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Version 6 – October 2016

AIM Awards Level 2 Award in

Introduction to Counselling (QCF)

2 AIM Awards Level 2 Award In Introduction To Counselling (QCF) Qualification Specification V6 © AIM Awards 2014

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AIM Awards Level 2 Award in Introduction to Counselling (QCF) 601/3283/8


Section One – Qualification Overview 5

Section Two - Structure and Content 9

Section Three – Assessment and Quality Assurance 12

Section Four – Operational Guidance 20

Section Five – Appendices 26

Appendix 1 – Invigilation of Online Examinations 28

Appendix 2 – Assessment Pack 32

Appendix 3 – Additional Tutor/Assessor Resources 38

Appendix 4 – QCF Level Descriptors 40

Contents Page


Section 1

Qualification Overview


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 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 email 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.


About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 2 Award in Introduction to Counselling skills (QCF) provides learners with an introduction to basic counselling and is aimed at employers and voluntary organisations to support staff development. This qualification comprises 2 mandatory units; Introduction to Counselling and First Steps in Counselling Theory. Introduction to counselling provides a basic introduction to counselling and the use of counselling skills. The aim of this unit is to provide learners with a basic knowledge of the counselling profession and an understanding of and ability to use basic counselling skills in a practical setting. First steps in Counselling Theory provides a basic understanding of the roots of counselling theory. The aim of this unit is to show how theory underpins some of the skills identified and practised in the Introduction to Counselling unit. It also provides a basic understanding of the three main areas of counselling theory, and how learners can begin to relate to counselling practice. Learners may progress onto the AIM Awards Level 2 Certificate in Counselling Skills (QCF) to enhance their counselling skills.

Qualification

AIM Awards Level 2 Award in Introduction to Counselling (QCF)

Assessment This qualification is assessed through 3 different methods:

Externally assessed examination

Internally assessed role-play

Internally assessed journal

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

Operational Start Date 01-Sept-2014

Last Registration Date 31-Jul-2019

Sector 1.3 Health and Social Care

Qualification Accreditation Number

601/3283/8

Learning Aim Reference 60132838

Credits 6

Guided Learning Hours 30

Learner Age Range 16-18 ; 19+

Rules of Combination Learners must achieve 6 credits from the 2 mandatory units to achieve this qualification.

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.

The final date that certificates can be issued for this qualification is three years from the Last Registration Date.

Resource Requirements

This qualification has an externally assessed online examination which must be invigilated (see Appendix 1 for further information). Centres must ensure that they have the appropriate resources in place to deliver the units in this qualification.

Reading List

The required and recommended reading lists are detailed on the individual units. Please see Section 2.

Additional Teaching Resources/Guidance

AIM Awards have provided additional teaching resources/guidance for Tutors/Assessors in Appendix 3.

Certificate End Date

AIM Awards Level 2 Award in Introduction to Counselling (QCF) 31-Jul-2022


Section 2 Structure and Content


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.

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 4: QCF Level Descriptors). 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.

Rules of Combination for: AIM Awards Level 2 Award in Introduction to Counselling (QCF)

Learners must achieve 6 credits from the 2 mandatory units (M) to achieve this qualification.

Unit Reference Number

Unit Title Assessment Group Level Credit Value

GLH

K/506/3029 Introduction to Counselling Externally assessed

examination, internally assessed role- play

M Two 3 15

H/506/3028 First Steps in Counselling Theory

Internally assessed journal

M Two 3 15

http://www.aimawards.org.uk/clientfiles/files/units/aim_units/Introduction%20to%20Counselling%20L2%20CV3%20V5.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/First-Steps-in-Counselling-Theory-L2-CV3-V2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/First-Steps-in-Counselling-Theory-L2-CV3-V2.pdf


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.


Section 3 Assessment and Quality

Assurance


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 2 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 2 or above

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 three types of assessment tasks: an examination, a role-play and a journal. The examination is an externally set multiple choice assessment available online and on-demand. Instructions for the invigilation of this assessment are in Appendix 1 – Invigilation of Online Examinations.


The Assessment Pack in Appendix 2 details the assessment of the journal and role-play tasks. Within this 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 (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. Opportunities for Recognition of Prior Learning can only be considered against internally assessed elements of this qualification. 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. Externally assessed multiple choice examination Learners must complete and pass an online multiple choice examination which is available on-demand. The assessment comprises eighteen randomly generated questions, unique to the individual learner. Nine assessment criteria are tested, each by two questions. In order to pass the assessment, the learner must achieve a pass mark of at least 60%. Centres are required to register learners with AIM Awards three working days before the examination (see Section 4). This examination must be invigilated according to Appendix 1 – Invigilation of Online Examinations. 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 2.

Recognition of Prior Learning


Internally assessed journal Learners must complete a journal consisting of one entry per taught session which reflects on the content learned and introduces the concept of reflective practice. An assignment brief for the journal is available in the Assessment Pack in Appendix 2.

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 2. 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 learner (including verification) being undertaken by any person who has a personal interest in the result of the assessment. Externally assessed examinations The examination for this qualification contains multiple choice questions and is available online. In order to pass the examination, learners must correctly answer at least one question for each assessment criteria. The online system will automatically mark learner’s responses according to this rule.

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 2. 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 2). AIM Awards provide sample internal verification documentation available to centres on the website. 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 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. For externally assessed examinations If reasonable adjustments are required for learners taking examinations, the centre must gain approval from AIM Awards prior to the date of the examination: 1. The Tutor should complete and submit a Request for Reasonable Adjustments Form for

each learner with supporting evidence to AIM Awards at least 14 days before the planned examination date

2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider the application and give a decision within 10 working days of

receipt. AIM Awards will inform the centre if we will be unable to reach a decision in this timescale.

Types of evidence acceptable:


Educational Psychologist’s report – must be current/valid within two years of the date of the exams

Specialist teachers assessment report - must be current/valid within two years of the date of the exams

Medical letter – must be specific AND recommend, in detail, the support being requested. For a long term physical/medical condition which is not going to change i.e. hearing/visual impairment – a letter form a doctor/optician or hospital report is acceptable in most cases. A condition which is not permanent, but will not go away, will require a new letter confirming the diagnosis each academic year.

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. In the case of examinations: 1. The Head of Centre should complete and submit a Request for Special Consideration

Form for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the Invigilator/Verifier to AIM Awards no later than 24 hours after the examination date

2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider your application and give a decision within 10 working days of

receipt. AIM Awards will inform the centre if we are unable to reach a decision in this timescale.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.

Invigilation of Online Multiple Choice Examinations

Centres are responsible for appointing Invigilators, according to the Invigilation of Online Examinations in Appendix 1. Centres must ensure there are no conflicts of interest between the Invigilator and learners by checking in advance of the examination (e.g. a relative of a learner, a teacher who has prepared learners for the examination being taken or there is a personal interest in the outcome of the assessment).

http://aimawards.org.uk/aim-awards-centres/resource-centre-document-bank/centre-forms/


There must be at least one Invigilator present per ten learners. Where there are less than ten learners and a sole Invigilator, assistance must be available for the Invigilator without them having to leave the room or disturb the learners. All learners in the room must be able to be seen by an Invigilator at all times. Invigilators must follow the instructions in the Invigilation of Online Examinations in Appendix 1 and have a copy of these instructions to hand at all times during the examination. Invigilators must confirm and be satisfied with the identity of all learners sitting the examination. By sending the confirmation email, the Invigilator/Head of Centre takes responsibility for confirmation of learner attendance at the examination and that there are no conflicts of interest between themselves and learners (see the Invigilation of Online Examinations in Appendix 1). Should a conflict of interest be identified at the start of or during the invigilation of an examination, the procedures below must be followed: Where there is a known potential conflict of interest, the Invigilator/Assessor must complete and submit a Conflict of Interest Declaration form (available on the AIM Awards website) declaring the potential conflicts of interest prior invigilating an examination. AIM Awards will consider all declarations and inform the examination centre of one of the following possible outcomes:

1. The Invigilator is accepted to manage the examination / Assessor approved to assess

2. Further information is required to demonstrate suitability

3. Further appropriate steps agreed to have the invigilation or assessment subject to scrutiny by another person

4. The Invigilator/ Assessor has a conflict of interest and the application has been rejected.

If an applicant is dissatisfied with the decision, they can appeal to AIM Awards within two weeks of receiving the outcome. Should a conflict of interest between staff and learner be identified at the start of or during the examination/assessment, the centre must:

1. Replace the Invigilator/Assessor with another suitable member of staff

2. If this is not possible, move the learner to another assessment/examination room

3. If this is not possible, add an additional member of staff to invigilate/assess those learners

4. If this is not possible and there are no other opportunities for the learner to be examined/assessed, the examination/assessment may take place. Immediately following the examination/assessment, you must complete and submit by email (to the centre’s AIM Awards Customer Support Officer) the Conflict of Interest: Change in Circumstance

mailto:[email protected]


Form (available on the AIM Awards website) explaining this. Any examinations that have taken place where a Conflict of Interest: Change in Circumstance Form has been submitted will be moderated to ensure that no unfair advantage has been given to those learners.

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.

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


Section 4 Operational Guidance


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 A summary of the registration and certification process for this qualification is shown below:

Centre decides to run AIM Awards qualifications. Centre

ensures appropriate resources are in place

Centre staff

Centre applies for Centre RecognitionCentre staff

Centre is recognised. Centre applies for Qualification

ApprovalCentre staff/Quality Officer

Qualification Approval granted

Quality Officer

Learners registered on qualification within timelines

Centre Administrator

Centre applies for any required reasonable

adjustments for examAt least 3 working days before

exam

Centre notifies AIM Awards of date and time of exam

At least 3 working days before exam

Exam login details are issuedCustomer Support Officer

At least 48 hours before exam

Learners take invigilated exam under exam conditions

Invigilator

Confirmation email sent to Customer Support Officer

confirming exam adhered to regulation (or problems)

Invigilator

Exam results issued to centreCustomer Support Officer1 working day after exam

Enquires about results madeCentre

Within 28 working days of results

Resits taken (following above process)Centre

A minimum of 10 working days of the exam date

Internally assessed work completed according to

assessment packLearners

Work marked against and referenced to assessment

criteriaAssessor

Assessed work checked by Internal Verifier according to

Internal Verification planInternal Verifier

RAC completed and authorised

Assessor & Internal Verifier

RAC and completed marked work presented to EV or

Approved Internal VerifierAssessor & 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 appropriateExternal Verifier (EV)

EV reports circulated to centre and centre Risk Rating updated. Sanctions applied if

necessaryExternal Verifier (EV)

Certificates issued once exam passed and internally

assessed work approved by External Verifier

Customer Support Officer

Internally Marked Assignments, eg

Journal

Externally Marked Examination


Once centres have approval to offer the qualification, they will be able to register learners via the AIM Awards Online Portal. Centre staff will need to set up accounts in order to use the Portal to carry out administration of the centre. An allocated Customer Support Officer will guide centres through this process.

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 or at least three working days before the planned examination date

o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course or at least three working days before the planned examination date.

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.

Externally Marked Examinations Once registered onto the qualification within the timelines (above), learners are automatically registered on the online examination system which can be taken on-demand according to the following instructions:

Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least three working days before the intended examination (see here for further information)

Centres must inform their allocated Customer Support Officer of the intended date and time of the online examination by email at least three working days before the intended examination

The AIM Awards Customer Support Officer will send examination login details for the examination to the centre’s nominated Examinations Contact at least 48 hours before the intended time/date of examination.

On the day of the examination

The Invigilator must confirm each learner’s identification and log learners into the online examination using the learner examination login details. By logging learners in the Invigilator is confirming their identity

Learners take the online examination at the agreed time and date, having confirmed their adherence to the learners agreement


The Invigilator ensures learners (up to ten) take the examination adhering to the learner agreement and time limit, that examination conditions are maintained and that learners do not access any other webpages or other resources

AIM Awards will monitor the time and date that the examination is accessed and sanctions may be enforced if it is not carried out at the agreed time

The Invigilator must inform AIM Awards of any issues with the examination or malpractice in order for an investigation to be instigated

AIM Awards may attend examinations to confirm that regulations are being adhered to

At the end of the examination

At the end of the examination, the Invigilator must send a confirmation email (see Appendix 1 - Invigilation of Online Examinations for template confirmation email) to the allocated AIM Awards Customer Support Officer confirming: learner identity checked, list of learner names and confirmation of adherence to examination regulations

Centres must inform AIM Awards immediately of any threat to the confidentiality of assessments

The results are immediately sent to AIM Awards. AIM Awards will issue the centre with these results within 1 working day of the examination being completed

All enquires must be made within 28 working days of the issuing of the results and it is therefore vital for centres to pass on the results to learners straight away

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 2) 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 completed and achieved the required assessment tasks to achieve this 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.

Resits of Externally Marked Examinations (Online)

Learners who do not achieve a pass in the online multiple choice examination are eligible to be entered for a resit. Resits may take place a minimum of 10 working days from the original examination to allow for further teaching and learning activities to take place at the centre. Centres must inform their allocated Customer Support Officer of the intended new date and time of the online examination by email at least three working days before the intended examination. The AIM Awards Fees and Charges Brochure includes details on resit charges and is available on our website.


Charges

Section 5 Appendices


Appendix 1 – Invigilation of Online Examinations 28

Appendix 2 – Assessment Pack 32

Appendix 3 – Additional Tutor/Assessor Resources 38

Appendix 4 – QCF Level Descriptors 40


APPENDIX 1

INVIGILATION OF ONLINE

EXAMINATIONS


Invigilation of Online Examinations

Invigilation Guidelines The requirements for invigilation are as follows –

The venue must be an office, training centre, school, college or university

The Invigilator must speak English

The Invigilator must not be a family member or relative of the learner

Invigilators may invigilate up to a maximum of ten learners at any one time. If more learners are to be taking the examination, additional approved Invigilators will be required.

Invigilation To be read and followed by each Invigilator at every online examination:

Before the examination begins

Invigilator is responsible for ensuring the following:

1. The online examination room:

o has a notice advising the conduct of examinations and shall be displayed

o is clear of all material/information (e.g. from the walls), which could be of help to learners

o has a clock, which is visible to all learners

2. All personal belongings (e.g. bags, coats etc) must be left, at the learners’ own risk, at the front of the online examination room

3. Maximum of ten learners at any one time. If more learners are to be taking the examination additional approved Invigilators will be required

4. Learners (up to ten) take examination adhering to learner agreement and time limit. Invigilator informs AIM Awards of any issues with examination or malpractice in order that an investigation can be instigated

5. Learners are seated 15 minutes before the online examination is due to start

6. Learners who arrive up to 15 minutes late for an online examination will be allowed to sit the online examination, however, extra time will not be allowed unless previously arranged with AIM Awards

7. Confirming learner identification. Accepted forms of photographic identification: signed valid passport of any nationality, signed valid UK photo driving licence (both parts of the full or provisional licence are required), UK original birth certificate issued within 12 months of birth, UK biometric residence permit

8. Ensuring no conflicts of interest exist between the Invigilator and learner. If a conflict of interest is identified with a learner, then AIM Awards must be informed before the examination in order that alternate arrangements can be made. Full details can be found in the AIM Awards Conflicts of Interest Policy

9. Logging learner into online examination using examination login details. By logging learner in, the Invigilator is confirming the learner’s identity. Only learners whose identity has been checked and verified can undertake the online examination at the agreed time and date


10. Learner takes online examination at the agreed time and date, having confirmed their adherence to the learner agreement. AIM Awards will monitor the time and date that the examination is accessed and if it is not carried out at the agreed time, sanctions may be enforced.

11. Informing learners that they are now subject to strict examination regulations

12. Drawing the learners’ attention to and explaining all instructions on the online examination login screen

13. Learners are not allowed to leave the online examination room if this is disruptive to other learners

During the examination

Invigilator is responsible for the following:

1. Ensuring that examination conditions are maintained (for up to ten learners) as follows:

a. Learners complete their on-screen test on the pre-arranged date and time

b. Learners complete all the answers by themselves without reference to any other materials, notes, websites, documents, text books or people

c. Learners do not have any notes, texts, websites, files, templates or other media near whilst completing the examination

d. Learners do not use a mobile phone, tablet, media player or any other data storing device whilst completing the examination

e. Learners do not communicate with any other learner or other person once the on-screen test has started (other than the Invigilator)

f. Learners do not leave the on-screen examination until it is finished, unless by arrangement with and accompanied by the second Invigilator (learners will not be allowed to return until the examination is finished)

g. Learners are only in possession of materials expressly permitted for the online examination (e.g. pens, blank paper for problem solving, calculator)

2. Monitoring all learners completing the online examination to ensure that no examination misconduct takes place. An Invigilator may expel a learner from the online examination room but such action should only be taken when it is considered to be essential. Any actual or suspected misconduct must be reported to AIM Awards on 01332 861999 by the Invigilator. The learners concerned should be asked to state their case in writing.

3. Stopping the examination after the time limit has passed

Emergencies/Internet outage

In the event of a fire evacuation, the Invigilator must inform the learners:

To cease work immediately, leave belongings behind and find the nearest emergency exit

On return to the building, the Invigilator must contact AIM Awards to arrange for a new examination to be issued


If unforeseen circumstances unavoidably prevent a learner from either starting or completing the online examination, alternative additional opportunities for online examination must be negotiated with the learner in consultation with AIM Awards

Should there be an internet outage which prevents learners from completing their online examination then the Invigilator must contact AIM Awards to arrange for a new examination to be issued.

After the examination

1. At the end of examination, the results are immediately sent to AIM Awards. AIM Awards will issue the centre with these results within 1 working day of the test being completed.

2. Invigilator sends confirmation email (template below) to AIM Awards confirming: learner identity checked, list of learner names and confirmation of adherence to examination regulations. This must be completed using the template shown below

3. Overseeing examination process in an emergency (e.g. fire alarm, Internet issue) - the Invigilator must contact AIM Awards to arrange for a new examination to be issued

4. Assisting AIM Awards with investigations into examination misconduct/malpractice

Template confirmation email:

The Invigilator must send the following confirmation email on completion of an online examination to the AIM Awards Customer Support Officer:

I confirm that the following learners sat the online examination for

QUALIFICATION

At

ORGANISATION

On

DATE/TIME

LIST OF FULL LEARNER NAMES

I confirm that each learner’s identity was checked through one of the following forms of photographic identification:

Signed valid passport of any nationality

Signed valid UK photo driving licence (both parts of the full or provisional licence are required)

UK original birth certificate issued within 12 months of birth

UK biometric residence permit

I confirm that the examination took place according to the conditions stated in the learner and organisation agreements, that there were no conflicts of interest between myself and any of the learner, that no malpractice took place and that all work submitted is each learner’s own work.

INVIGILATOR NAME

DATE



APPENDIX 2

ASSESSMENT PACK

Version 1 – September 2014

1

AIM Awards Level 2 Award in Introduction to Counselling (QCF)

Assessment Pack

2016 - 2017 Learner Name:

Unique Learner Number:

Course:

Tutor/Assessor:

Learner Signature:

Date Started:

Date Completed:


2

Contents How this qualification is assessed ......................................................................................................................... 3

Mandatory: Introduction to Counselling (Level 2) ................................................................................................ 8

Record of Learner Achievement ....................................................................................................................... 8

Assignment: Role-Play Observation Report .................................................................................................... 10

Mandatory: First Steps in Counselling Theory (Level 2) ..................................................................................... 13

Record of Learner Achievement ..................................................................................................................... 13

Assignment Brief ............................................................................................................................................. 15


3

How this qualification is assessed This qualification consists of two mandatory units. A grid showing an overview of the assessments for the qualification, followed by the assignment tasks is shown below. Each assignment must be passed in order to achieve the qualification.

Mandatory Units – Learners must achieve all of the units below by completing the required assignments.

Unit Assessment

Title Reference Number

Level Credit Value

Method Task Size Page

Introduction to Counselling

K/506/3029 Two 3

Externally marked

Examination N/A

Internally marked

Role-Play 10

First Steps in Counselling Theory

H/506/3028 Two 3 Internally marked

Journal 400

words per entry

14

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.

All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks.

Deadlines Externally marked tasks and examinations have strict deadlines that will be issued to centres. Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks.

Types of assessment

Journal Internally set task Internally marked

Guidance

The journal is an important part of the learning and assessment process of this qualification as both a document recording what has been learned from teaching sessions and an introduction to reflective practice for the learner. The journal is monitored throughout the lifetime of these units (where a journal is required) and is internally assessed, internally verified by the centre and externally verified by AIM Awards.

The requirement of writing word-limited reflective journal entries after every course session is good practice for counselling learners. At Level 2 it encourages them to work with a number of essential counselling related skills, such as active listening, observing and giving attention, self-awareness and summarising. In higher level courses, it demonstrates how they are beginning to practise the process of counselling – i.e. establishing the therapeutic alliance, how they work through the ‘client’s presenting story’, and how they prepare for appropriate and meaningful endings. Journal writing also helps the learners to take more of the responsibility for their learning. It is important, therefore, that both learners and Tutor/Assessors understand that the journal is an important integrative part of the course.

For the purpose of assessment, the journal provides permanent and reliable records of each learner’s unique progress and achievement throughout the learning programme. It is, therefore, an ideal means of both formative and summative assessment.

Assessing learners’ journals is a case of comparing what they have written on the subject with what was actually taught, and how learners have demonstrated achievement of the Assessment Criteria.

Tutors/Assessors who assess journals must have a good grasp of the quality of response that can be reasonably expected from a learner at a particular level. AIM Awards Assessor standardisation training is an essential element in developing the necessary skills of assessment, in addition to the importance of understanding the requirements of Level Descriptors.

Most learners, at whatever level they join a learning programme, will need to learn both the techniques and the discipline of writing reflectively in addition to learning the subject matter. For this reason, at the beginning of a course the journals need to be marked at regular intervals, and this should continue throughout the lifetime of the course.

Writing the Journal for One-to-One Counselling Simulated Sessions

The journal needs to include a record and reflection from the learner on their experience, from work in triads, in all three roles of counsellor, client and observer. The EMPHASIS, however, will be on the learner’s own role as a counsellor.

The initial entry will need to clearly describe the contracting process between the individual as counsellor (and their client), and record how this fits into the future work, and the developing relationship.

Each entry will give clear evidence of the interventions made by the counsellor, and say how these interventions affect the work in progress. Learners will need to focus on the developing counselling relationship, and show where trust, intimacy and mutuality are evident in their comments. Learners should try to demonstrate their understanding of the process of change.

In the observer role, learners will need to keep a clear record of what they observe in order to give clear feedback to the counsellor (counsellor). They will need to be aware of describing what they observe in terms of skills used by the counsellor, and the counselling process. Their role is not an interpretive role, the focus is on description. They need to make sure that their record is accurate, and contains clearly expressed examples in order to be useful to the counsellor, and to demonstrate the observer’s ability to give accurate and useful feedback.

It is important to distinguish between feedback given immediately, and that offered in the light of journal reflections.

The record of the learner in the client (client) role is to describe, and reflect on what was useful or not, and to consider their experience of the developing relationship between themselves and the counsellor (counsellor).


5

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


6

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 10) once for each learner, and

identifies on the Record of Learner Achievement (on page 13) 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 2, 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. However, learners at Level 2 are not learners or trainees of counselling but only learners of counselling skills; therefore, no more than an emerging and basic level of competence to use counselling skills will be judged in the assessment process.

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.


7

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.


8

Mandatory: Introduction to Counselling (Level 2) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Examination Role-Play

1. Understand the differences between counselling, counselling skills and other helping activities

1.1 Differentiate between counselling, counselling skills and other helping activities

External

2. Understand the role of professional frameworks or codes of ethics/practice/conduct

2.1 Identify codes of frameworks that govern the practice or conduct of a profession

External

2.2 Describe the importance of a framework or code in counselling

External

3. Know about the core personal qualities that enable the competent and ethical use of counselling skills

3.1 Identify core qualities that enable competent counselling or use of counselling skills

External

3.2 Describe core personal qualities that are important when counselling or using counselling skills

External

4. Know about basic counselling skills

4.1 Identify basic counselling skills

External

4.2 Describe basic counselling skills External

5. Be able to demonstrate counselling skills

5.1 Demonstrate basic counselling skills

6. Be able to engage in constructive feedback

6.1 Demonstrate receiving constructive feedback

6.2 Demonstrate giving constructive feedback

7 Understand the importance of confidentiality in counselling

7.1 Describe the importance of confidentiality in counselling

External

7.2 Identify the limits to confidentiality External


9

Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):

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


10

Assignment: Role-Play Observation Report

Qualification: AIM Awards Level 2 Award in Introduction to Counselling (QCF)

Unit(s) covered: Introduction to Counselling L2

Assessor:

Assignment Title: Role-Play Observation Report by Assessor

Unit Assignment No.:

1 / 2

Date Brief 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:

Demonstrate basic counselling skills

Demonstrate receiving constructive feedback

Demonstrate giving constructive feedback


11

Guidance for Assessment Counsellor Role Principles

The counsellor begins a working relationship by:

a) being aware of and maintaining the time boundary of 20 minutes b) helping the client to establish what the client wants c) helping the client to understand what the counsellor can offer Throughout the session the counsellor works towards understanding the client’s concerns by:

a) reflecting meanings b) reflecting feelings c) timing responses d) checking the counsellor’s understanding with the client e) demonstrating skills needed to develop and maintain the client-counsellor relationship f) working ethically and safely at all times Counsellor closes the session with the client by:

a) recognising the client’s position at the end of the session b) an appropriate indication that the session is at an end using appropriate counselling skills Counsellor offers some understanding of the session by:

a) explaining the counsellor’s understanding of the focus of the session b) discussing verbal and non-verbal communication c) commenting on what was only implied d) commenting on the relationship

Observer Role Criteria Principles

The observer shows the learner's understanding of what happened in the role-play by:

a) offering descriptive feedback to the counsellor b) commenting on how the relationship was established c) identifying the skills used, giving specific examples

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

How the Assessments will be Marked

To pass this assessment the learner must meet all of the Assessment Criteria. Work will be marked and internally verified by the centre, and externally verified by AIM Awards. 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 on the Record of Learner Achievement.

No. Assessment Criteria

5.1 Demonstrate basic counselling skills

6.1 Demonstrate receiving constructive feedback

6.2 Demonstrate giving constructive feedback


12

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


13

Mandatory: First Steps in Counselling Theory (Level 2) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Journal

1. Understand the main elements of the Psychodynamic approach

1.1 Describe key concepts of the Psychodynamic approach

2. Understand the main elements of the Humanistic approach

2.1 Describe key concepts of the Humanistic approach

3. Understand the main elements of the Cognitive-Behavioural approach

3.1 Describe key concepts of the Cognitive-Behavioural approach

4. Understand how theory underpins counselling skills

4.1 Describe how theory underpins counselling skills in one of the

following approaches: (a) Psychodynamic approach (b) Humanistic approach (c) Cognitive-Behavioural approach

5. Understand differences between approaches in counselling

5.1 Identify differences between the following approaches:

(a) Psychodynamic approach (b) Humanistic approach (c) Cognitive-Behavioural approach

Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):


14

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


15

Assignment Brief

Qualification: AIM Awards Level 2 Award in Introduction to Counselling (QCF)

Unit(s) covered: First Steps in Counselling Theory L2

Assessor:

Assignment Title: Journal: First Steps in Counselling Theory

Unit Assignment No.:

1 / 1

Date Brief Set: Submission Date:

Why are we doing this?

Reflection on your own work is important in any job, but in counselling the ability to reflect on how you have worked with a client and the strategies you have used is imperative in order to be able to improve as a professional.

Your evidence for this unit is comprised of a journal where you will reflect on content learned in your teaching sessions and role-plays with the aim of introducing reflective practice.

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must complete a journal consisting of an entry after each teaching session where you reflect on the concepts delivered and discussed that relate to this unit’s topic and most importantly Assessment Criteria.

Your journal must contain the following:

Journal, maximum 400 words per entry

A description of the key concepts of the Psychodynamic approach 1.1

A description of the key concepts of the Humanistic approach 2.1

A description of the key concepts of the Cognitive-Behavioural approach 3.1

Identification of the differences between the three approaches above 5.1

A description of how theory underpins counselling skills in one of the following approaches: (a) Psychodynamic approach (b) Humanistic approach (c) Cognitive-Behavioural approach

4.1

Guidance for assessment As you write your journal, you are expected to identify which Assessment Criteria each entry relates to from the list below. You may choose to use the Assessment Criteria as sub-headings for your text, or to identify the Assessment Criteria covered by a paragraph or section by noting it numerically (e.g. 1.2).


16

The word count must be adhered to: 400 words per journal entry

Procedure for Marking the Journal

1. Tutor/Assessors should monitor and assess journals from the very beginning of a course. They will be handed to the Tutor/Assessor at the beginning of one teaching session and given back to learners having been marked at the start of the following teaching session

2. Each journal should be a reflective and learning entry, demonstrate what the learners has learned from each session, as well as how they have felt about what has been taught

3. Levels are important to the whole process of assessment, and Tutor/Assessors must be aware that they are working with learners and trainees in counselling and NOT counsellors. The writing of journals is to indicate learning and understanding of counselling skills and processes, and to demonstrate growth in personal self-awareness

4. Tutor/Assessors will record on the journal the date and the points where the marking starts and ends, and where Assessment Criteria have been achieved

5. If criteria are consistently not being achieved, Tutor/Assessors will request learners to either correct their work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment

6. Tutor/Assessors must tick to indicate achievement of assessment criteria on the Record of Learner Achievement for the unit assessed by the journal

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 Describe key concepts of the Psychodynamic approach

2.1 Describe key concepts of the Humanistic approach

3.1 Describe key concepts of the Cognitive-Behavioural approach

4.1 Describe how theory underpins counselling skills in one of the following approaches: (a) Psychodynamic approach (b) Humanistic approach (c) Cognitive-Behavioural approach

5.1 Identify differences between the following approaches: (a) Psychodynamic approach (b) Humanistic approach (c) Cognitive-Behavioural approach

38

APPENDIX 3

ADDITIONAL TEACHING RESOURCES/GUIDANCE

39

Additional Teaching Resources/Guidance Evidence of meeting the Learning Outcomes At Level 2, learners will provide evidence for achieving their Learning Outcomes in the form of a learning and reflective journal and assessment of ongoing skills practical work throughout the course. It is strongly recommended that, at Level 2, skills work will be based on role-plays, and role-play simulations should be focussed to enable learners to develop and practise particular skills. Assessment of the triad skills work will be both peer and tutor based, and self-assessment of this aspect of learning will be evidenced in the Learning Journal. Integrating Level 2 learning with overall learning pathway It is recommended that learners are learning from early in their training the different skills associated with the main counselling approaches, and how they are applied in the counselling setting. Learners will be informed that, as they progress with their training, a focussed theoretical orientation will become the core theory of the training programme from Level 4. Resourcing the course/unit It is an AIM Awards requirement that Tutors will be experienced counselling skills trainers, and will have completed counselling skills training to, at least, the Level required for this programme; a preference would be to the Level above. It is anticipated that the rooms available for this training programme will be appropriate to the teaching of the unit and the practising of the developing skills. For the purpose of practising skills in triads, it is expected that rooms will provide the essential privacy needed for such practical sessions. Teaching resources will, hopefully, provide a white-board; multi-media projection facilities and video/audio equipment. Library resources should include an up-to-date and developing range of essential texts, journals and, where possible videos/DVD’s. Delivery of the counselling programme This course is an important starting point for learners in the understanding of counselling skills and how to apply and practise them. It is essential, therefore, that Level 2 units provide learners with the opportunity to practise counselling skills using an appropriate counselling model, e.g. Egan. This will involve the establishing of a working alliance/therapeutic relationship; this will progress through the exploration of the ‘client’s’ presenting and preferred scenarios, and move towards an appropriate ending where there is a plan of action and evaluation. Learners must demonstrate throughout this process understanding of equal opportunities, non-discriminatory practice and cross-cultural counselling.

40

APPENDIX 4

QCF LEVEL DESCRIPTORS

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

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

41

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

42



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

43



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

44

Contact AIM Awards Charges

For any queries, please contact AIM Awards:

AIM Awards

3 Pride Point Drive

Pride Park

Derby

DE24 8BX

01332 341822

[email protected]


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