AIM Awards Level 3 Award in Developing Counselling Skills (QCF)

Transcription

1 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Version 2 October 2014

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3 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) 601/3285/1 3

4 Contents Page Section One Qualification Overview 5 Section Two - Structure and Content 9 Section Three Assessment and Quality Assurance 11 Section Four Operational Guidance 17 Section Five Appendices 21 Appendix 1 AIM Awards Qualification Approval Form 23 Appendix 2 Qualification Description (Summary) 26 Appendix 3 Assessment Pack 28 Appendix 4 QCF Level Descriptors 29 4

5 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Section 1 Qualification Overview 5

6 Section One Qualification Overview Introduction Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework (QCF). Our qualifications are learner focused, flexible and promote 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. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery, assessment and internal quality assurance. The Qualification Description (Summary) (see Appendix 2) gives an overview of the qualification/qualification suite including rules of combination and unit titles. This is a live document and as such will be updated when required. Centres will be informed via when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification 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. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2. 6

7 About the Qualification Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 3 Award in Developing Counselling Skills (QCF) is aimed at learners seeking to incorporate counselling skills in related employment activities. The mandatory unit, Developing Counselling Skills, primarily aims to consolidate previous learning and will enable learners to progress onto Level 4 training ready to commence work with their own clients in a supervised placement. Qualification AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Assessment Internally assessed role-play Grading Assessment is competent / not competent. There is no grading Operational Start Date 01-Sep-2014 Last Registration Date 31-Jul-2019 Sector 1.3 Health and Social Care Qualification Accreditation 601/3285/1 Number Learning Aim Reference Credits 9 Guided Learning Hours 45 Learner Age Range 16-18; 19+ Rules of Combination Learners must achieve 9 credits from the single mandatory unit to achieve this qualification. Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c It is recommended that learners have Level 2 literacy skills, or English GCSE or equivalent. It is also recommended that learners have achieved the AIM Awards Level 2 Certificate in Counselling Skills (QCF) or equivalent. 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. 7

8 Certificate End Date The final date that certificates can be issued for this qualification is three years from the Last Registration Date. AIM Awards Level 3 Award in Developing Counselling Skills (QCF) 31-Jul-2022 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. Reading List The required and recommended reading lists are detailed on the individual units. Please see Section 2. 8

9 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Section 2 Structure and Content 9

10 Section Two Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j Please select the unit title to view the individual unit content and assessment guidance. Rules of Combination for: AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Learners must achieve 9 credits from the single mandatory unit (M) to achieve this qualification Unit Reference Number Unit Title Assessment Group Level Credit Value M/506/3050 Developing Counselling Skills Internally assessed roleplay GLH M Three 9 45 Credits from Unit Equivalences Please contact AIM Awards to request unit equivalences. 10

11 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Section 3 Assessment and Quality Assurance 11

12 Section 3 Assessment and Quality Assurance Centre Staff Requirements As an Awarding Organisation, we require that: Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include: o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education Assessors should have an assessor qualification or evidence of recent relevant experience. Suitable assessor qualifications include: o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Learner Performance using a Range of Methods o D32 Assess Learner Performance and D33 Assess Learner using Differing Sources of Evidence o In addition, Assessors must hold a counselling qualification at Level 3 or above. Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include: o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF) o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process o In addition, IVs must hold a counselling qualification at Level 3 or above. It is a requirement that those involved in the assessment of this qualification must attend one AIM Awards Counselling Assessor standardisation event every other year. Dates for these events can be found on the AIM Awards website here. How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). Assessment of this qualification is through completion of an observed role-play which is detailed in the Assessment Pack in Appendix 3. Within this 12

13 pack, mandatory assessment tasks and Record of Learner Achievement forms are available for centres. For more detailed guidance on working with AIM Awards qualifications, please refer to the Being an AIM Awards Centre document available on the website. Recognition of Prior Learning Recognition of Prior Learning (RPL) is a process of assessing and validating learning or achievement that has not been certificated or accredited previously towards the qualification being studied. Credit Transfer allows for previously accredited achievement from within the Qualification and Credit Framework (QCF) to count towards another qualification, where it is allowed as an equivalency within the new qualification, or where the learner has already achieved unit(s) belonging to that qualification. A maximum of 70% of a qualification can normally be achieved through equivalency (credit transfer). At least 30% should be gained through new learning. The Tutor or Assessor should carry out an effective interview and initial assessment of learners to establish their previous qualifications and experience. Funding may be affected if a learner achieves more than 50% of the assessment through RPL. Please refer to the AIM Awards website for more information. Methods of Assessment All assessment tasks are transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland. Internally assessed role-play Learners must participate in role-play assessments that emulate counselling sessions which are assessed by the Tutor/Assessor using the assignment brief available in the Assessment Pack in Appendix 3. Marking Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4 Internally assessed learner work Assessors must mark learner work against the assessment criteria of the unit to ensure that it is at the correct level and is sufficient, appropriate, and authentic. Please refer to Appendix 4 QCF Level Descriptors for guidance. Centres must ensure that learner evidence is generated by that learner, i.e. that plagiarism does not occur. Assessors must judge and mark whether each assessment criteria is either achieved or not achieved using the Record of Learner Achievement forms available within the Assessment Pack in Appendix 3. Units are achieved when all assessment criteria of that unit have been achieved. All reasonable steps must be taken to avoid any part of the assessment of a 13

14 learner (including verification) being undertaken by any person who has a personal interest in the result of the assessment. Recording Achievement Assessors must make it clear to the Internal and External Verifiers where achievement of each assessment criteria has been evidenced using the Record of Learner Achievement forms contained within the Assessment Pack in Appendix 3. Once the work has been marked and signed off as meeting the assessment criteria by the Assessor, final feedback should be provided to the learner. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered and the Assessor must tick the RAC to indicate which unit(s) each learner has achieved and sign to confirm the certification. See Section 4: Operational Guidance for further information. Internal Verification The completed marked work should be presented to the Internal Verifier for sampling according to the centre s internal verification plan. This plan must cover all internally assessed components, including the observation of Assessors assessing practical activities (for example role-play tasks further information is contained within the Assessment Pack in Appendix 3). AIM Awards provide sample internal verification documentation available to centres on the website here. These sample forms include: Assessment and Internal Verification Plan Internal Verification of Assessment Decisions Internal Verifier Report of Observed Assessor Performance Once this process has been completed, the Internal Verifier must sign the RAC to confirm their approval of learner achievement. See Section 4: Operational Guidance for further information. External Verification Once learner work has been completed, assessed and internally verified according to the centre s internal verification plan, the work should be presented for external verification. The External Verifier (EV) will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will review records of assessment, internal verification documentation, feedback to learners and any records of reasonable adjustments applied. The completed RAC(s) must also be made available for the EV to review. If the EV is satisfied with the standards of assessment and verification, they will sign the RAC(s) and learners will be certificated. Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2 Reasonable adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not 14

15 appropriate where the learner s particular difficulty directly affects performance in the actual attributes to be assessed. For internally assessed learner work The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification. Further details are provided in our Reasonable Adjustments and Special Considerations document available on the AIM Awards website. Special Considerations Special consideration is consideration to be given to a learner who has temporarily experienced: an illness or injury, or some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website. Malpractice/Maladministration Confidentiality of assessment papers, mark schemes and learner work must be maintained at all times. Centres must ensure that the instructions set out in this document are followed and inform AIM Awards of any potential breach of confidentiality. Further details on Malpractice can be found on the AIM Awards website here. AIM Awards Qualification Standardisation Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides AIM Awards with important information for the qualification review process. It is a requirement of the Centre Agreement that centres offering units from the qualification must contribute assessment materials and learners evidence for standardisation if requested. AIM Awards will write to you to request samples if necessary. 15

16 Outcomes from qualification standardisation will be made available to those centres using that qualification. 16

17 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Section 4 Operational Guidance 17

18 Section 4 Operational Guidance Offering the Qualification Centres wishing to offer this qualification must become an AIM Awards recognised centre and be able to meet the criteria for the safe and secure award of credit. New centres can obtain details of the Centre Recognition Application process either by visiting the AIM Awards website or contacting the AIM Awards office. AIM Awards can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them. Approval to Offer the Qualification Centres wishing to offer this qualification must complete and submit a Qualification Approval Form (QAF) (available on the AIM Awards website) to their allocated Customer Support Officer. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Specialist requirements such as these will be identified on the Qualification Approval Form. Where this is the case, centres must provide evidence of resources/staff qualifications when submitting the completed form. Fees and Charges The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed until the annual centre recognition fee has been paid. 18

19 Registration and Certification A summary of the registration and certification process for this qualification is shown below: Internally Marked Assignments, eg Journal Centre decides to run AIM Awards qualifications. Centre ensures appropriate resources are in place Centre staff Centre applies for Centre Recognition Centre staff Centre is recognised. Centre applies for Qualification Approval Centre staff/quality Officer Qualification Approval granted Quality Officer Learners registered on qualification within timelines Centre Administrator Internally assessed work completed according to assessment pack Learners Work marked against and referenced to assessment criteria Assessor Assessed work checked by Internal Verifier according to Internal Verification plan Internal Verifier RAC completed and authorised Assessor & Internal Verifier RAC and completed marked work presented to EV or Approved Internal Verifier Assessor & Internal Verifier EV visits carried out: sample of assessed learner work, internal verification and progress on actions from last EV visit checked. RAC approved if appropriate External Verifier (EV) EV reports circulated to centre and centre Risk Rating updated. Sanctions applied if necessary External Verifier (EV) Certificates issued once internally assessed work approved by External Verifier Customer Support Officer 19

20 The centre registers learners onto the correct qualification via the Portal within the following timescales: o Short Courses - Courses of 15 weeks or less. Registrations must be received within 25 working days of the start date of the course o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy. All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. We reserve the right to charge for replacement certificates issued as a result of inaccurate information provided by centres Internally Marked Assignments Once registered onto the qualification within the timelines (above): Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least fourteen working days before the intended submission date (see here for further information) A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations. The RAC is used to claim the learners achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued. Once internally assessed work has been completed according to the Assessment Pack (Appendix 3) and quality assured (see Section 3): AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification. Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved. 20

21 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Charges Section 5 Appendices 21

22 Appendix 1 AIM Awards Qualification Approval Form 23 Appendix 2 Qualification Description (Summary) 26 Appendix 3 Assessment Pack 28 Appendix 4 QCF Level Descriptors 29 22

23 APPENDIX 1 AIM AWARDS QUALIFICATION APPROVAL FORM (QAF) 23

24 Qualification Approval Form 1 CENTRE DETAILS Centre name: Centre Number: Centre Curriculum Contact: Position: Contact Details: Centre has Direct Claims Status (DCS) Yes / No Application for DCS to be extended to this qualification Yes / No If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank: 2 QUALIFICATION APPROVAL DETAILS The centre requests approval to run the following qualification(s): AIM Awards Level 3 Award in Developing in Counselling Skills (QCF) Intended target learner group/age: Intended number of learners: 3 RULES OF COMBINATION Please refer to the AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Qualification Specification 24

25 4 SPECIALIST REQUIREMENTS Specialist resources required (taken from qualification specification): N/A Specialist staffing qualifications required (taken from qualification specification): Assessors should have an Assessor qualification or evidence of recent relevant experience. In addition, Assessors must hold a counselling qualification at Level 3 or above. Centre confirmation of required resources: N/A Centre confirmation of required staff qualifications: (Please confirm here) I have attached proof of qualifications: Yes/No Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. In addition, IVs must hold a counselling qualification at Level 3 or above. (Please confirm here) Yes/No 5 CONFIRMATION & APPROVAL I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement. Centre Curriculum Contact Signature Date Admin confirmation of AIM Awards QR and CDM approval Confirmation of extension of DCS to this qualification: Yes/No Date 25

26 APPENDIX 2 QUALIFICATION DESCRIPTION (SUMMARY) 26

27 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Description of the Qualification The AIM Awards Level 3 Award in Developing Counselling Skills (QCF) is aimed at learners seeking to incorporate counselling skills in related employment activities. The mandatory unit, Developing Counselling Skills, primarily aims to consolidate previous learning and will enable learners to progress onto Level 4 training ready to commence work with their own clients in a supervised placement. Approval Details Qualification Title Ofqual Qualification Number AIM Awards Level 3 Award in Developing Counselling Skills (QCF) 601/3285/1 Guided Learning Hours 45 Total Credits required 9 Mandatory Credits required 9 Minimum Age 16 Qualification Start Date 01-Sep-2014 Charge per learner 28 How to Achieve the Qualification Learners must achieve 9 credits from the single mandatory unit (M) to achieve this qualification. Unit Reference Unit Title M/O Level Credit GLH Number Value M/506/3050 Developing Counselling Skills M Three

28 APPENDIX 3 ASSESSMENT PACK 28

29 AIM Awards Level 3 Award in Developing Counselling Skills (QCF) Assessment Pack Learner Name: Unique Learner Number: Course: Tutor/Assessor: Learner Signature: Date Started: Date Completed: 1

30 Contents How this qualification is assessed... 3 Mandatory: Developing Counselling Skills (Level 3)... 7 Record of Learner Achievement... 7 Assignment: Role-Play Observation Report

31 How this qualification is assessed This qualification consists of one mandatory unit. A grid showing an overview of the assessment for the qualification, followed by the assignment task is shown below. The assignment must be passed in order to achieve the qualification. Mandatory Unit Learners must achieve the unit below by completing the required assignment. Title Developing Counselling Skills Unit Reference Number Level Credit Value M/506/3050 Three 9 Assessment Method Task Size Page Internally marked Role-Play 9 The Tutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them. It is essential that assignments are completed on time and that they meet the Assessment Criteria at the correct level. Deadlines Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks. 3

32 Types of assessment Role-Play Internally set task Internally marked Role-Play Guidelines 1. Sessions are organised in triads counsellor, client and observer 2. Each session should last 30 minutes in total. This is made up of 20 minutes of the actual role-play counselling session and the feedback session which should last 10 minutes 3. In the feedback session, the observer is the first to provide feedback on what they thought about the session; the beginning, middle, ending, timing, orientation, skills and therapeutic alliance 4. Following this, the counsellor offers their views of the role-play again with the help of the Tutor/Assessor Finally the client (client) offers their views as they are the expert on what they have said 5. The Tutor/Assessor will need to de-role at the conclusion of the session This feedback process is important as sometimes a learner may have underperformed in the session but can make up for this by their own awareness of this in the feedback session. Procedure for Assessing Counselling Skills Role-Play AIM Awards recognises the importance of using role-play methods to teach counselling skills and assess learners. It is also essential to acknowledge that learners at this level are only learning counselling skills, and AIM Awards strongly recommends that only role-play scenarios are used for the purposes of assessment. It is further recognised that working with clients is not appropriate at this level and may be potentially damaging. For the purpose of formally assessing learners, however, it is important that a standardised procedure is used and that it is applied equally to all learners. Learners must be trained in the three roles and know the system well before any attempt is made to assess them. The learners ability to play roles is likely to vary considerably from learner to learner and it is important to keep in mind the objective is to assess counselling skills and not the learner s ability to act out a role. The practical skills assessments will include a summative assessment that takes place towards the end of a unit, and after the teaching of counselling skills for that unit are completed, combined with ongoing formative assessments to inform Tutor/Assessor and learner of progress made throughout the duration of the unit. The assessment will always be in three parts and learners are each assessed in all three triad roles. The assessed roles are: 1. Counsellor 2. Client 3. Observer The recommended practical skills assessment procedure is as follows: 1. AIM Awards recommends that learners are notified at least two weeks in advance of the dates and times when they will be required to attend the formal practical assessment 2. The centre will provide a number of alternative fictitious role briefs to be available on the day 3. The learners are assigned roles and their role responsibilities are explained 4. The learner with the client role chooses an appropriate role brief and is given at least 10 minutes to prepare before the session begins. The client must not communicate with the other two participants during this period. Learners are to be given the choice of at least two different scenarios to reduce the likelihood of them having to face personal issues 5. The observer learner plays no part in the simulated session other than to observe it from an appropriate unobtrusive position out of the line of sight of both client and counsellor, but from where both can be clearly seen and heard 6. The time boundary for the skills session is 20 minutes

33 7. The Assessor leads the 10 minute feedback session in which: a. Firstly, the observer gives a verbal report to the counsellor b. Secondly, the counsellor summarises the session c. Thirdly, the client describes the experience d. Finally, the Assessor formally de-roles each member of the triad e. The Assessor completes the Role-Play Observation Record (on page 18) once for each learner, and identifies on the Record of Learner Achievement (on page 16) the Assessment Criteria that have been met. All Assessment Criteria must be met in order to achieve the unit. Guidance for Assessors The assessment methods outlined here are based on the assumptions that the learners being assessed have completed a course of study for the unit and: are experienced in the role-play method and in all of the roles know by name the ethical principles that underpin counselling have been instructed in the management of risk to the health and safety of counsellors and clients can identify by name the specified range of basic counselling skills are able to explain the purpose of using each skill in a helping interaction Assessors may be observed by Internal Verifiers from the centre and/or AIM Awards External Verifiers to confirm that assessment decisions are being reached appropriately. Guidance for Learners Participating in the Practical Assessment To successfully complete and pass the practical assessment at Level 3, learners should have demonstrated a broad and developing knowledge of counselling skills and know how they should be used within a framework of ethical counselling. Counsellor Role In this role, we expect learners: to make a reasonable attempt at demonstrating three key skills for rapport building to respond appropriately and ethically to the client s behaviour and apparent needs during the course of the session, the client must show some awareness of the progress made towards establishing a helping relationship establish and keep within agreed boundaries make a conscious choice of counselling skills which are appropriate. The 10 minute feedback discussion is part of the overall assessment process, and learners who recognise missed opportunities or show that they were aware of weaknesses in their triad role may be able to evidence achievement of Assessment Criteria not met in the practical. Observer Role Observer learners are required to recognise key events during the process and provide feedback on the quality of the exchange between counsellor and client by identifying, and commenting on, the use of counselling skills and to comment on the listener client relationship. They will also be expected to identify the model of counselling being used, if any, and to comment on the beginning, middle and ending part of the session. Client Role The Assessor/centre will provide the role-play scenarios for the learner. The client must make every effort to play the role with honesty and integrity and to the best of his or her ability. The client will be consistent throughout, and co-operate with the counsellor. The client must be referred in this role if he or she sets out to make the role more complex than is realistically expected, or if they seek to disrupt or mislead the counsellor. 5

34 Tracking Learner Work Each assessment task will identify the Assessment Criteria that it covers. Submissions must evidence achievement of those Assessment Criteria and Assessors must mark work against them. For each unit, there is a Record of Learner Achievement where Assessors must tick to identify whether the Assessment Criteria have been met and sign to confirm the unit has been achieved. Summative feedback to learners should be provided on this sheet containing feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier. Each Record of Learner Achievement identifies which assessment criteria are covered by each task: Blank boxes identify Assessment Criteria mapped to that task and therefore should be ticked when the learner has achieved each criteria Dark grey boxes are not mapped to that task and should be ignored Light grey boxes with the word external signify that the criteria is covered by an externally marked assessment. 6

35 Mandatory: Developing Counselling Skills (Level 3) Record of Learner Achievement LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED The learner will: The learner can: Role-Play 1. Understand the key features of the therapeutic relationship 2. Be able to use strategies and interventions in different counselling settings 3. Be able to apply responses to a range of presenting clients issues 1.1. Demonstrate the skills required to establish the therapeutic relationship 1.2. Demonstrate the skills required for developing and sustaining the therapeutic relationship 1.3. Demonstrate the skills required for evaluating and concluding the therapeutic relationship 2.1. Practice therapeutic responses in a number of different settings 2.2. Determine the effectiveness of therapeutic responses in a number of different settings 3.1. Apply responses to particular presentations of clients' issues Final Tutor/assessor Feedback (Strengths and Areas for Improvement): 7

36 Learner Evaluation (evaluation of own work and comment on assessment task): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner s work fully meets the assessment criteria listed above and that any specified evidence requirements have been addressed. Assessor Learner Date 8

37 Assignment: Role-Play Observation Report Qualification: Unit(s) covered: Assessor: AIM Awards Level 3 Certificate in Counselling (QCF) Developing Counselling Skills L3 Assignment Title: Role-Play Observation Report by Assessor Unit Assignment No.: 1 / 2 Date Set: Submission Date: Record of Role-Play Learner Name: Observer s Name: Observer s Qualifications: Date of Assessed Role-Play: Please comment on the learner s ability to: Establish the therapeutic relationship Develop and sustain the therapeutic relationship 9

38 Conclude and evaluate the therapeutic relationship Practice therapeutic responses in a number of different settings Determine the effectiveness of therapeutic responses in a number of different settings Apply responses to particular presentations of clients' issues Guidance for Assessment Counsellor Role Principles The counsellor begins a working relationship by: a) being aware of and maintaining the time boundary/confidentiality/contract b) helping the client to establish what the client wants c) helping the client to understand what the counsellor can offer d) demonstrating structured ending to the process Throughout the session, the counsellor works towards understanding the client s concerns by demonstrating the following skills: a) counselling as a process b) identifying the client s expectations c) works within level of competence d) establishing and developing working alliance e) working ethically and safely at all times f) clear application of skills from chosen theoretical approach Counsellor closes the session with the client by: a) summarises the client s position at the end of the session b) an appropriate indication that the session is at an end/about to end Counsellor evaluates the session: a) explaining the counsellor s understanding of the focus of the session b) discussing verbal and non-verbal communication c) beginning to demonstrate an understanding of each theoretical model 10

39 d) commenting on the relationship e) reviewing what went well / what did not go well/identified use of skills Observer Role Criteria Principles The observer shows the learner's understanding of what happened in the role-play by: a) offering descriptive and constructive feedback to the counsellor b) commenting on how the relationship was established/beginning c) identifying the skills used, giving specific examples/middle d) evaluating the conclusion to the session e) identifying theoretical orientation Client Role Criteria Principles The client undertakes the role with honesty and integrity: a) makes every effort to portray the role as it was presented b) makes no attempt to influence or disrupt the counsellor To pass this assessment, learners must meet all of the Assessment Criteria. Work that does not meet all of the Assessment Criteria may be referred for additional work and then resubmitted according to the centre s policy. This must be clearly identified in the Tutor/Assessor Feedback to learners. No. Assessment Criteria 1.1 Demonstrate the skills required to establish the therapeutic relationship 1.2 Demonstrate the skills required for developing and sustaining the therapeutic relationship 1.3 Demonstrate the skills required for evaluating and concluding the therapeutic relationship 2.1 Practice therapeutic responses in a number of different settings 2.2 Determine the effectiveness of therapeutic responses in a number of different settings 3.1 Apply responses to particular presentations of clients' issues Assessor Statement I verify that I have observed and assessed the above named learner. I am satisfied that the level of competence s/he has attained is appropriate for the current stage of her/his professional development. Observer Learner Date 11

40 APPENDIX 4 QCF LEVEL DESCRIPTORS Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

41 Qualifications and Credit Framework: Level Descriptors 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 welldefined 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 30

42 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 nonroutine 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 31

43 Summary Knowledge and Understanding Application and action Autonomy and accountability Level 4 Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work Use practical, theoretical or technical understanding to address problems that are well de- fined but complex and non-routine Analyse, interpret and evaluate relevant information and ideas Be aware of the nature and approximate scope of the area of study or work Address problems that are complex and non-routine while normally fairly well defined Identify, adapt and use appropriate methods and skills Initiate and use appropriate investigation to inform actions Take responsibility for courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad but generally welldefined parameters Have an informed awareness of different perspectives or approaches within the area of study or work Review the effectiveness and appropriateness of methods, actions and results 32

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