AIM Awards Level 3 Award in Education and Training (QCF)

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1 AIM Awards Level 3 Award in Education and Training (QCF) Version 3 April 2016

2 This page is intentionally blank 2

3 AIM Awards Level 3 Award in Education and Training (QCF) 600/9783/8 3

4 Contents Page Section One Qualification Overview 5 Section Two - Structure and Content 11 Section Three Quality Assurance 14 Section Four Operational Guidance 20 Section Five Appendices 22 Appendix 1 AIM Awards Glossary of Assessment Terms 24 Appendix 2 QCF Level Descriptors 27 4

5 Section 1 Qualification Overview 5

6 Section One 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 a national Awarding Organisation, offering a large number of Ofqual regulated qualifications at different levels and in a wide range of subject areas. Our qualifications are flexible enough to be delivered in a range of settings, from small providers to large colleges and in the workplace both nationally and internationally. We pride ourselves on offering the best possible customer service, and are always on hand to help if you have any questions. Our organisational structure and business processes enable us to be able to respond quickly to the needs of customers to develop new products that meet their specific needs. We are licensed by the Quality Assurance Agency (QAA) to approve and certificate Access to Higher Education Diplomas. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment. 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/E3.3a The AIM Awards suite of teacher training qualifications comprises: Level 3 Award in Education and Training; Level 4 Certificate in Education and Training; Level 5 Diploma in Education and Training. The AIM Awards Level 3 Award in Education and Training provides an introduction to teaching. It can meet the needs of a range of trainee teachers; for example, individuals not currently teaching or training, individuals currently teaching or training (including those who have just begun teaching or training), individuals currently working as assessors who wish to achieve a qualification that provides an introduction to teaching. There are two routes within the Award: 1. Education and Training 2. Learning and Development. In the Education and Training route, topics include roles and responsibilities, assessment and understanding and using inclusive teaching and learning approaches. There is a requirement to plan and carry out an observed microteaching session. In the Learning and Development route, topics include roles and responsibilities, facilitating learning for individuals and in groups and understanding the principles and practices of assessment. There is a requirement to undertake observed and assessed practice in a real work environment. This Award is offered at Level 3 only progression can be to the Level 4 Certificate in Education and Training and the Level 5 Diploma in Education and Training, although achieving the Level 3 Award is not a prerequisite for entry to the Level 4 and Level 5 qualifications. A resource pack containing assessment guidance will be included with this qualification for centres to use as an option. 7

8 Qualification AIM Awards Level 3 Award in Education and Training (QCF) Assessment Internally assessed and externally moderated portfolio of evidence Grading Assessment is achieved / not achieved. There is no grading Progression Opportunities To the L4 Certificate in Education and Training; To the L5 Diploma in Education and Training; To the suite of Assessor and Verifier qualifications Operational start date 01-Jul-2013 Review date 31-May-2017 Sector 13.1 Teaching and Lecturing Qualification Accreditation 600/9783/8 Number Learning Aim Reference Credits 12 Guided Learning Hours Age Range 19+ Rules of Combination Learners must achieve 12 credits in total to achieve this qualification. 3 credits must be achieved from the Mandatory Group A, 6 credits must be achieved from Optional Group B and 3 credits must be achieved from Optional Group C. Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c All trainee teachers joining this qualification should undertake an initial assessment of skills in English, mathematics and ICT. They should record their development needs and, where applicable, agree an action plan to address them. If trainee teachers join the qualification programme having already undertaken an initial assessment of their English, mathematics and ICT skills, their record of development needs and any previous actions taken to address them should be reviewed and updated as required. There are no other nationally agreed entry requirements. 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. 8

9 Certification End Date The final date that certificates can be issued for this qualification is three years from the Review Date. AIM Awards Level 3 Award in Education and Training (QCF) 31-May-2020 Resource Requirements Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification. Learners should have access to classrooms equipped with teaching aids for the micro-teaching sessions. Learners should also have access to learning resources such as text books, online resources and journals. Recommended Reading The following list is not intended to be a reading list for candidates. It contains a range of resources centre teams may wish to consider when selecting the most appropriate for supporting their candidates. Books Armitage A., Bryant, R., Dunhill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post-Compulsory Education. 3 rd ed. Buckingham: Open University Press. Avis, J., Fisher, R. and Thompson, R. (Eds.) (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press. Brown S, Race P and Smith B (1996) 500 Tips on Assessment. London. Kogan Page Curzon, L. (2003) Teaching in Further Education: an outline of principles and practice. 6 th ed. London: Continuum International Publishing Group. Eastwood, L., Coates, J., Dixon, L., Harvey, J., Ormondroyd, C. and Williamson, S. (2009) A Toolkit for Creative Teaching in Post-Compulsory Education. Maidenhead: Open University Press. Gravells A (2009) Principles and Practice of Assessment in the Lifelong Learning Sector. Exeter. Learning Matters Petty, G. (2009) Evidence Based Teaching: A Practical Approach. 2 nd edition. Cheltenham: Nelson Thornes. Reece, I. and Walker, S. (2007) Teaching, Training and Learning: a practical guide. 6 th rev. ed. Sunderland: Business Education Publishers. 9

10 Rogers, A. and Horrocks, N. (2010) Teaching Adults. 4 th edition. Buckingham: Open University Press. Tummons J (2007) Assessing Learning in the Lifelong Learning Sector. (2nd ed). Exeter. Learning Matters Websites Encyclopaedia of Informal Education: Study Skills: Vocational Learning: Literacy and Numeracy: See also: Ofsted; Excellence Gateway 10

11 Section 2 Structure and Content 11

12 Section Two Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b Qualification Structure, Unit List & 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 Education and Training (QCF) Learners must achieve 12 credits in total to achieve this qualification. 3 credits must be achieved from the Mandatory Group A, 6 credits must be achieved from Optional Group B and 3 credits must be achieved from Optional Group C. Unit Reference Number H/505/0053 J/502/9549 F/502/9548 D/505/0052 R/505/0050 D/601/5313 Unit Title Group Level Credit Value Understanding Roles, Responsibilities and Relationships in Education and Training Facilitate Learning and Development for Individuals Facilitate Learning and Development in Groups Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training Understanding Assessment in Education and Training Understanding the Principles and Practices of Assessment GLH A Three 3 12 B Three 6 25 B Three 6 25 B Three 6 24 C Three 3 12 C Three 3 24 Unit Format Unit Title The unit title will appear on the learner s certificate of achievement. Unit Credit Value When a learner achieves a unit, they gain the specified number of credits. Unit Level All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8 (see Appendix 2: QCF Level Descriptors). 12

13 Unit Guided Learning Hours The number of Tutor-led contact hours required to support learner achievement of the unit. Ofqual Unit Reference Number Each unit is assigned a unit code that appears with the unit title on Ofqual s Register of Regulated Qualifications. Unit Review Date The unit will be reviewed by this date. Any amendments will be notified to centres. Unit Sector This is the subject sector area of the unit. Unit Summary This gives a summary of what the unit aims to do. It provides a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. Learning Outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Assessment Criteria The assessment criteria specify the standard for which a learner must provide evidence in order to achieve the learning outcome. Additional guidance is available under the Assessment Guidance section of the unit if any part of the Learning Outcomes and Assessment Criteria are in bold. Assessment Guidance This section provides additional guidance related to the unit to support Tutors and Assessors. This section gives information about the assessment evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria. Delivery Requirements This sets out if there are any specialist resources needed for the delivery of this unit. Evidence Requirements This sets out if evidence of practical ability must be demonstrated and evidenced for the achievement of this unit. 13

14 Section 3 Quality Assurance 14

15 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 preferred assessment for this qualification is the AIM Awards Level 3 Award in Education and Training portfolio, an assessment strategy specifically devised for this qualification. The portfolio comprises a series of tasks that are mapped to the assessment criteria of the units. Satisfactory completion of the tasks and compilation of the portfolio will provide evidence that the candidate has met the requirements of the qualification. The full assessment strategy document is available from AIM Awards for centres offering this qualification. Alternatively, centres may use assessments internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the units. Centre devised assessment tasks should be approved by the internal verifier for the course before delivery commences to ensure the assessment is fit for purpose and meets the standards required. Centres may request to have their internally set tasks approved by AIM Awards before delivery. Once the internal verifier has approved the tasks, they can send the tasks and relevant IQA documents to AIM Awards for feedback. This will be restricted to one submission per centre academic year. The assessment process is as follows: The learners are assessed internally at the centre, using the assessments provided in the AIM Awards Level 3 Award in Education and Training portfolio, or assessments that are internally set at the centre by assessors, against the requirements detailed in the assessment criteria of the units 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 Appendix 2 contains the QCF Level Descriptors which provide a general shared understanding of learning and achievement at each level and are concerned with the outcomes of learning, not the process of learning or the method of assessment. For a more detailed overview of Assessment view our Assessment Documents at Links to other qualifications in the Education and Training suite Individuals are not required to have achieved a Level 3 Award in Education and Training before undertaking a Level 4 Certificate in Education and Training or a Level 5 Diploma in Education and Training. However, some individuals may choose to do so. 15

16 The Level 3 unit Understanding roles, responsibilities and relationships in education and training is also a mandatory unit in the Level 4 Certificate in Education and Training. LSIS recommends that this unit be delivered before other units in both the Award and Certificate qualifications to support progression. For those achieving this unit as part of the Award, credit transfer will apply when undertaking the Certificate qualification. No credit from this qualification can be transferred to the Level 5 Diploma in Education and Training, as there are no common units of assessment within the rules of combination. Requirements for Practice and Assessed Practice There is a minimum requirement for trainee teachers to engage in observed and assessed microteaching for the following optional unit: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training (Level 3) For this unit, trainee teachers must be involved in at least one hour of microteaching. Each trainee teacher must deliver at least one 15-minute microteaching session that is observed and assessed by a member of the delivery team. For the additional 45 minutes, trainee teachers can either deliver additional microteaching sessions or observe the microteaching sessions of other trainee teachers. Trainee teachers who are currently teaching may wish to use their practice to meet the requirements of this unit instead of microteaching. There is a requirement to undertake observed and assessed practice in a real work environment for the following optional units from the Learning and Development suite that are included in this qualification: Facilitate Learning and Development for Individuals (Level 3) Facilitate Learning and Development in Groups (Level 3) Practice should be in the appropriate context with groups of learners or with individual learners. The number of hours of practice required and the number of hours to be observed and assessed are not specified for these units. AIM Awards stipulates that observations should meet the requirements for Good (grade 2) criteria and grading characteristics for judging the quality of teaching, learning and assessment identified in the Ofsted further education and skills inspection handbook available here. Assessed observations of practice judged Inadequate (grade 4) should not count towards assessed observations of practice required for the qualification, though these observations should be recorded with feedback provided. 16

17 Unit Assessment Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2 Achievement of units is either through the completion of the AIM Awards Level 3 Award in Education and Training portfolio, or internally set, internally marked, internally verified and externally verified tasks, as detailed above. Assessment tasks in the AIM Awards Level 3 Award in Education and Training portfolio are holistic and map across the different units of assessment. Mapping to the portfolio is provided with each unit of assessment and assessment task. Learners and tutors must ensure they are able to meet the assessment criteria to which the task is mapped with the evidence they generate through the completion of the task. In cases where centres devise their own assessment tasks, 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. Once completed, centre approved assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment. Appendix 1 contains a Glossary of Assessment Terms to help Centres understand the Assessment Terminology used in each assessment criteria. Assessment Practice Mapped to Ofqual General Conditions of Recognition H5.2 Assessment practices must reflect the AIM Awards Equality and Diversity and Access to Fair Assessment Policies. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for using and applying for Reasonable Adjustments at Nominated Tutor/Assessor Requirements As an Awarding Organisation, we require that tutors / assessors have all of the following qualifications and experience in order to deliver this qualification: a teaching or training qualification - this does not include qualifications that only provide an introduction to teaching, for example, the Level 3 Award in Education and Training or the Level 3 or Level 4 PTLLS awards; evidence of relevant teaching experience in an education or training context; access to appropriate guidance and support; and on-going participation in related programme quality assurance processes. There are additional requirements for those who assess the Learning and Development units they must: already hold the qualification they are assessing (or a recognised equivalent) and have successfully assessed learners for other qualifications (if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors); 17

18 have up-to-date working knowledge and experience of best practice in assessment and quality assurance; hold one of the following qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence; and show current evidence of continuing professional development in assessment and quality assurance. All those who are involved in the internal quality assurance of the Learning and Development units of this qualification must: have up-to-date working knowledge and experience of best practice in assessment and quality assurance; hold one of the following assessor qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence; hold one of the following internal quality assurance qualifications or their recognised equivalent: o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); or o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); or o V1 Conduct internal quality assurance of the assessment process; or o D34 Internally verify the assessment process; and show current evidence of continuing professional development in assessment and quality assurance 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. Learners should be given written feedback on their work with guidance on how they can improve their performance. 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. 18

19 Recording Achievement You must record each learner s achievement of each unit on an appropriate tracking form or forms. The form/s should record the learner s achievement of the unit assessment criteria evidenced by the task, identifying where the evidence can be found. 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 either be collected by an AIM Awards representative or a copy requested by post. Outcomes from National Standardisation will be made available to Centres. 19

20 Section 4 Operational Guidance 20

21 Section 4 Operational Guidance Offering the Qualification Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can apply to become a centre using the Centre Recognition Application Process on our website or by contacting the AIM Awards office. We 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 Request on the AIM Awards website. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Where this is the case, centres must provide evidence of resources/staff qualifications when completing the Qualification Approval Request. 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 if centre fees have not been paid. Registration and Certification Once your centre has approval to offer a qualification, you will be able to register learners via the AIM Awards Online Portal. Learners must be registered onto the correct programme via the Portal (a programme is the centre s chosen set of units from their approved qualification). Centres should also check that the correct units are listed. All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. 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 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. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved. 21

22 Charges Section 5 Appendices 22

23 Appendix 1 AIM Awards Glossary of Assessment Terms 24 Appendix 2 QCF Level Descriptors 27 23

24 APPENDIX 1 AIM AWARDS GLOSSARY OF ASSESSMENT TERMS 24

25 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 Appraise Assess Comment critically Compare/Contrast Define Demonstrate Describe Design Discuss Identify separate factors, show how they are related and how each one contributes to the whole Consider the positive and negative points and give a reasoned judgement 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 Give a view after consideration of all the evidence. In particular decide the importance of all the relevant positive and negative aspects Using the main factors that apply in two or more situations unpick the similarities and differences or advantages and disadvantages Make clear what a particular term means and give an example, if appropriate, to show what is meant Show by example Give a clear overview that includes all the relevant features painting a picture with words Create a plan, proposal or brief to illustrate a concept or idea Take part in a conversation about a topic 25

26 Draw conclusions Evaluate Explain Identify Illustrate Interpret List Outline Plan Select State Summarise Use the evidence provided to reach a reasoned judgement Decide the degree to which a statement is true or the importance or value of something by reviewing the information. 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 Pin point or choose the right one or give a list of the main features Include examples, a diagram, pictures or photographs to show what is meant Give the meaning of something Provide the information in a list, rather than in continuous writing Give a brief overview Work out and decide how to carry out a task or activity Choose from a given range Give a clear but brief account Write or articulate briefly the main points or essential features 26

27 APPENDIX 2 QCF LEVEL DESCRIPTORS Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

28 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 28

29 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 29

30 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 30

31 Summary Knowledge and Understanding Application and action Autonomy and accountability Level 5 Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and skills to address Use practical, theoretical or technological understanding to find ways forward in broadly-defined, complex contexts Address broadly-defined, complex problems Take responsibility for planning and developing courses of action, including, where relevant, responsibility for the work of others broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them. Analyse, interpret and evaluate relevant information, concepts and ideas Be aware of the nature and scope of the area of study or work Determine, adapt and use appropriate methods and skills Use relevant research or development to inform actions Evaluate actions, methods and results Exercise autonomy and judgement within broad parameters Understand different perspectives, approaches or schools of thought and the reasoning behind them 31

32 Contact AIM Awards Charges For any queries, please contact AIM Awards: AIM Awards 10 Newmarket Court Newmarket Drive Off Ascot Drive Derby DE24 8NW

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