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Please note that the last learner registration date for
these qualifications is 03/08/2014. Please contact
AIM Awards for further information on the
replacement qualifications.
AIM
Aw
ard
s Su
ite
of
Pre
par
ing
to T
each
in t
he
Life
lon
g Le
arn
ing
Sect
or
(PTL
LS)
(QC
F) Q
ual
ific
atio
ns
AIM Awards Level 3
Award in Preparing to Teach in the Lifelong
Learning Sector (QCF) 600/5894/8
AIM Awards Level 4 Award in Preparing to
Teach in the Lifelong Learning Sector (QCF)
600/5895/X
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
2 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Section One – Qualification Overview 3
Section Two - Structure and Content 9
Section Three – Quality Assurance 45
Section Four – Operational Guidance 52
Section Five – Appendices 54
Appendix 1 – AIM Awards Assessment Definitions 56
Appendix 2 – Level Descriptors 71
Appendix 3 – Example PTLLS Portfolio Assessment Task 75
Appendix 4 – Observation Proforma 77
Contents Page
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
3 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Section 1
Qualification Overview
AIM Awards Suite of Preparing to Teach in the Lifelong
Learning Sector (PTLLS) (QCF) Qualifications
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
4 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© 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.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
5 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a
The AIM Awards Suite of Preparing to Teach in the Lifelong Learning Sector (QCF) Qualifications are designed as a first step for new teachers entering the post-16 teaching/training profession and is available to all teachers, in a full or associate role. These awards provide the learner with an introduction to teaching and looks at the associated roles and responsibilities. Topics covered include learner motivation and engagement, the establishment of ground rules within a learning environment and the principles of assessment. There is a requirement to plan and carry out an observed micro-teaching session as part of the qualification. This qualification is offered at Level 3 and Level 4 and offers direct progression route into the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and Diploma in Teaching in the Lifelong Learning Sector (DTLLS).
Qualification
AIM Awards Level 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF) AIM Awards Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)
Assessment Internally assessed and externally moderated PTLLS portfolio. An assessment strategy for compiling the 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 if they wish).
Grading Assessment is competent / not competent. There is no grading
Progression Opportunities
To the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) at Level 3 and Level 4; To the Diploma in Teaching in the Lifelong Learning Sector (DTLLS) at Level 5; To the suite of Assessor and Verifier qualifications.
Operational start date 01-Jul-2012
End Date 31-Aug-2014
Sector 13.1 Teaching and Lecturing
Qualification Accreditation Number
Level 3 Award: 600/5894/8
Level 4 Award: 600/5895/X
Learning Aim Reference 60058948 6005895X
Credits 12
Guided Learning Hours Level 3 Award: 48-61
About the Qualification
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
6 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Level 4 Award: 48-66
Age Range 18+; 19+
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
plan to undertake the correct course for their teaching responsibilities
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
As a minimum the learner should hold a Level 3 qualification in their own specialist area.
Levels
The PTLLS Award can be achieved at Level 3 or 4. The content of both levels is similar, but the application of knowledge, understanding and skills will be more sophisticated at Level 4. Level 3 candidates are expected to describe and explain; Level 4 candidates are expected to analyse, justify and evaluate. Following initial assessment, and with guidance from the centre, candidates choose the level towards which they will work with guidance from the tutor. Level descriptors are provided within the appendices. It is recommended that tutors familiarise candidates with these, to ensure their work is presented at the appropriate level. To achieve the award at the appropriate level, all relevant assessment criteria must be demonstrated at the level at which the candidate is claiming certification. It is reminded that it is the quality, and not the quantity, of evidence produced in the portfolio that determines the level of achievement of assessment criteria.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
7 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
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 micro-teaching sessions. Learners should also have access to learning resources such as text books, online resources and journals.
Recommended Reading The following list is not intended to be a reading list for candidates. It contains a range of resources centre teams may wish to consider when selecting the most appropriate for supporting their candidates. Books Avis, J., Fisher, R. and Thompson, R. (Eds.) (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press. Armitage A., Bryant, R., Dunhill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post-Compulsory Education. 3rd ed. Buckingham: Open University Press. Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003) Assessment for Learning. Maidenhead: Open University Press. Curzon, L. (2003) Teaching in Further Education: an outline of principles and practice. 6th ed. London: Continuum International Publishing Group. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Williamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
8 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Gravells, A. (2007) Preparing to Teach in the Lifelong Learning Sector. Learning Matters. Petty, G. (2009) Evidence Based Teaching: A Practical Approach. 2nd edition. Cheltenham: Nelson Thornes. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: a practical guide. 6th rev. ed. Sunderland: Business Education Publishers. Rogers, A. and Horrocks, N. (2010) Teaching Adults. 4th edition. Buckingham: Open University Press. Walker, S. (2006) Safeguarding Children and Young People: a guide to integrated practice. Lyme Regis: Russell House Publishing. Websites Encyclopaedia of Informal Education: www.infed.org Study Skills: www.bbc.co.uk/learning/subjects/adult_learning Vocational Learning: www.vocationallearning.org.uk Literacy and Numeracy: www.nrdc.org.uk
http://www.bbc.co.uk/skillswise/ http://www.move-on.org.uk/
Relationship with Other Qualifications
Units from the Level 3 and Level 4 Awards in Preparing to Teach in the Lifelong Learning Sector are included in the Certificate in Teaching in the Lifelong Learning Sector and the Diploma in Teaching in the Lifelong Learning Sector qualifications. Credit from the successful achievement of the PTLLS can be transferred into these qualifications accordingly. Achievement of the Diploma in Teaching in the Lifelong Learning Sector permits only 12 credits to be at level 3. Those trainee teachers wishing to undertake a PTLLS qualification should be made aware of this prior to commencing the course. This qualification is the revised 12 credit version of PTLLS implemented in September 2011 and supersedes the previous 6 credit qualification. It is possible that some candidates may already have taken the competence-based Learning and Development units as part of Learning and Development qualifications. These units are:
Facilitate learning and development for individuals Level 3 Facilitate learning and development in groups Level 3 Understanding the principles and practices of assessment Level 3
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
9 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Manage learning and development in groups Level 4
If that is the case, the credits can be used towards the AIM Awards Award in Preparing to Teach in the Lifelong Learning Sector.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
10 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Section 2 Structure and Content
AIM Awards Suite of Preparing to Teach in the Lifelong
Learning Sector (PTLLS) (QCF) Qualifications
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
11 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© 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 3 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)
Learners must achieve 12 credits overall. 3 credits from the Mandatory Unit (A) group, a minimum of 6 credits from the Optional Units A (OA) group and a minimum of 3 credits from the Optional Units B (OB) group.
AIM Awards Unit Code
Unit Reference Number
Unit Title Group Level Credit Value
GLH
Pg No
GB1/3/EA/008 M/503/1229
Roles, Responsibilities and Relationships in Lifelong Learning
A Three 3 12 14
GB1/3/EA/009 T/503/1233
Understanding Inclusive Learning and Teaching in Lifelong Learning
OA Three 3 12 17
GB1/3/EA/011 Y/503/1242
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
OA Three 3 12 21
GB1/3/EA/006 F/502/9548
Facilitate Learning and Development in Groups
OA Three 6 25 23
GB1/3/EA/005 J/502/9549
Facilitate Learning and Development for Individuals
OA Three 6 25 26
GB1/3/EA/007 Y/503/1239
Principles of Assessment in Lifelong Learning
OB Three 3 12 29
GB1/3/EA/010 D/601/5313
Understanding the Principles and Practices of Assessment
OB Three 3 24 31
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
12 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Rules of Combination for AIM Awards Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (QCF)
Learners must achieve 12 credits overall. A minimum of 3 credits from the Optional Units A (OA) group, a minimum of 3 credits from the Optional Units B (OB) group and a minimum of 6 credits from Optional Units C (OC) group. A minimum of 9 credits must be achieved at Level 4.
AIM Awards Unit Code
Unit Reference Number
Unit Title Group Level Credit Value
GLH Pg No
GB1/3/EA/008 M/503/1229
Roles, Responsibilities and Relationships in Lifelong Learning
A Three 3 12 14
GB1/4/EA/003 M/503/1232
Roles, Responsibilities and Relationships in Lifelong Learning
A Four 3 12 35
GB1/4/EA/002 R/503/1241
Principles of Assessment in Lifelong Learning
OB Four 3 12 37
GB1/3/EA/007 Y/503/1239
Principles of Assessment in Lifelong Learning
OB Three 3 12 29
GB1/3/EA/010 D/601/5313
Understanding the Principles and Practices of Assessment
OB Three 3 24 31
GB1/4/EA/005 R/503/1238
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
OC Four 3 12 39
GB1/3/EA/011 Y/503/1242
Using Inclusive Learning and Teaching Approaches in Lifelong Learning
OC Three 3 12 21
GB1/3/EA/009 T/503/1233 Understanding Inclusive Learning and Teaching in Lifelong Learning
OC Three 3 12 17
GB1/4/EA/004 F/503/1235 Understanding Inclusive Learning and Teaching in Lifelong Learning
OC Four 3 12 19
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
13 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Occupational Pathways
Within the rules of combination there are four occupational pathways available:
Route 1 Specialist Level 3 Suitable for teachers/trainers in a wide variety of roles in lifelong learning Route 2 Specialist Level 4
Route 3 Competence Level 3 Suitable for anyone who delivers or develops learning and training programmes, or who supports learners through coaching and/or mentoring
Route 4 Competence Level 4
The combination of units making up each of these pathways is listed below. There is a separate assessment strategy for each of these pathways within the AIM Awards PTLLS Portfolio. The requirements for observation and practice vary between the specialist and competence routes.
Route 1 Specialist Level 3
Unit title Level Credit
Roles, responsibilities and relationships in lifelong learning 3 3
Understanding inclusive learning and teaching in lifelong learning 3 3
Using inclusive learning and teaching approaches in lifelong
learning 3 3
Principles of assessment in lifelong learning 3 3
Total credit 12
Route 2 Specialist Level 4
Units Level Credit
Roles, responsibilities and relationships in lifelong learning 3 or 4 3
Understanding inclusive learning and teaching in lifelong learning 3 or 4 3
Using inclusive learning and teaching approaches in lifelong
learning 3 or 4 3
Principles of assessment in lifelong learning 3 or 4 3
A minimum of 9 credits must be achieved @ Level 4
Total credit 12
GB1/4/EA/001 A/502/9550 Manage Learning and Development in Groups
OC Four 6 30 41
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
14 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Route 3 Competence Level 3
Units Level Credit
Roles, responsibilities and relationships in lifelong learning 3 3
Facilitate learning and development for individuals*
OR
Facilitate learning and development in groups*
3
3
6
6
Understanding the principles and practices of assessment* 3 3
Total credit 12
Route 4 Competence Level 4
Units Level Credit
Roles, responsibilities and relationships in lifelong learning 4 3
Manage learning and development in groups* 4 6
Understanding the principles and practices of assessment* 3 3
A minimum of 9 credits must be achieved @ Level 4
Total credit 12
*These units are from the competence-based Learning and Development qualifications.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
15 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand own role and responsibilities in lifelong learning
1.1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.2. Explain own responsibilities for promoting equality and valuing diversity
1.3. Explain own role and responsibilities in lifelong learning
1.4. Explain own role and responsibilities in identifying and meeting the needs of learners
2. Understand the relationships between teachers and other professionals in lifelong learning
2.1. Explain the boundaries between the teaching role and other professional roles
2.2. Describe points of referral to meet the needs of learners
2.3. Summarise own responsibilities in relation to other professionals
3. Understand own responsibility for maintaining a safe and supportive learning environment
3.1. Explain own responsibilities in maintaining a safe and supportive learning environment
3.2. Explain ways to promote appropriate behaviour and respect for others
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/008 M/503/1229 Roles, Responsibilities and Relationships in Lifelong Learning
Level Three
Credit 3
GLH 12
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
16 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
The purpose of the unit is to enable the learner to understand the role and responsibilities
of a teacher in lifelong learning and the relationship between different professionals in
lifelong learning. It includes responsibility for maintaining a safe and supportive learning
environment for learners.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 A2a 2.1 A2c 3.1 A2b
1.2 A2b 2.2 A2c 3.2 A2b
1.3 A2a 2.3 A2c
1.4 A2a
lifelong learning contexts, e.g. FECs, community based provision, work-based learning
introduction to national policy issues in lifelong learning;
policies relevant to the development, care and safety of young people and vulnerable adults, e.g., the Children’s agenda, Every Child Matters, safeguarding;
teacher responsibilities in relation to equality and diversity;
the role of the teacher, tutor or trainer in lifelong learning;
understanding the teacher’s role in identifying and meeting learners’ needs; e.g., identifying LLN course requirements, embedding LLN into programmes of study;
the range and roles of professionals involved in teaching, supporting and referral of learners;
maintaining professional relationships and working within professional boundaries;
Unit Summary
Assessment Requirements/Recommendations
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
17 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
managing a safe and supportive learning environment to promote and encourage individual and group learning.
Back to Unit List
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
18 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand learning and teaching strategies in lifelong learning
1.1. Summarise learning and teaching strategies used in own specialism
1.2. Explain how approaches to learning and teaching in own specialism meets the needs of learners
1.3. Describe aspects of inclusive learning
2. Understand how to create inclusive learning and teaching in lifelong learning
2.1. Explain how to select inclusive learning and teaching techniques
2.2. Explain how to select resources that meet the needs of learners
2.3. Explain how to create assessment opportunities that meet the needs of learners
2.4. Explain how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills
3. Understand ways to create a motivating learning environment
3.1. Explain ways to engage and motivate learners in an inclusive learning environment
3.2. Summarise ways to establish ground rules with learners to promote respect for others
3.3. Explain ways to give constructive feedback that motivates learners
The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/009 T/503/1233 Understanding Inclusive Learning and Teaching in Lifelong Learning
Level Three
Credit 3
GLH 12
Unit Summary
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
19 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
learners. It includes how to create a learning environment that engages and motivates learners.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 B1a 2.1 B2 3.1 B2
1.2 B1b 2.2 B2 3.2 B3
1.3 B1a; B1b 2.3 B2 B2
2.4 B2
inclusive learning practice and what it means for lifelong learning teachers;
active learning and learner-centred approaches in specialist area including, e.g., assessment for learning, differentiation, experiential learning, learning conversations, modelling, multi-sensory learning;
approaches to planning learning;
selecting learning activities in relation to learning outcomes and learner needs;
the use of information and communication technologies in learning and teaching;
inclusion challenges for teachers and learners and factors affecting learning, e.g., barriers to learning, learner perceptions, self confidence, prior experience, interest, motivation, socio-cultural influences;
embedding LLN in specialist area;
strategies to promote learner motivation;
role of constructive feedback in motivating learners;
understanding the link between theory and practice.
Back to Unit List
Assessment Requirements/Recommendations
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
20 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
21 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand learning and teaching strategies in lifelong learning
1.1. Analyse learning and teaching strategies used in own specialism
1.2. Evaluate the effectiveness of approaches to learning and teaching in own specialist area in meeting needs of learners
1.3. Evaluate aspects of inclusive learning
2. Understand how to create inclusive learning and teaching in lifelong learning
2.1. Analyse inclusive approaches to learning and teaching
2.2. Analyse how to select resources to meet the needs of learners
2.3. Explain how to create assessment opportunities that meet the needs of learners
2.4. Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills
3. Understand how to create a motivating learning environment
3.1. Explain how to engage and motivate learners in an inclusive learning environment
3.2. Explain how to establish ground rules with learners to promote respect for others
3.3. Review ways to give constructive feedback to motivate learners
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/4/EA/004 F/503/1235 Understanding Inclusive Learning and Teaching in Lifelong Learning
Level Four
Credit 3
GLH 12
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
22 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
The purpose of the unit is to enable the learner to understand teaching and learning strategies and approaches in lifelong learning, and how to use these to meet the needs of learners. It includes how to create a learning environment that engages and motivates learners.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 B1a 2.1 B2 3.1 B2
1.2 B1b 2.2 B2 3.2 B3
1.3 B1a; B1b 2.3 B2 B2
2.4 B2
• inclusive learning practice and what it means for lifelong learning teachers; • active learning and learner-centred approaches in specialist area including, e.g.,
assessment for learning, differentiation, experiential learning, learning conversations, modelling, multi-sensory learning;
• approaches to planning learning; • selecting learning activities in relation to learning outcomes and learner needs; • the use of information and communication technologies in learning and teaching; • inclusion challenges for teachers and learners and factors affecting learning, e.g.,
barriers to learning, learner perceptions, self-confidence, prior experience, interest, motivation, socio-cultural influences;
• embedding LLN in specialist area; • strategies to promote learner motivation; • role of constructive feedback in motivating learners; • relating theory and practice.
Unit Summary
Assessment Requirements/Recommendations
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
23 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Back to Unit List
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
24 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Be able to plan inclusive learning and teaching sessions
1.1. Plan a session for learning and teaching that meets the needs of learners
1.2. Justify the selection of approaches to meet the needs of learners
1.3. Plan assessment methods to meet the needs of learners
2. Be able to deliver inclusive learning and teaching sessions
2.1. Apply learning and teaching approaches to meet the needs of learners
2.2. Use resources to meet the needs of learners
2.3. Communicate with learners to meet their needs and aid their understanding
2.4. Provide constructive feedback to learners
3. Be able to evaluate own practice in delivering inclusive learning and teaching
3.1. Reflect on own approaches to delivering inclusive learning and teaching
3.2. Identify areas for improvement in own practice
The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery and practice.
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/011 Y/503/1242 Using Inclusive Learning and Teaching Approaches in Lifelong Learning
Level Three
Credit 3
GLH 12
Unit Summary
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
25 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 C1a 2.1 C1a 3.1 C2b
1.2 C1c 2.2 C1b 3.2 C2b
1.3 C1c 2.3 C1a
2.4 C2a
planning for learning;
active learning and learner-centred approaches in subject specialist area;
schemes of work and session plans: awarding body requirements, content, aims, learning outcomes, teaching and learning strategies; assessment for and of learning; resources/materials, differentiation;
selecting from a range of resources, e.g., texts, diagrams, artefacts, charts, audio-visual aids, new and emerging technologies, those that meet the needs of learners and learning outcomes;
strengths and limitations of resources and approaches in meeting individual needs of learners;
awareness and understanding of pedagogical approaches in specialist area that promote inclusion;
how to become a reflective practitioner;
how to evaluate own practice and identify own development needs in relation to inclusive practice.
Back to Unit List
Assessment Requirements/Recommendations
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
26 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand principles and practices of learning and development in groups
1.1. Explain purposes of group learning and development
1.2. Explain why delivery of learning and development must reflect group dynamics
1.3. Evaluate methods for facilitating learning and development to meet the needs of groups
1.4. Explain how to manage risks and safeguard individuals when facilitating learning and development in groups
1.5. Explain how to overcome barriers to learning in groups
1.6. Explain how to monitor individual learner progress within group learning and development activities
1.7. Explain how to adapt delivery based on feedback from learners in groups
2. Be able to facilitate learning and development in groups
2.1. Clarify facilitation methods with group members to meet group and individual learning objectives
2.2. Implement learning and development activities to meet learning objectives
2.3. Manage risks to group and individual learning and development
3. Be able to assist groups to apply new knowledge and skills in practical contexts
3.1. Develop opportunities for individuals to apply new knowledge and skills in practical contexts
3.2. Provide feedback to improve the application of learning
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/006 F/502/9548 Facilitate Learning and Development in Groups
Level Three
Credit 6
GLH 25
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
27 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
4. Be able to assist learners to reflect on their learning and development undertaken in groups
4.1. Support self-evaluation by learners 4.2. Review individual responses to learning
and development in groups 4.3. Assist learners to identify their future
learning and development needs
The aim of this unit is to assess a practitioner’s understanding of group dynamics and
facilitating learning and development in groups. They are required to understand the use of
a variety of methods, for example, presentations, instructions, demonstrations, small group
activities, skills practice and feedback, e-learning, blended learning, role plays, simulations
and experiential learning. ‘Practitioner’ means anyone with a learning and development
responsibility as part of their role.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the PTLLS Portfolio tasks against the unit assessment criteria:
1.1 B1a 2.1 B1b 4.1 B1b
1.2 B1b 2.2 B1b 4.2 B1b
1.3 B1b 2.3 B1b 4.3 B1b
Unit Summary
Assessment Requirements/Recommendations
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
28 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
1.4 B1b 3.1 B1b
1.5 B1a 3.2 B1b
1.6 B1b
1.7 B1b
advantages and drawbacks of learning in a group;
group workings and dynamics, stages of development (e.g. Tuckman), implications for facilitating learning and development of groups;
safeguarding learners when working with groups of learners;
risk identification and management;
identifying barriers to learning of individuals in groups and how to overcome these barriers;
identifying and evaluating methods for facilitating learning and development in groups in subject specialist area;
meeting individual learning and development needs;
obtaining and using feedback from groups to improve learning and development;
providing supportive and constructive feedback to learners in groups;
assisting, motivating and supporting groups of learners in application of learning;
supporting groups of learners to reflect on and evaluate their own learning and development progress and needs.
Back to Unit List
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
29 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand principles and practices of one to one learning and development
1.1. Explain purposes of one to one learning and development
1.2. Explain factors to be considered when facilitating learning and development to meet individual needs
1.3. Evaluate methods for facilitating learning and development to meet the needs of individuals
1.4. Explain how to manage risks and safeguard individuals when facilitating one to one learning and development
1.5. Explain how to overcome individual barriers to learning
1.6. Explain how to monitor individual learner progress
1.7. Explain how to adapt delivery to meet individual learner needs
2. Be able to facilitate one to one learning and development
2.1. Clarify facilitation methods with individuals to meet their learning and/or development objectives
2.2. Implement activities to meet learning and/or development objectives
2.3. Manage risks and safeguard learners participating in one to one learning and/or development
3. Be able to assist individual learners in applying new knowledge and skills in practical contexts
3.1. Develop opportunities for individuals to apply their new knowledge and learning in practical contexts
3.2. Explain benefits to individuals of applying new knowledge and skills
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/005 J/502/9549 Facilitate Learning and Development for Individuals
Level Three
Credit 6
GLH 25
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
30 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
4. Be able to assist individual learners in reflecting on their learning and/or development
4.1. Explain benefits of self evaluation to individuals
4.2. Review individual responses to one to one learning and/or development
4.3. Assist individual learners to identify their future learning and/or development needs
The aim of this unit is to assess a learning and development practitioner’s understanding of
how to facilitate learning and development for individuals. This could be someone in a
coaching or mentoring role. They are required to understand the use of a variety of
methods. ‘Practitioner’ means anyone with a learning and development responsibility as
part of their role.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 B2a 2.1 B2b 4.1 B2b
1.2 B2a 2.2 B2b 4.2 B2b
Unit Summary
Assessment Requirements/Recommendations
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
31 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
1.3 B2b 2.3 B2a 4.3 B2b
1.4 B2a 3.1 B2b
1.5 B2b 3.2 B2b
1.6 B2b
1.7 B2a
contexts and circumstances appropriate to facilitate learning and development with individual learners;
safeguarding practices for facilitating learning and development of individuals;
risk identification and management;
establishing the individual learning and development needs of learners;
identification of barriers to learning and developing approaches to overcome these;
coaching and mentoring: differences and similarities;
identification of a range of strategies for facilitating learning and development with individual learners in subject specialist area;
identify which strategies work with individual learners;
monitoring individual learner progress;
motivating and supporting individual learner application of learning;
supporting individual learner reflection on own learning and development. Back to Unit List
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
32 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand types and methods of assessment used in lifelong learning
1.1. Explain the types of assessment used in lifelong learning
1.2. Explain the use of methods of assessment in lifelong learning
1.3. Compare the strengths and limitations of assessment methods to meet individual learner needs
2. Understand ways to involve learners in the assessment process
2.1. Explain ways to involve the learner in the assessment process
2.2. Explain the role of peer and self-assessment in the assessment process
3. Understand requirements for keep records of assessment in lifelong learning
3.1. Explain the need for keeping records of assessment of learning
3.2. Summarise the requirements for keeping records of assessment in an organisation
The purpose of the unit is to enable the learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/007 Y/503/1239 Principles of Assessment in Lifelong Learning
Level Three
Credit 3
GLH 12
Unit Summary
Assessment Requirements/Recommendations
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
33 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 D1a 2.1 D1b 3.1 D2
1.2 D1a 2.2 D1a 3.2 D2
1.3 D1b
key concepts of assessment, e.g., formative, summative, ipsative, norm- and criterion-referenced assessment, reliability and validity, self-assessment, peer assessment;
the purposes of assessment, including notions of sustainability and the relationship between assessment and evaluation;
the place of assessment in the learning cycle;
screening, initial assessment, diagnostic assessment and needs analysis;
the assessment process, from planning and implementation to giving feedback and recording achievement;
reviewing and action planning;
types of assessment instrument and range of assessment methods, e.g., oral and written questions, projects, simulations, witness statements, learning journals, portfolios, observation;
moderation/standardisation;
organisational assessment record requirements and reasons for them. Back to Unit List
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
34 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand the principles and requirements of assessment
1.1. Explain the function of assessment in learning and development
1.2. Define the key concepts and principles of assessment
1.3. Explain the responsibilities of the assessor
1.4. Identify the regulations and requirements relevant to the assessment in own area of practice
2. Understand different types of assessment method
2.1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
3. Understand how to plan assessment 3.1. Summarise key factors to consider when planning assessment
3.2. Evaluate the benefits of using a holistic approach to assessment
3.3. Explain how to plan a holistic approach to assessment
3.4. Summarise the types of risks that may be involved in assessment in own area of responsibility
3.5. Explain how to minimise risks through the planning process
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/3/EA/010 D/601/5313 Understanding the Principles and Practices of Assessment
Level Three
Credit 3
GLH 24
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
35 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
4. Understand how to involve learners and others in assessment
4.1. Explain the importance of involving the learner and others in the assessment process
4.2. Summarise types of information that should be made available to learners and others involved in the assessment process
4.3. Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning
4.4. Explain how assessment arrangements can be adapted to meet the needs of individual learners
5. Understand how to make assessment decisions
5.1. Explain how to judge whether evidence is:
sufficient
authentic
current 5.2. Explain how to ensure that assessment
decisions are:
made against specified criteria
valid
reliable
fair
6. Understand quality assurance of the assessment process
6.1. Evaluate the importance of quality assurance in the assessment process
6.2. Summarise quality assurance and standardisation procedures in own area of practice
6.3. Summarise the procedures to follow when there are disputes concerning assessment in own area of practice
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
36 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
7. Understand how to manage information relating to assessment
7.1. Explain the importance of following procedures for the management of information relating to assessment
7.2. Explain how feedback and questioning contribute to the assessment process
8. Understand the legal and good practice requirements in relation to assessment
8.1. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare
8.2. Explain the contribution that technology can make to the assessment process
8.3. Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment
This unit is intended for those who wish to gain an understanding of the principles and practices of assessment without any requirements to practice as assessors. The aim of this unit is to assess the learning and development practitioner's knowledge and understanding of the principles and practices of assessment. 'Practitioner' means anyone with a learning and development responsibility as the whole or part of their role.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
Unit Summary
Assessment Requirements/Recommendations
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
37 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
1.1 C2a 4.1 C2b 7.1 C1c
1.2 C2a 4.2 C1c 7.2 C1c
1.3 C1a 4.3 C2b 8.1 C1c
1.4 C1c 4.4 C2b 8.2 C1c
2.1 C2b 5.1 C1b 8.3 C1c
3.1 C2c 5.2 C1b 8.4 C1c
3.2 C2c 6.1 C1c
3.3 C2c 6.2 C1c
3.4 C2c 6.3 C1c
3.5 C2c
key concepts of assessment, e.g., formative, summative, ipsative, norm- and criterion-referenced assessment, reliability and validity, self-assessment, peer assessment, moderation, standardisation;
the purposes, regulations and requirements of assessment;
the place of assessment in the learning cycle;
screening, initial assessment, diagnostic assessment and needs analysis;
range of roles in assessment process, e.g., teacher, assessor, verifier, moderator, examiner;
the assessment process, from planning and implementation to giving feedback and recording achievement, reviewing and action planning;
strengths and limitations of a range of assessment methods, e.g., oral and written questions, projects, simulations, witness statements, learning journals, portfolios, observation;
identification of strategies to involve learners in assessment process and meet individual learner needs;
organisational and legal assessment record requirements and reasons for them;
good practice in relation to assessment – the roles of reflective practice and continuing professional development.
Back to Unit List
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
38 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
39 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand own role and responsibilities in lifelong learning
1.1. Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities
1.2. Analyse own responsibilities for promoting equality and valuing diversity
1.3. Evaluate own role and responsibilities in lifelong learning
1.4. Review own role and responsibilities in identifying and meeting the needs of learners
2. Understand the relationships between teachers and other professionals in lifelong learning
2.1. Analyse the boundaries between the teaching role and other professional roles
2.2. Review points of referral to meet the needs of learners
2.3. Evaluate own responsibilities in relation to other professionals
3. Understand own responsibility for maintaining a safe and supporting learning environment
3.1. Explain how to establish and maintain a safe and supportive learning environment
3.2. Explain how to promote appropriate behaviour and respect for others
The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/4/EA/003 M/503/1232 Roles, Responsibilities and Relationships in Lifelong Learning
Level Four
Credit 3
GLH 12
Unit Summary
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
40 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
lifelong learning. It includes responsibility for maintaining a safe and supportive learning environment for learners.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 A2a 2.1 A2c 3.1 A2b
1.2 A2b 2.2 A2c 3.2 A2b
1.3 A2a 2.3 A2c
1.4 A2a
lifelong learning contexts, e.g. FECs, community based provision, work-based learning
introduction to national policy issues in lifelong learning;
policies relevant to the development, care and safety of young people and vulnerable adults, e.g., the Children’s agenda, Every Child Matters, safeguarding;
teacher responsibilities in relation to equality and diversity;
the role of the teacher, tutor or trainer in lifelong learning;
understanding the teacher’s role in identifying and meeting learners’ needs; e.g., identifying LLN course requirements, embedding LLN into programmes of study;
the range and roles of professionals involved in teaching, supporting and referral of learners;
maintaining professional relationships and working within professional boundaries;
managing a safe and supportive learning environment to promote and encourage individual and group learning.
Back to Unit List
Assessment Requirements/Recommendations
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
41 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
42 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand how types and methods of assessment are used in lifelong learning
1.1. Analyse how types of assessment are using in lifelong learning
1.2. Analyse how assessment methods are used in lifelong learning
1.3. Evaluate strengths and limitations of assessment methods to meet individual learner needs
2. Understand how to involve learners in the assessment process
2.1. Evaluate how to involve the learner in the assessment process
2.2. Analyse the role of peer and self-assessment in the assessment process
3. Understand requirements for keeping records of assessment in lifelong learning
3.1. Explain the need to keep records of assessment of learning
3.2. Summarise requirements for keeping records of assessment in an organisation
The purpose of the unit is to enable the learner to understand types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/4/EA/002 R/503/1241 Principles of Assessment in Lifelong Learning
Level Four
Credit 3
GLH 12
Unit Summary
Assessment Requirements/Recommendations
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
43 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 D1a 2.1 D1b 3.1 D2
1.2 D1a 2.2 D1a 3.2 D2
1.3 D1b
key concepts of assessment, e.g., formative, summative, ipsative, norm- and criterion-referenced assessment, reliability and validity, self-assessment, peer assessment;
the purposes of assessment, including notions of sustainability and the relationship between assessment and evaluation;
the place of assessment in the learning cycle;
screening, initial assessment, diagnostic assessment and needs analysis;
the assessment process, from planning and implementation to giving feedback and recording achievement;
reviewing and action planning;
types of assessment instrument and range of assessment methods, e.g., oral and written questions, projects, simulations, witness statements, learning journals, portfolios, observation;
moderation/standardisation;
organisational assessment record requirements and reasons for them.
Back to Unit List
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
44 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Be able to plan inclusive learning and teaching sessions
1.1. Plan a session for learning and teaching that meets the needs of learners
1.2. Justify the selection of approaches to meet the needs of learners
2. Be able to deliver inclusive learning and teaching sessions
2.1. Demonstrate inclusive learning and teaching approaches to engage and motivate learners
2.2. Demonstrate the use of appropriate resources to support inclusive learning and teaching
2.3. Use assessment methods to support learning and teaching
2.4. Communicate with learners to meet their needs and aid their understanding
2.5. Provide constructive feedback to learners
3. Be able to evaluate own practice in delivering inclusive learning and teaching
3.1. Review own approaches to delivering inclusive learning and teaching
3.2. Analyse how own inclusive learning and teaching practice can be improved to meet the needs of learners
The purpose of the unit is to enable the learner to plan and deliver an inclusive learning and teaching session. It requires the learner to deliver a micro-teaching session and to evaluate their own delivery practice.
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/4/EA/005 R/503/1238 Using Inclusive Learning and Teaching Approaches to Lifelong Learning
Level Four
Credit 3
GLH 12
Unit Summary
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
45 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 C1a 2.1 C1a 3.1 C2b
1.2 C1c 2.2 C1b 3.2 C2b
C1c 2.3 C1a
2.4 C2a
2.5 C2a
planning for learning;
active learning and learner-centred approaches in subject specialist area;
schemes of work and session plans: awarding body requirements, content, aims, learning outcomes, teaching and learning strategies; assessment for and of learning; resources/materials, differentiation;
selecting from a range of resources, e.g., texts, diagrams, artefacts, charts, audio-visual aids, new and emerging technologies, those that meet the needs of learners and learning outcomes;
strengths and limitations of resources and approaches in meeting individual needs of learners;
understanding and application of pedagogical approaches in specialist area that promote inclusion;
awareness and application of reflective models;
evaluation of practice and identification of development needs in relation to inclusive practice.
Assessment Requirements/Recommendations
Indicative Content
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
46 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
Back to Unit List
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
1. Understand the principles and practices of managing learning and development in groups
1.1. Analyse the characteristics of group environments that foster learning and development
1.2. Evaluate strategies to manage group behaviour and dynamics
1.3. Evaluate management techniques which facilitate the delivery of learning and development in groups
1.4. Analyse ways to involve learners in the management of their own learning and development in groups
1.5. Analyse risks to be considered when managing learning and development in groups
1.6. Explain how to manage barriers to individual learning in groups
2. Be able to manage group learning and development environments
2.1. Facilitate communication, collaboration and learning between group members
2.2. Use motivational methods to engage the group and its individual members in the learning and development process
2.3. Consult with group members to adapt their learning and development environments to improve their learning outcomes
2.4. Manage the risks associated with group learning and development
AIM Awards Reference Number
Unit Reference Number
Unit Name
GB1/4/EA/001 A/502/9550 Manage Learning and Development in Groups
Level Four
Credit 6
GLH 30
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
47 AIM Awards Preparation For Teaching In The Lifelong Learning Sector V2
© AIM Awards 2012
LEARNING OUTCOMES
ASSESSMENT CRITERIA
The learner will:
The learner can:
3. Be able to apply methodologies to manage learning and development in groups
3.1. Involve learners in agreeing group learning and development objectives
3.2. Adapt and implement delivery methods, activities and resources to meet the learning and development objectives of the group
3.3. Manage group learning strategies and delivery methods to reflect changing requirements
3.4. Provide individual advice to learners to assist their decision-making about future learning needs
4. Be able to manage learning and development in groups to comply with legal and organisational requirements
4.1. Support learner’s rights in relation to equality, diversity and inclusion
4.2. Minimise risks to safety, health, wellbeing and security of learners
4.3. Manage confidentiality in relation to learners and the organisation
4.4. Maintain learning and development records in accordance with organisational procedures
The aim of this unit is to assess a learning and development practitioner’s management of learning and development in groups. They are expected to understand the use of a variety of management methods, for example, motivational strategies, behaviour management, provision of advice as well as deliver strategies to facilitate learning. They are also expected to involve learners within groups in the learning and development process.
The units of assessment for the award were written by LSIS, based on LSIS overarching professional standards for teachers, tutors and trainers in the Lifelong Learning Sector.
Unit Summary
Assessment Requirements/Recommendations
Please note that the last learner registration date for these qualifications is
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Each assessment criterion needs to be evidenced once only at the appropriate level, although it is envisaged that some will be evidenced many times over the PTLLS course.
This unit assesses occupational competence. Evidence for learning outcomes 2, 3 and 4 must come from performance in the work environment. Simulations, projects or assignments are not allowed for these outcomes.
The recommended assessment for this unit is the AIM Awards PTLLS Portfolio. Below is the mapping of the AIM Awards PTLLS Portfolio tasks against the unit assessment criteria:
1.1 B2 2.1 B2 4.1 B2
1.2 B2 2.2 B2 4.2 B2
1.3 B2 2.3 B2 4.3 B2
1.4 B2 2.4 B2 4.4 B1
1.5 B2 3.1 B2
1.6 B1; B2 3.2 B2
3.3 B2
3.4 B2
advantages and drawbacks of learning in a group;
group workings and dynamics, stages of development (e.g. Tuckman, Belbin, Tannenbaum-Schmidt Continuum), implications for facilitating learning and development of groups;
safeguarding learners when working with groups of learners;
risk identification and management;
behaviour management;
identifying barriers to learning of individuals in groups and how to overcome these barriers;
identifying and evaluating methods for facilitating learning and development in groups in subject specialist area;
identification and implementation of learning and teaching strategies applicable to group learning and development in subject specialist area;
Indicative Content
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meeting individual learning and development needs;
obtaining and using feedback from groups to improve learning and development;
providing supportive and constructive feedback to learners in groups;
assisting, motivating and supporting groups of learners in application of learning;
supporting groups of learners to reflect on and evaluate their own learning and development progress and needs.
Back to Unit List
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Section 3 Quality Assurance
AIM Awards Suite of Preparing to Teach in the Lifelong
Learning Sector (PTLLS) (QCF) Qualifications
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Section 3
Assessment and Quality Assurance
How the qualification is assessed Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2
This qualification is assessed through the AIM Awards PTLLS portfolio, an assessment strategy specifically devised for the AIM Awards Preparing to Teach in the Lifelong Learning Sector Levels 3 and 4. The portfolio comprises a series of tasks that are mapped to the assessment criteria for each of the specific routes. Satisfactory completion of the tasks and compilation of the portfolio will provide evidence that the candidate has met the requirements of the qualification. The full PTLLS Assessment 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 PTLLS 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
For the specialist routes there is no requirement to undertake practice other than as micro-
teaching for assessment purposes. This will allow learners to start on programmes and
achieve units without a practical teaching element. However, this is a minimum
requirement and centres may wish to include a practice requirement for their programme.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Learners on these routes should be involved in at least one hour of micro-teaching. Each
learner must deliver at least one 15 minute micro-teaching session which should be
observed and assessed by a member of the delivery team. For the additional 45 minutes,
learners can either deliver additional micro-teaching sessions or observe the micro-teaching
sessions of others.
An observation proforma for the micro-teaching session is provided within the appendices.
For the competence routes learners are required to undertake practice in a work
environment to meet the requirements of the following units:
Facilitate learning and development for individuals (Level 3)
Facilitate learning and development in groups (Level 3)
Manage learning and development in groups (Level 4)
Practice should be in the appropriate context – either with groups of learners or with
individual learners. The number of hours of practice required is not specified.
These routes assess occupational competence and require learners to be assessed in a work
environment. Practice assessed should be in the appropriate context – either with individual
learners or groups of learners.
Unit Assessment Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2
Achievement of units is through the completion of the AIM Awards PTLLS portfolio or internally set, internally marked, internally verified and externally verified tasks, as detailed above. Assessment tasks in the AIM Awards PTLLS Portfolio are holistic and map across the different units of assessment. Mapping to the Portfolio is provided with each unit of assessment and assessment task. Learners and tutors must ensure they are able to meet the assessment criteria to which the task is mapped with the evidence they generate through the completion of the task. 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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
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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. Within this, some units have Prescribed assessment methods that must be used as part of the assessment strategy for the unit. All units have optional assessment methods that can be used as part of the assessment strategy for the unit. Assessors must always refer to this section before devising assessment tasks, and 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
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 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, Certificate in Teaching in the Lifelong Learning Sector (CTLLS) or
NVQ Level 4 in Learning and Development
Evidence of substantial, successful teaching experience
Knowledge of contemporary issues in the post 16 sector
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
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For the competence routes there are additional requirements for those who assess the
following units:
Facilitate learning and development for individuals (Level 3)
Facilitate learning and development in groups (Level 3)
Manage learning and development in groups (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
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 courses 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.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Recording Achievement
Centres 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.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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 or External Verifiers on behalf of AIM Awards. Outcomes from National Standardisation will be made available to centres through AIM Awards.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Section 4 Operational Guidance
AIM Awards Suite of Preparing to Teach in the Lifelong
Learning Sector (PTLLS) (QCF) Qualifications
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
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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 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.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Charges
Section 5 Appendices
AIM Awards Suite of Preparing to Teach in the Lifelong
Learning Sector (PTLLS) (QCF) Qualifications
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Appendix 1 – Assessment Definitions................................................................ 56
Appendix 2 – Level Descriptors.......................................................................... 71
Appendix 3 – Example PTLLS Portfolio Assessment Task………………………………….75
Appendix 4 – Observation Proforma……………………………………………………………….77
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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
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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made (GL = 1000 words).
Please note that the last learner registration date for these qualifications is
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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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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.
Tutor The marked essay
Tutor feedback
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GL = 1000 words
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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.
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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GL = 8 minutes for oral / 1000 words for written
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
Please note that the last learner registration date for these qualifications is
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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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
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Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is
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Please note that the last learner registration date for these qualifications is
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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.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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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
Discussion with the tutor
Structured file with tutor feedback.
Please note that the last learner registration date for these qualifications is
03/08/2014. Please contact AIM Awards for further information on the
replacement qualifications.
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achievement.
Please note that the last learner registration date for these qualifications is 03/08/2014. Please
contact AIM Awards for further information on the replacement qualifications.
APPENDIX 2
LEVEL DESCRIPTORS
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further information on the replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is 03/08/2014. Please contact AIM Awards for
further information on the replacement qualifications.
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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
Please note that the last learner registration date for these qualifications is 03/08/2014. Please contact AIM Awards for
further information on the replacement qualifications.
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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
Please note that the last learner registration date for
these qualifications is 03/08/2014. Please contact
AIM Awards for further information on the
replacement qualifications.
APPENDIX 3
Example PTLLS Portfolio
Assessment Task
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replacement qualifications.
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Route 1 Specialist Level 3 Section A: The practitioner Section A concerns the role of a lifelong learning practitioner, considering the responsibilities and limitations of the role, how they work with others and the issues facing the practitioner in the diverse lifelong learning sector. A1 The individual
a) CV - an up to date curriculum vitae (CV) should be included and maintained; this demonstrates specialist subject knowledge, skills and qualifications, industrial experience etc
b) Initial assessment and ILP records – these should be included to assist the candidate in personal and professional planning and development.
A2 Roles, responsibilities and relationships Design and produce an induction information pack for a new colleague in your subject
specialist area The pack should include:
a) an outline of the teaching role - responsibilities and limits, e.g.: the key issues of equality & diversity facing the teacher and their learners; health & safety (generic and subject specific); legislation & policies that impact on the teacher’s role & responsibilities, such
as Every Child Matters, safeguarding, confidentiality; b) the teacher’s role in creating and maintaining a safe, supportive and inclusive
environment; c) review of work with colleagues and other agencies, particularly when dealing with
issues outside the teacher’s current expertise or responsibility.
Mapping against assessment criteria
Portfolio Unit of assessment Criteria
A2a Roles, responsibilities and relationships in lifelong learning L3
1.1;1.3; 1.4
A2b Roles, responsibilities and relationships in lifelong learning L3
1.2; 3.1; 3.2
A2c Roles, responsibilities and relationships in lifelong learning L3
2.1; 2.2; 2.3
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APPENDIX 4
Observation Proforma
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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,
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differentiation, equality etc
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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
Please note that the last learner registration date for
these qualifications is 03/08/2014. Please contact
AIM Awards for further information on the
replacement qualifications.
Contact AIM Awards Charges
For any queries, please contact AIM Awards:
AIM Awards
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01332 861999