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AIM Awards Level 2 Award in Understanding

and Exploring Entrepreneurship (QCF)

600/6172/8

Version 1 – August 2012

2 Exploring And Understanding Entrepreneurship (QCF) V1.Docx

© AIM Awards 2012

Section One – Qualification Overview 3

Section Two - Structure and Content 7

Section Three – Quality Assurance 16

Section Four – Operational Guidance 21

Section Five – Appendices 23

Appendix 1 – AIM Awards Assessment Definitions 25

Appendix 2 – Level Descriptors 40

Contents Page


© AIM Awards 2012

Section 1

Qualification Overview

AIM Awards Understanding and Exploring

Entrepreneurship (QCF)


© 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 purpose of the AIM Awards Level 2 Award in Understanding and Exploring Entrepreneurship is to allow learners to explore aspects of entrepreneurship. The award will enable learners to:

understand the characteristics of a successful entrepreneur,

recognise their own strengths as an enterprising person,

identify the attributes required to be a successful entrepreneur,

explore how to develop confidence and self-esteem,

recognise the importance of self-motivation.

Qualification

AIM Awards Level 2 Award in Understanding and Exploring Entrepreneurship (QCF)

Assessment Internally assessed and externally moderated portfolio of evidence

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

Progression Opportunities

To any vocational or academic course of study.

Operational start date 01-Aug-2012

Review date 31-Jul-2017

Sector 14.1 Foundations for Learning and Life

Qualification Accreditation Number

Level 2 Award 600/6172/8

Learning Aim Reference Level 2 Award 60061728

Credits 3 credits

Guided Learning Hours 26

Age Range Pre-16; 16-18; 19+

Rules of Combination Learners must achieve 3 credits from the three 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 units from these qualifications.


© 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 Level 2 Award Understanding and Exploring Entrepreneurship (QCF)

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

AIM Awards Unit Code

Unit Reference Number

Unit Title M/O Level Credit Value

GLH Pg No

AF2/L2/EA/001 M/503/1005 Understanding Motivation M 2 1 8 9

HB6/L2/EA/002 M/503/0968 Developing Confidence and Self Esteem

M 2 1 8 11

HB6/2/EA/007 K/601/4729 Exploring Entrepreneurship M 2 1 10 13


© AIM Awards 2012

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1. Understanding the meaning of motivation

1.1. Describe what is meant by motivation 1.2. Explain, with examples, what is meant by

extrinsic and intrinsic motivational factors

2. Understand the effect of lack of motivation

2.1. Assess the impact on self and others of a lack of motivation

3. Know how to evaluate own levels of motivation

3.1. Assess own motivational factors in current situation

3.2. Analyse a situation when own motivation was low

3.3. Analyse a situation when own motivation was high

3.4. Describe ways to improve own motivation

This unit aims to introduce learners to the concept of motivation. They will gain an

understanding of motivation and the impact of a lack of motivation. They will also develop

an awareness of their own motivation and the factors that drive it.

There are no prescribed methods of assessment for this unit.

Delivery Requirements/Recommendations

AIM Awards Reference Number


Unit Name

AF2/L2/EA/001 M/503/1005 Understanding Motivation

Level Two

Credit 1

GLH 8

Unit Summary

Methods of Assessment

Assessment Guidance


© AIM Awards 2012

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


The learner will: The learner can:

1. Understand the impact of confidence 1.1. Define confidence 1.2. Describe the benefits of being confident 1.3. Describe how confident behaviour might

influence others’ perceptions of an individual

1.4. Describe how lacking confidence might influence others’ perceptions of an individual

2. Know what is meant by self-esteem 2.1. Define self-esteem 2.2. Describe the factors that affect self-

esteem

3. Understanding ways of building confidence and self-esteem

3.1. Compare different ways to build confidence and self-esteem

3.2. Describe a situation where he/she lacks confidence and how confidence building strategies could be applied

3.3. Assess the potential impact of using confidence building strategies in different contexts

The purpose of this unit is to help learners to understand what is meant by confidence and self esteem. They will explore the impact of having a lack of confidence and gain an understanding of the benefits of having confidence. They will also explore ways of building confidence and self esteem.



Unit Name

HB6/L2/EA/002 M/503/0968 Developing Confidence and Self Esteem

Level Two

Credit 1

GLH 8

Unit Summary


© AIM Awards 2012


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


The learner will: The learner can: 1. Understand the characteristics of a

successful entrepreneur 1.1. Describe what is meant by the term

entrepreneur 1.2. Identify the skills that are needed to be a

successful entrepreneur 1.3. Identify attitudes and qualities that are

needed to be a successful entrepreneur 1.4. Describe how entrepreneurial skills,

attitudes and qualities can enable a business to maintain success

2. Understand own strengths as an enterprising person and their application in a business context

2.1. Describe how an enterprising person behaves

2.2. Describe own strengths in terms of enterprise skills, attitudes and qualities

2.3. Evaluate self in terms of ability to set up a successful business/enterprise

2.4. Evaluate self in terms of ability to maintain and grow a business enterprise

2.5. Evaluate self in terms of ability to adapt to external changes in the business environment

3. Understand ways to develop enterprise skills and knowledge

3.1. Agree activities to develop or strengthen own enterprise skills

3.2. Identify changes in own attitude and behaviour that will help to make the most of enterprise opportunities

3.3. Agree ways to bring about changes in own enterprising attitudes and behaviours



Unit Name

HB6/2/EA/007 K/601/4729 Exploring Entrepreneurship

Level Two

Credit 1

GLH 10


© AIM Awards 2012

In this unit learners will gain an understanding of the characteristics of a successful

entrepreneur. They will assess their own strengths against those of an enterprising person.

They will reflect on their own ability to grow a business and react to a changing business

environment. They will identify changes that they need to make to develop and/or

strengthen their own business/enterprise skills.


Assessment tasks will be devised to meet needs of the learning group and to cover all the criteria Back to Unit List

Unit Summary


Assessment Guidance


© AIM Awards 2012

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© AIM Awards 2012

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 qualifications require achievement of the specified units 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 units 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, guided by the Assessment Information Grid which accompanies 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

Each unit has a section describing methods of assessment. Within this, some units have Prescribed assessment methods that must be used as part of the assessment strategy for the unit. All units have optional assessment methods that can be used as part of the assessment strategy for the unit. Assessors must always refer to this section before devising assessment tasks, and all assessment tasks must be approved by the Internal Verifier before they are delivered. AIM Awards also provides Assessment Definitions for a wide range of assessment activities. This grid includes a general description of the activity and, for each level (Entry to Level 3), details on how that method can be applied and what evidence is

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


© AIM Awards 2012

appropriate. Further guidance can be obtained from AIM Awards by contacting the named Quality or Curriculum contact for the centre.

Assessment Practice Mapped to Ofqual General Conditions of Recognition H5.2

Assessment practices must reflect the Equality and Diversity Policy of AIM Awards. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for applying for Reasonable Adjustments.

Nominated Tutor Requirements

As an awarding organisation we require that tutors / assessors have 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.



© AIM Awards 2012

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.

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 2012

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 the qualification or units of the qualification must be a recognised centre and be able to meet the criteria for the safe and secure award of credit. We can advise you on the best and most efficient methods for offering this qualification to

learners. All procedures for the use of this qualification or units of this qualification,

including approval, registration of learners, verification and certification will be completed

through us and you will have an identified officer to support your Centre. If you have any

queries or difficulties at any time there is always someone from our experienced customer

service team ready to offer advice.

Approval to Offer AIM Awards Qualifications or Units of AIM Awards Qualifications

If you are a new Centre then please contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at www.aimawards.org.uk.

Quality Assurance and National Standardisation

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

The standard quality assurance arrangements and requirements include:

Internal verification

External verification

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

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

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


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 – Assessment Definitions................................................................ 25

Appendix 2 – Level Descriptors.......................................................................... 40


© 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.




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13. Reflective log or diary

This is a description. It is normally in writing but may be oral, given by the learner reflecting on how and what they have learned. It should be completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning can be supported through tutorial discussions.


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.



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14. Practice File

This is a structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and/or skills. The documents should be mapped to specific learning outcome/s in a unit of assessment. It may need a short explanation of how the particular document evidences achievement of a specific learning outcome. Discussion with the tutor could support the file.


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.

APPENDIX 2

LEVEL DESCRIPTORS

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

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


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Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 1 Achievement at level 1 reflects

the ability to use relevant

knowledge, skills and procedures

to complete routine tasks. It

includes responsibility for

completing tasks and procedures

subject to direction or guidance.

Use knowledge of facts, procedures

and ideas to complete well-defined,

routine tasks.

Be aware of information relevant to the area of study or work

Complete well-defined routine

tasks.

Use relevant skills and procedures

Select and use relevant information

Identify whether actions have been

effective.

Take responsibility for completing

tasks and procedures subject to

direction or guidance as needed


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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


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


© AIM Awards 2012



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


as well as exercising autonomy

and judgement within limited

parameters. It also reflects

awareness of different

perspectives or approaches within

an area of study or work.

Use factual, procedural and

theoretical understanding to

complete tasks and address

problems that, while well defined,

may be complex and non- routine

Interpret and evaluate relevant

information and ideas

Be aware of the nature of the area

of study or work

Have awareness of different

perspectives or approaches within

the area of study or work

Address problems that, while well

defined, may be complex and non-

routine

Identify, select and use appropriate

skills, methods and procedures

Use appropriate investigation to

inform actions

Review how effective methods and

actions have been

Take responsibility for initiating and

completing tasks and procedures,

including, where relevant,

responsibility for supervising or

guiding others

Exercise autonomy and judgement

within limited parameters

Contact AIM Awards Charges

For any queries, please contact AIM Awards:

AIM Awards

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Newmarket Drive

Off Ascot Drive

Derby

DE24 8NW

01332 861999

[email protected]

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