reflect on ways in which the counselling skills

practice has impacted on the development of

self

2.2. Explain how interaction with others has impacted

on self

28

2.3. Reflect on the impact on self of responding to

equality and diversity issues

2.4. Reflect on the impact on practice of responding

to equality and diversity issues

3. Reflect on personal

development

3.1. Identify constructive guidance provided by

others which has informed their awareness

3.2. Explain how this feedback has impacted on self

3.3. Evaluate their own strengths and weaknesses as

a person who uses counselling skills

3.4. Plan for and justify future personal development



MH100


CLG 2.1, CLG 2.2

29


K/601/7582 Personal development for users of counselling skills – Level 3

Indicative Content



Learning Outcome 1. Understand how the study of counselling theory can

inform personal development and growth

Learners reflect on their learning of counselling theory, relating theory to self

and consequent learning about self in terms of development, relationships

and life events.

Learning Outcome 2. Use counselling skills practice to understand self

Learners reflect on their learning from their practice of counselling skills,

relating skills to self and how subsequent learning impacts on self in relation to

development, skills practice, diversity, etc.

Learning Outcome 3. Reflect on personal development

Personal growth achieved through recognition and understanding of their

own strengths and weaknesses.

How feedback has been used in relation to self in relation to personal

development.

Evidence must be provided by the student for reflection in all learning

outcomes.

30






Personal awareness will be monitored continuously and when trainers

(including personal development facilitators) are concerned about a

learner’s level of awareness, and/or are concerned about his/her interactions

within their peer groups, then the trainers will have a duty to draw the

attention of the learner to these concerns. Factual evidence, with concrete

examples, should be given so that the learner can choose to work on these

issues.

Continued self-awareness is seen as of crucial importance and trainers have

a duty of care to the community by ensuring that people who use

counselling skills and/or intend to continue to train as counsellors show

adequate evidence of insight and self-awareness.

If a learner’s behaviour is disruptive to the whole learning group then trainers,

having a wider duty of care to the whole learning community, can request

that he/she leaves the course.

It is impossible to be prescriptive for this unit, as many variable factors will

affect the growth of the individual and of the group, including the personal

characteristics of the facilitator, the chosen theoretical orientation of the

course and the group composition. However, facilitation of the group does

mean maintaining safe boundaries for the group and for each individual

within the group.

It is important that all members of the group are aware of the difference

between therapeutic groups and self-awareness learning groups. Tutors need

to prevent the group becoming immersed in the drama of one person to the

exclusion of or avoidance of other material.

Equally the group and each learner should be aware that the group is not an

arena for the direct practising of counselling skills

Learners, as a minimum, should be strongly urged to keep a personal journal

of their progress.

31







team supervision for their teaching work (outside of line management)





selected by moderator appointed by ABC


all the relevant learning outcomes and assessment criteria



reports / notes









*The most appropriate evidence for the qualification should be used

Evidence of the outcome of the learners’ reflection is required, for example a

journal or separate piece of work using reflections that the learner has

recorded in their journal. This could be done orally & recorded, or directly to

the assessor.



32











33

Appendices

Recognition of Prior Learning (RPL), Exemption and Credit Transfer

ABC Awards policy enables learners to avoid duplication of learning and

assessment in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment that

considers whether a learner can demonstrate that they can meet the

assessment requirements for a unit through knowledge, understanding

or skills they already possess and do not need to develop through a

course of learning.

Exemption - Exemption applies to any certificated achievement which

is deemed to be of equivalent value to a unit within ABC qualification

but which does not necessarily share the exact learning outcomes and

assessment criteria. It is the assessor’s responsibility, in conjunction with

the Internal Moderator, to map this previous achievement against the

assessment requirements of the ABC qualification to be achieved in

order to determine its equivalence. Any queries about the relevance of

any certificated evidence, should be referred in the first instance to your

centre’s internal moderator and then to ABC. It is important to note that

there may be restrictions upon a learner’s ability to claim exemption or credit

transfer which will be dependent upon the currency of the unit/qualification

and a learner’s existing levels of skill or knowledge. Where past certification

only provides evidence that could be considered for exemption of part of a

unit, learners must be able to offer additional evidence of previous or recent

learning to supplement their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit or a

component. Credit transfer is the process of using certificated credits

achieved in one qualification and transferring that achievement as a

valid contribution to the award of another qualification.

Units/Components transferred must share the same learning outcomes

and assessment criteria along with the same unit number. Assessors

must ensure that they review and verify the evidence through sight of:

original certificates OR

copies of certificates that have been signed and dated by

the internal moderator confirming the photocopy is a real

copy and make these available for scrutiny by the External

Moderator.

34

Equivalencies – opportunities to count credits from the unit(s) from other

qualifications or from unit(s) submitted by other recognised organisations

towards the place of mandatory or optional unit(s) specified in the rule of

combination. The unit must have the same credit value or greater than the

unit(s) in question and be at the same level or higher.

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption and Credit

Transfer. Prior achievements may have resulted from past or present

employment, previous study or voluntary activities. Centres should provide

advice and guidance to the learner on what is appropriate evidence and

present that evidence to the external moderator in the usual way.

Certification

Learners will be certificated for all units and qualifications that are achieved

and claimed.

ABC’s policies and procedures are available on the ABC website in the

Examination Officers’ Guide.

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the

immediate guidance or supervision of a tutor (or other appropriate provider

of education or training). It may be helpful to think – ‘Would I need to plan

for a member of staff to be present to give guidance or supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated assessment

The learner is being observed.

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TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total

amount of time that could reasonably be expected to be required, in order

for a learner to achieve and demonstrate the achievement of the level of

attainment necessary for the award of a qualification.’ The size of a

qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other time taken

in preparation, study or any other form of participation in education or

training but not under the direct supervision of a lecturer, supervisor or tutor.

TQT is calculated at qualification level and not unit/component level.

Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate

response.

Documents

Level 3 Certificate in Counselling Skills - ABC Awards · PDF fileLevel 3 Certificate in Counselling Skills to Ofqual’s ... Prospective learners should be made aware that this level