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AIM Awards Entry Level Certificate in Health and

Well-Being (Entry 3) (QCF)

600/6838/3

Version 1 – October 2012

2 AIM Awards Entry Level Certificate In Health And Well-Being (Entry 3) (QCF) V11.Docx

© AIM Awards 2012

Section One – Qualification Overview 3

Section Two - Structure and Content 7

Section Three – Quality Assurance 17

Section Four – Operational Guidance 21

Section Five – Appendices 23

Appendix 1 – AIM Awards Assessment Definitions 25

Appendix 2 – AIM Awards Glossary of Assessment Terms 40

Appendix 3 – Level Descriptors 43

Contents Page


© AIM Awards 2012

Section 1

Qualification Overview




© AIM Awards 2012

Section One

Introduction

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


© AIM Awards 2012

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a The Entry 3 Certificate in Health and Well-Being is designed to introduce learners to the cornerstones of maintaining a healthy lifestyle. It will encourage ‘workplace wellness’. The qualification has been designed to motivate learners to review and where necessary to significantly change their lifestyle in order to improve their own health and well-being. Feedback from staff working on pilot Workplace Wellness programmes has been very positive. The programme has motivated a number of employees to significantly change their lifestyle behaviour which their employers report has benefited both the individuals and the organisation. The qualification also enables learners to develop their personal skills which will then support them in their progression in work and further learning.

Qualification

AIM Awards Entry Level Certificate in Health and Well-Being (Entry 3) (QCF)

Assessment Internally assessed and externally moderated portfolio of evidence

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

Progression Opportunities

Learners from this qualification can progress towards (and in) work and further learning in a range of areas

Operational start date 01-Oct-2012

Review date 31-Jul-2017

Sector 1.3 Health and Social Care

Qualification Accreditation Number

600/6838/3

Learning Aim Reference 60068383

Credits 15

Guided Learning Hours 150

Age Range Pre 16, 16-18, 19+

Rules of Combination Learners must achieve 15 credits from the 3 mandatory units to achieve this qualification.

About the Qualification


© AIM Awards 2012

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

There are no specific entry requirements for this qualification.

The end of the accreditation period

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

Resource Requirements

There are no specific resource requirements for these qualifications. Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification.


© AIM Awards 2012

Section 2 Structure and Content




© AIM Awards 2012

Section Two

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

Qualification Structure and Unit List & Content

Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

Rules of Combination for AIM Awards Entry Level Certificate in Health and Well-Being (Entry 3) (QCF)

Learners must achieve 15 credits from the 3 mandatory units to achieve this qualification.

AIM Awards Unit Code

Unit Reference Number

Unit Title M/O Level Credit Value

GLH Pg No

PA1/E3/EA/001 F/504/3885 Stress Management

M E3 3 30 9

HJ1/E3/EA/008 A/504/3884 Understanding Nutrition and Weight Management

M E3 6 60 11

MA1/E3/EA/007 J/504/3886

Understanding Physical Activity and Health

M E3 6 60 14


© AIM Awards 2012

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1. Know about stress

1.1. State what stress is 1.2. List different types of stress 1.3. List signs and symptoms of stress that

may affect an individual

2. Know how stress affects health 2.1. State how stress can reduce personal health

2.2. List conditions and/or disorders linked with stress

3. Know about potential causes of stress in everyday life

3.1. State causes of stress in everyday life 3.2. List any potential causes of stress in their

own lives

4. Be able to develop a personal plan to combat stress

4.1. Outline techniques used to manage stress

4.2. Use techniques to manage stress

This unit develops learner’s understanding of the concept of stress, how it presents itself

and how it can affect health. The learner will be able to consider causes of stress in their

lives and learn how to use techniques to reduce stress. This unit can be used as part of a

workplace wellness programme or in community settings.

Indicative Content

Learning Outcome 1 1.2 Types of stress: Negative, positive, physical, environmental 1.3 Signs and symptoms: A range of both signs and symptoms must be listed

AIM Awards Reference Number


Unit Name

PA1/E3/EA/001 F/504/3885 Stress Management

Level Entry 3

Credit 3

GLH 30

Unit Summary

Assessment Guidance


© AIM Awards 2012

Learning Outcome 2

2.1 State: Using the signs and symptoms identified in assessment criteria 1.3 2.2 Conditions or disorders: Two conditions and/or symptoms must be listed e.g. anxiety, depression, irritable bowel syndrome.

Learning Outcome 3 3.1 Causes: A range of causes should be given

Learning Outcome 4 Personal Plan: This should be with the support of a tutor/colleague/mentor 4.1 Techniques: This will be a limited range 4.2 Techniques: e.g. Time management, positive thinking, rest and relaxation

Delivery Requirements/Recommendations Assessment tasks will be devised to meet needs of the learning group and to cover all the criteria. Back to Unit List


© AIM Awards 2012



1. Know about the importance of adequate nutrition

1.1. List the function of: a) Carbohydrate b) Fat c) Protein d) Water e) Vitamins f) Minerals

1.2. State common dietary sources of: a) Carbohydrate b) Fat c) Protein d) Vitamins e) Minerals

1.3. Outline the link between nutrition and disease

2. Know about the components of a healthy diet

2.1. Outline government guidelines for healthy eating

2.2. State how to decrease fat, sugar, salt and increase fibre content of the diet

2.3. List examples of preferred food choices in each of the five food groups

3. Know about the recommendations for healthy eating

3.1. State healthy food options when eating at home

3.2. State healthy food options for different occasions of eating away from home

4. Know about effective methods of weight loss

4.1. State the health risks of excess body fat 4.2. List the characteristics of an effective

healthy eating programme 4.3. List common weight loss myths



Unit Name

HJ1/E3/EA/008 A/504/3884 Understanding Nutrition and Weight Management

Level Entry 3

Credit 6

GLH 60


© AIM Awards 2012



5. Be able to plan a personal healthy eating programme

5.1. Collect relevant information to plan a healthy eating programme

5.2. List suitable goals for a healthy eating programme

5.3. Plan a three week healthy eating programme

This unit develops the learners understanding of the function of the main nutrients and

what constitutes a healthy diet. The unit allows the learner to use this information and

make recommendations for healthy eating both inside and outside the home and plan (with

support) a healthy eating programme. The learner will also be able to recognise the risks of

excess body fat and also common myths linked to weight loss. This unit can be used as part

of a workplace wellness programme or in community settings.

Indicative Content

Learning Outcome 1 1.3 Nutrition and disease: This can include heart disease, diabetes and certain cancers

Learning Outcome 2 2.1: Government Guidelines: The Eatwell Plate

Learning Outcome 3 3.2: Eating away from home: This could include takeaways, restaurants and at work

Learning Outcome 4 4.2: Characteristics of an effective healthy eating progamme: This could include

eating a variety of foods from all food groups, having more calories from the fruit

and vegetable and bread, rice, potatoes and pasta group and fewer from fatty and

sugary foods eating regularly, eating breakfast.

4.3: Weight loss myths: Fad diets that are restrictive; promote magic foods, promote

very rapid weight loss

Unit Summary

Assessment Guidance


© AIM Awards 2012

Learning Outcome 5

Plan: with the support of a tutor 5.1: Relevant information: Food diaries

Delivery Requirements/Recommendations

Assessment tasks will be devised to meet needs of the learning group and to cover all the

criteria.

Back to Unit List


© AIM Awards 2012



1. Know about the importance of healthy living

1.1. List different lifestyle choices that can help improve health

2. Know about the importance of physical activity

2.1. List the health benefits of physical activity

2.2. State the guidelines for physical activity

3. Know about health and safety factors related to physical activity

3.1. Outline the importance of warming up and cooling down

3.2. List the components of a safe and effective cool down

4. Plan a physical activity programme 4.1. Plan a three week physical activity programme to achieve identified goals

4.2. Keep a physical activity diary that lists all sessions completed

4.3. Plan how the programme could be progressed

This unit develops learners understanding of the importance of healthy living and more specifically the importance of physical activity for their health. The unit allows the learner to understand how much physical activity adults should be achieving and how this can be achieved safely. The learner will be able to plan a physical activity programme and will also be able to monitor this programme and understand how to progress it. This unit can be used as part of a workplace wellness programme or in community settings.



Unit Name

MA1/E3/EA/007 J/504/3886 Understanding Physical Activity and Health

Level Entry 3

Credit 6

GLH 60

Unit Summary


© AIM Awards 2012

Indicative Content

Learning Outcome 1 1.1 Different lifestyle choices: at least three lifestyle choices must be listed. This can include eating a healthy diet, stopping smoking, avoiding excessive alcohol consumption, avoiding excessive exposure to stress, participating in regular physical activity.

Learning Outcome 2

2.1 Health benefits of physical activity: This can include reducing the risk of diseases (e.g. CHD, diabetes) and also benefits on quality of life and mental well being. 2.2 Guidelines: This should be the national guidelines for aerobic and muscular strength

Learning Outcome 3 3.2 Components: This can include a pulse lowerer and stretch

Learning Outcome 4 4.1Plan a physical activity programme: This should be planned and reviewed with the support of a tutor. It should aim to meet the national guidelines and include aerobic, muscular strength and flexibility activities. Identified Goals: These should be SMART and could include losing weight, feeling fitter, to meet new people 4.3 Progressed: This could be increasing the time, type, frequency or intensity of activities

Delivery Requirements/Recommendations Assessment tasks will be devised to meet needs of the learning group and to cover all the criteria. Back to Unit List

Assessment Guidance


© AIM Awards 2012

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© AIM Awards 2012

Thui

Section 3 Quality Assurance




© AIM Awards 2012

Section 3

Assessment and Quality Assurance

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

The qualification requires achievement of the specified unit with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows:

Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit

The learners are assessed internally at the Centre, using the assessments set

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre

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

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

www.aimawards.org.uk

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

Achievement of the unit is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit and the AIM Awards Assessment Definitions Document. See Section 5 – Appendix 1 The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the Internal Verifier before use to ensure that they are fit for purpose. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment.

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

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.

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


© AIM Awards 2012

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 relevant teaching experience and hold a qualification in the relevant subject area. Suitable teaching qualifications include:

Level 3 or 4 PTLLS or above

Diploma or Certificate in Education

Bachelors or Masters Degree in Education

Training and Support

We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at www.aimawards.org.uk

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

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

Recording Achievement

You must record each learner’s performance in each unit on an appropriate form or forms. The form/s should record the learner’s performance against the unit assessment criteria evidenced by the task.



© AIM Awards 2012

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. 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.


© AIM Awards 2012

Section 4 Operational Guidance




© AIM Awards 2012

Section 4

Operational Guidance

Offering the qualification

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

The standard quality assurance arrangements and requirements include:

Internal verification

External verification

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

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

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


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


© AIM Awards 2012

Charges

Section 5 Appendices




© AIM Awards 2012

Appendix 1 – AIM Awards Assessment Definitions................................................................25

Appendix 2 – AIM Awards Glossary of Assessment Terms....................................................40

Appendix 3 – Level Descriptors..............................................................................................43


© AIM Awards 2012

APPENDIX 1

ASSESSMENT DEFINITIONS


© AIM Awards 2012

AIM Awards: Qualifications and Credit Framework

Assessment Definitions

1. Case Study

Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. It may also be used with individual learners as a written activity through case study materials and learner responses.

Activity: Assessed by: Evidence could include:

Entry

Level

Case studies should be simple, immediate and familiar to the learner. Discussion should be short, structured and supervised (group or one-to-one). Written work should be short structured and supervised.

Tutor observation and discussion Tutor assessment of written work.

Tutor record of observation Summary of discussion

Audio / video / photographic

record

Written work

Level

One

Case studies should be limited in range, familiar and require a narrow range of knowledge. Discussion should be structured and involve a limited degree of judgement (group or one-to-one). Written work should be structured and involve a limited degree of judgement.

Tutor observation, discussion Tutor assessment of

written work.

Tutor record of observation Summary of discussion Learner notes Audio /video / photographic record Written work

Level

Two

Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (GL1 = 500 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work.

Tutor record Learner record Peer checklist Summary of discussion

Audio /video / photographic record Written work

Level

Three

Case studies should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar contexts. Discussion should be guided but self-

directed (group).

Written work should allow for autonomy,

evaluation and reasoned judgements to be

made (GL = 1000 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work

Tutor record Learner record Peer checklist Summary of discussion Audio /video / photographic record Written work

1 GL = guidance on length of activity.


© AIM Awards 2012

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.


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


© AIM Awards 2012

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.


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.



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.




© AIM Awards 2012

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.


Entry

Level

It would be unlikely that an essay would be used as an assessment activity at Entry Level as it would not be appropriate for the learner. It could be used in a very simple form to allow learners to demonstrate recall and comprehension in a narrow range of ideas.

Tutor through discussion

The marked essay Tutor feedback

Level

One

The essay subject should be simple and the response should be descriptive and not analytical or evaluative. A narrow range of applied knowledge and demonstration of basic comprehension would be expected. Learners should be given detailed information on how to structure the essay and on the criteria for achievement.

Tutor The marked essay Tutor feedback

Level

Two

The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words

Tutor The marked essay

Tutor feedback.

Level

Three

The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement. GL = 1000 words

Tutor The marked essay

Tutor feedback


© AIM Awards 2012

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.


Entry

Level

Report should be oral and informal. The information or activity being reported on should be simple and familiar. Learners should be supported in preparing and giving a report and given a number of opportunities to respond.

Tutor (for written report)

Tutor record.

Level

One

Report could be presented orally or in written format. Oral presentation should be informal. Information used in the report should be readily available and activities should be in familiar contexts. Learners should be clear on the expected structure and criteria for the report and given support on planning and presentation.

Tutor (for written report)

Written report with tutor feedback Learner notes of oral presentation with tutor feedback.

Level

Two

Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, and from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.

Tutor (for written report) and/or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback

Level

Three

Report could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report. GL = 8 minutes for oral / 1000 words for written

Tutor (for written report) and or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback


© AIM Awards 2012

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.


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.


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.


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.



© AIM Awards 2012

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


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.



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.



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.




© AIM Awards 2012

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


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


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.


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.



© AIM Awards 2012

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.


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.


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.


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



© AIM Awards 2012

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.


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.



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.


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.




© AIM Awards 2012

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.


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


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 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.




© AIM Awards 2012

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


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.



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.



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.




© AIM Awards 2012

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.


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


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.



© AIM Awards 2012

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.


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.


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.


Structured file with tutor feedback.

Level

Three

Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate achievement.


Structured file with tutor feedback.


© AIM Awards 2012

Glossary of Assessment Terms

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

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

build their practice to maximise the effectiveness of each.

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

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

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

development.

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

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

result of achieved/not achieved.

Assessment Terms

Analyse Identify separate factors, show how they are related and

how each one contributes to the whole

Appraise Consider the positive and negative points and give a

reasoned judgement

Assess Give consideration to all the factors or events that apply

and then make a careful and valued judgement as to

which are the most important or relevant

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

particular decide the importance of all the relevant

positive and negative aspects

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

situations unpick the similarities and differences or

advantages and disadvantages

Define Make clear what a particular term means and give an

example, if appropriate, to show what is meant

Demonstrate Show by example

Describe Give a clear overview that includes all the relevant


© AIM Awards 2012

features – ‘painting a picture with words’

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

idea

Discuss Take part in a conversation about a topic

Draw conclusions Use the evidence provided to reach a reasoned

judgement

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

importance or value of something by reviewing the

information.

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

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

an example to show what is meant. Introduce the topic

then give the ‘how’ or ‘why’

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

features

Illustrate Include examples, a diagram, pictures or photographs to

show what is meant

Interpret Give the meaning of something

List Provide the information in a list, rather than in

continuous writing

Outline Give a brief overview

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

Select Choose from a given range

State Give a clear but brief account

Summarise Write or articulate briefly the main points or essential

features

APPENDIX 3

LEVEL DESCRIPTORS

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

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


© AIM Awards 2012

Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Entry

Level

Entry 1 recognises progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills, knowledge

or understanding that relate to the immediate environment

Achievement at Entry 2 reflects

the ability to make use of skills,

knowledge and understanding to

carry out simple, familiar tasks

and activities with guidance.

Use knowledge or understanding to

carry out simple, familiar activities

Know the steps needed to complete

simple activities

Carry out simple, familiar tasks and

activities

Follow instructions or use

rehearsed steps to complete tasks

and activities

With appropriate guidance begin to take some responsibility for the outcomes of simple activities

Actively participate in simple and familiar activities

Achievement at Entry 3 reflects

the ability to make use of skills,

knowledge and understanding to

carry out structured tasks and

activities in familiar contexts, with

appropriate guidance where

needed

Use knowledge or understanding to

carry out structured tasks and

activities in familiar contexts.

Know and understand the steps

needed to complete structured

tasks and activities in familiar

contexts

Carry out structured tasks and

activities in familiar contexts

Be aware of the consequences of

actions for self and others

With appropriate guidance take

responsibility for the outcomes of

structured activities

Actively participate in activities in

familiar contexts


© AIM Awards 2012


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


© AIM Awards 2012


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

straightforward 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

Contact AIM Awards Charges

For any queries, please contact AIM Awards:

AIM Awards

10 Newmarket Court

Newmarket Drive

Off Ascot Drive

Derby

DE24 8NW

01332 861999

[email protected]

mailto:[email protected]

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