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TRANSCRIPT
Version 2 – October 2014
AIM Awards Level 2 Certificate in
Counselling Skills (QCF) including Level 2 Awards
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
AIM Awards Level 2 Certificate in Counselling Skills (QCF) 601/3284/X AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF) 601/3280/2 AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF) 601/3282/6 AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF) 601/3279/6 AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF) 601/3281/4
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section One – Qualification Overview 5
Section Two - Structure and Content 12
Section Three – Assessment and Quality Assurance 16
Section Four – Operational Guidance 24
Section Five – Appendices 32
Appendix 1 – AIM Awards Qualification Approval Form 34
Appendix 2 – Qualification Description (Summary) 37
Appendix 3 – Invigilation of Examinations 40
Appendix 4 – Conditions for Storing Confidential Material 44
Appendix 5 – Assessment Pack 46
Appendix 6 – Additional Tutor/Assessor Resources 47
Appendix 7 – QCF Level Descriptors 50
Contents Page
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section 1
Qualification Overview
AIM Awards Level 2 Certificate in Counselling
Skills (QCF)
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section One Qualification Overview
Introduction
Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework (QCF). Our qualifications are learner focused, flexible and promote both progression and employability. We aim to provide outstanding customer service and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery, assessment and internal quality assurance. The Qualification Description (Summary) (see Appendix 2) gives an overview of the qualification/qualification suite including rules of combination and unit titles. This is a live document and as such will be updated when required. Centres will be informed via 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.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
About the Qualification
Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 2 Certificate in Counselling Skills (QCF) focuses on the development of counselling skills. This qualification aims to provide a comprehensive introduction to a range of counselling skills and an understanding of the importance of using counselling skills within published ethical frameworks, such as those from the British Association for Counselling and Psychotherapy (BACP), National Counselling Society (NCS) and the United Kingdom Council for Psychotherapy (UKCP). This qualification comprises one mandatory unit (Counselling: Skills Acquisition and Practice) and four optional units. The optional units provide an opportunity for learners to acquire counselling skills in one of a choice of four contexts and are applicable to a wide variety of helping and supporting roles:
Counselling Skills for the Workplace
Communicating with Children and Young People
Working with Grief and Loss
Working with Trauma Learners may progress onto the AIM Awards Level 3 Certificate in Counselling (QCF) to enhance their knowledge of counselling skills and theory. For those wishing to work towards a professional qualification enabling them to work as a counselling practitioner, learners may progress onto the AIM Awards Level 4 Diploma in Counselling Practice (QCF). On successfully achieving an individual optional unit (without the achievement of the
mandatory unit) within the Level 2 Certificate in Counselling Skills, learners will achieve the
relevant Level 2 Award:
Qualification Title/Ofqual Qualification Number Linked Unit
AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF) 601/3280/2
Counselling: Communicating with Children and Young People
AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF) 601/3282/6
Counselling: Skills for the Workplace
AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF) 601/3279/6
Counselling: Working with Grief and Loss
AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF) 601/3281/4
Counselling: Working with Trauma
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Qualification
AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Assessment This qualification is assessed through three 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
601/3284/X
Learning Aim Reference 6013284X
Credits 15
Guided Learning Hours 75
Learner Age Range 16-18; 19+
Rules of Combination Learners must achieve 15 credits in total. Learners must achieve 9 credits from the mandatory unit and a minimum of 6 credits from the optional units.
Qualification
AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF)
Assessment 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
601/3280/2
Learning Aim Reference 60132802
Credits 6
Guided Learning Hours 30
Learner Age Range 16-18; 19+
Rules of Combination Learners must achieve 6 credits from the single mandatory unit to achieve this qualification.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Qualification
AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF)
Assessment 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
601/3282/6
Learning Aim Reference 60132826
Credits 6
Guided Learning Hours 30
Learner Age Range 16-18; 19+
Rules of Combination Learners must achieve 6 credits from the single mandatory unit to achieve this qualification.
Qualification
AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF)
Assessment 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
601/3279/6
Learning Aim Reference 60132796
Credits 6
Guided Learning Hours 30
Learner Age Range 16-18; 19+
Rules of Combination Learners must achieve 6 credits from the single mandatory unit to achieve this qualification.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Qualification
AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF)
Assessment 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
601/3281/4
Learning Aim Reference 60132814
Credits 6
Guided Learning Hours 30
Learner Age Range 16-18; 19+
Rules of Combination Learners must achieve 6 credits from the single mandatory unit 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.
Certificate End Date
The final date that certificates can be issued for these qualifications is three years from the Last Registration Date.
AIM Awards Level 2 Certificate in Counselling Skills (QCF) 31-Jul-2022
AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF)
31-Jul-2022
AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF)
31-Jul-2022
AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF)
31-Jul-2022
AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF)
31-Jul-2022
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Resource Requirements
This qualification has an externally assessed invigilated examination (see Appendix 3 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 6.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section 2 Structure and Content
AIM Awards Level 2 Certificate in Counselling
Skills (QCF)
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section Two
Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b
Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j
Please select the unit title to view the individual unit content and assessment guidance.
Rules of Combination for: AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Learners must achieve 15 credits in total. Learners must achieve 9 credits from the mandatory unit (M) and a minimum of 6 credits from the optional units (O).
Unit Reference Number
Unit Title Assessment Group Level Credit Value
GLH
J/506/3040 Counselling: Skills Acquisition and Practice
Externally assessed
examination and
internally assessed role- play
M Two 9 45
K/506/3032 Counselling: Communicating with Children and Young People
Internally assessed journal
O Two 6 30
J/506/3037 Counselling: Skills for the Workplace
Internally assessed journal
O Two 6 30
D/506/3030 Counselling: Working with Grief and Loss
Internally assessed journal
O Two 6 30
M/506/3033 Counselling: Working with Trauma
Internally assessed journal
O Two 6 30
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
On successfully achieving an individual optional unit (without the achievement of the mandatory unit) within the Level 2 Certificate in Counselling Skills, learners will achieve the relevant Level 2 Award:
Rules of Combination for: AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF)
Learners must achieve 6 credits from the single mandatory unit (M) to achieve this qualification.
Unit Reference Number
Unit Title Assessment M/O Level Credit Value
GLH
K/506/3032 Counselling: Communicating with Children and Young People
Internally assessed journal
M Two 6 30
Rules of Combination for: AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF)
Learners must achieve 6 credits from the single mandatory unit (M) to achieve this qualification.
Unit Reference Number
Unit Title Assessment M/O Level Credit Value
GLH
J/506/3037 Counselling: Skills for the Workplace
Internally assessed journal
M Two 6 30
Rules of Combination for: AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF)
Learners must achieve 6 credits from the single mandatory unit (M) to achieve this qualification.
Unit Reference Number
Unit Title Assessment M/O Level Credit Value
GLH
D/506/3030 Counselling: Working with Grief and Loss
Internally assessed journal
M Two 6 30
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Credits from Unit Equivalences
Please contact AIM Awards to request unit equivalences.
Rules of Combination for: AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF)
Learners must achieve 6 credits from the single mandatory unit (M) to achieve this qualification.
Unit Reference Number
Unit Title Assessment M/O Level Credit Value
GLH
M/506/3033 Counselling: Working with Trauma
Internally assessed journal
M Two 6 30
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section 3 Assessment and Quality
Assurance
AIM Awards Level 2 Certificate in Counselling
Skills (QCF)
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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.
It is a requirement that those involved in the assessment and internal quality assurance of this qualification must attend one AIM Awards Counselling Assessor standardisation event per year. Dates for these events can be found on the AIM Awards website here.
How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i
To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). Assessment of this qualification is through completion of three types of assessment tasks: examination, role-play and journal.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
The examination is externally set and taken during the specified examinations series in either January or June. Instructions for the invigilation of examinations are in Appendix 3. The Assessment Pack in Appendix 5 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 examination Learners must complete and pass an examination which can be taken in one of two series: January or June of each year. This examination must be invigilated according to Appendix 3 – Invigilation of Examinations. Learners must be booked onto the examination by the centre according to the instructions in Section 4. 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 5.
Recognition of Prior Learning
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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 contained in the Assessment Pack in Appendix 5.
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 7 – 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 5. 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 AIM Awards Examiners will mark completed examinations. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners.
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 5. 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 5). AIM Awards provide sample internal verification documentation available to centres on the website here. These sample forms include:
Assessment and Internal Verification Plan
Internal Verification of Assessment Decisions
Internal Verifier Report of Observed Assessor Performance
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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 Examinations
Centres are responsible for appointing Invigilators according to the Invigilation of Examinations in Appendix 3. Centres must ensure that 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).
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There must be at least one Invigilator present per thirty learners. Where there are less than thirty 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 Appendix 3 – Invigilation of Examinations 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 signing the Assessment Cover Sheet (see Section 4 for further information), 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. Examination scripts and Assessment Cover Sheets must be packed by the Invigilator and sealed securely. 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 here) 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, you 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 Form (available on the AIM Awards website here) explaining this. Any examinations that
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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 here.
AIM Awards Qualification Standardisation
Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides AIM Awards with important information for the qualification review process.
It is a requirement of the Centre Agreement that centres offering units from the qualification must contribute assessment materials and learners’ evidence for standardisation if requested. AIM Awards will write to you to request samples if necessary. Outcomes from qualification standardisation will be made available to those centres using that qualification.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section 4 Operational Guidance
AIM Awards Level 2 Certificate in Counselling
Skills (QCF)
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Section 4 Operational Guidance
Offering the Qualification
Centres wishing to offer this qualification must become an AIM Awards recognised centre and be able to meet the criteria for the safe and secure award of credit. New centres can obtain details of the Centre Recognition Application process either by visiting the AIM Awards website or contacting the AIM Awards office. AIM Awards can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them.
Approval to Offer the Qualification
Centres wishing to offer this qualification must complete and submit a Qualification Approval Form (QAF) (available on the AIM Awards website) to their allocated Customer Support Officer. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Specialist requirements such as these will be identified on the Qualification Approval Form. Where this is the case, centres must provide evidence of resources/staff qualifications when submitting the completed form.
Fees and Charges
The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed until the annual centre recognition fee has been paid.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Registration and Certification A summary of the registration and certification process for the Level 2 Certificate in Counselling Skills 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 completes Paper Order Form identifying any learners entering next exam
series and submits to Customer Support Officer
By 21st October for January series
By 21st March for June series
Exam papers issued to centres by post and stored securely
Paper Printing CompanyAt least 5 working days before
exam
Learners take invigilated exam under exam conditions
Invigilator
Completed papers sent back to Paper Printing Company
(stored securely in meantime) Exams Officer
Within 24 hours of exam
Exam results issued to centreCustomer Support OfficerWithin 2 months of exam
Enquires about results madeCentre
Within 28 working days of results
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
Centre applies for any required reasonable
adjustments for examAt least 14 days before exam
Internally Marked Assignments, eg
Journal
Externally Marked Examination
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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. For the Level 2 Certificate in Counselling Skills (qualifications with externally marked examinations and internally marked assignments):
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 before the chosen examination cut-off date (21st October or 21st March)
o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)
o Centres which fail to meet these deadlines will be charged late entry fees in
accordance with the late entry charging policy.
Externally Marked Examinations
Assessment is available in two series: January and June of each year. Centres must also enter learners onto a series using a Paper Order Form downloaded from the AIM Awards Portal.
o For those entering examinations in the January series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st October
o For those entering examinations in the June series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st March
o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy.
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 examination (see here for further information)
Examination papers will be dispatched for each examination series to centres in sealed packages/boxes
Centres will normally receive papers and Assessment Cover Sheets no less than five working days before the examination date. Examination packages should be checked on receipt for the following:
o Examination paper packets match up to the requirements o Damage to any package contents o Any apparent breach of security e.g. tampering with sealed packages
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Once received, centres must keep the examination papers in the sealed package in which they are received and store them securely. Access to papers must be restricted to designated personnel in the centre and papers must be issued to learners only at the time of the examination. Where satellite sites have delegated responsibility, they must store and distribute papers according to the satellite agreement(s). Please refer to Appendix 4 – Conditions for Storing Confidential Material for further information
At the end of the examination
Completed assessment papers must be collected at the end of the examination session, checked to ensure they match the Assessment Cover Sheet and collated by learner number. Fully completed Assessment Cover Sheets must be enclosed in the package containing learner examination papers. Each centre should also keep a copy of the Assessment Cover Sheets. Completed assessment papers must be kept in a secure location on site as above in a sealed package and sent to the paper printing company using the details provided in the package by registered post within 24 hours of the examination. The centre must retain the tracking details
Centres must inform AIM Awards immediately of any threat to the confidentiality of assessment papers
AIM Awards Examiners will mark completed examinations. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners
The results of examinations are issued to the centre within two months of the date of the examination
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.
AIM Awards will issue certificates of achievement to the centre within 20 working days of the results being issued
Internally Marked Assignments Once registered onto the qualification within the timelines:
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 before the chosen examination cut-off date (21st October or 21st March)
o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)
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
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
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 5) and quality assured (see Section 3):
AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification.
Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved.
Resits of Externally Marked Examinations
Learners who do not achieve a pass in the externally assessed examination are eligible to be entered for a resit. Resits take place in the main examination series (January and June) to allow for further teaching and learning activities to take place at the centre. Centres must enter learners onto a series using a Paper Order Form downloaded from the AIM Awards Portal.
o For those entering examinations in the January series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st October
o For those entering examinations in the June series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st March
o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy
The AIM Awards Fees and Charges Brochure includes details on resit charges and is available on our website.
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A summary of the registration and certification process for the Level 2 Award in Counselling: Communicating with Children and Young People, Level 2 Award in Counselling: Skills for the Workplace, Level 2 Award in Counselling: Working with Grief and Loss and Level 2 Award in Counselling: Working with Trauma 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
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 internally assessed work
approved by External VerifierCustomer Support Officer
Internally Marked Assignments, eg
Journal
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For the Level 2 Award in Counselling: Communicating with Children and Young People, Level 2 Award in Counselling: Skills for the Workplace, Level 2 Award in Counselling: Working with Grief and Loss and the Level 2 Award in Counselling: Working with Trauma (qualifications with internally marked assignments only):
The centre registers learners onto the correct qualification via the Portal within the following timescales:
o Short Courses - Courses of 15 weeks or less. Registrations must be received within 25 working days of the start date of the course
o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course
o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy.
All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. We reserve the right to charge for replacement certificates issued as a result of inaccurate information provided by centres
Internally Marked Assignments Once registered onto the qualification within the timelines (above):
Centres must check whether any Reasonable Adjustments are required for any
learners and seek approval from AIM Awards at least fourteen working days before the intended submission date (see here for further information)
A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations. The RAC is used to claim the learners’ achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued.
Once internally assessed work has been completed according to the Assessment Pack (Appendix 5) and quality assured (see Section 3):
AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification.
Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved.
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Charges
Section 5 Appendices
AIM Awards Level 2 Certificate in Counselling
Skills (QCF)
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Appendix 1 – AIM Awards Qualification Approval Form 34
Appendix 2 – Qualification Description (Summary) 37
Appendix 3 – Invigilation of Examinations 40
Appendix 4 – Conditions for Storing Confidential Material 44
Appendix 5 – Assessment Pack 46
Appendix 6 – Additional Tutor/Assessor Resources 47
Appendix 7 – QCF Level Descriptors 50
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APPENDIX 1
AIM AWARDS QUALIFICATION APPROVAL FORM (QAF)
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Qualification Approval Form
3 RULES OF COMBINATION
Please refer to the AIM Awards Level 2 Certificate in Counselling Skills (QCF) Qualification Specification
1 CENTRE DETAILS
Centre name: Centre Number:
Centre Curriculum Contact:
Position:
Contact Details:
Centre has Direct Claims Status (DCS)
Yes / No Application for DCS to be extended to this qualification Yes / No
If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank:
2 QUALIFICATION APPROVAL DETAILS
The centre requests approval to run the following qualification(s):
Please select qualifications you wish to deliver
AIM Awards Level 2 Certificate in Counselling Skills (QCF) Yes/No
Alternatively, centres may request approval to run the following qualifications based on the achievement of the individual optional units only (see qualification specification for further details)
AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF)
Yes/No
AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF)
Yes/No
AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF)
Yes/No
AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF) Yes/No
Intended target learner group/age: Intended number of learners:
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5 CONFIRMATION & APPROVAL
I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement. I agree to maintain the security of the AIM Awards counselling assessments in line with the specified guidelines set out in the qualification specification.
Centre Curriculum Contact Signature Date
Admin confirmation of AIM Awards QR and CDM approval
Date
Confirmation of extension of DCS to this qualification: Yes/No
4 SPECIALIST REQUIREMENTS
Specialist resources required (taken from qualification specification):
Centre confirmation of required resources:
This qualification has an externally assessed invigilated examination (see Appendix 3 of the qualification specification further information). Centres must ensure that they have the appropriate resources in place to deliver the units in this qualification.
(Please confirm here)
Specialist staffing qualifications required (taken from qualification specification):
Centre confirmation of required staff qualifications:
I have attached proof of qualifications:
Assessors should have an Assessor qualification or evidence of recent relevant experience.
In addition, Assessors must hold a counselling qualification at Level 2 or above.
(Please confirm here) Yes/No
Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience.
In addition, IV’s must hold a counselling qualification at Level 2 or above.
(Please confirm here) Yes/No
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APPENDIX 2
QUALIFICATION DESCRIPTION (SUMMARY)
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Qualification Title
AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Ofqual Qualification Number
601/3284/X
Guided Learning Hours 75
Total Credits required 15
Mandatory Credits required 9
Minimum Age 16
Qualification Start Date 01-Sep-2014
Charge per learner £70
AIM Awards Level 2 Certificate in Counselling
Skills (QCF)
Description of the Qualification The AIM Awards Level 2 Certificate in Counselling Skills (QCF) focuses on the development of counselling skills. This qualification aims to provide a comprehensive introduction to a range of counselling skills and an understanding of the importance of using counselling skills within published ethical frameworks, such as those from the National Counselling Society (NCS), British Association for Counselling and Psychotherapy (BACP) and the United Kingdom Council for Psychotherapy (UKCP). This qualification comprises one mandatory unit (Counselling: Skills Acquisition and Practice) and four optional units. The optional units provide an opportunity for learners to acquire counselling skills in one of a choice of four contexts and are applicable to a wide variety of helping and supporting roles:
Counselling Skills for the Workplace
Communicating with Children and Young People
Working with Grief and Loss
Working with Trauma Learners may progress onto the AIM Awards Level 3 Certificate in Counselling (QCF) to enhance their knowledge of counselling skills and theory. For those wishing to work towards a professional qualification enabling them to work as a counselling practitioner, learners may progress onto the AIM Awards Level 4 Diploma in Counselling Practice (QCF).
Approval Details
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Unit Reference Number
Unit Title M/O Level Credit Value
GLH
J/506/3040 Counselling: Skills Acquisition and Practice M Two 9 45
K/506/3032 Counselling: Communicating with Children and Young People
O Two 6 30
J/506/3037 Counselling: Skills for the Workplace O Two 6 30
D/506/3030 Counselling: Working with Grief and Loss O Two 6 30
M/506/3033 Counselling: Working with Trauma O Two 6 30
Qualification Title/Ofqual Qualification Number Linked Unit
AIM Awards Level 2 Award in Counselling: Communicating with Children and Young People (QCF) 601/3280/2
Counselling: Communicating with Children and Young People
AIM Awards Level 2 Award in Counselling: Skills for the Workplace (QCF) 601/3282/6
Counselling: Skills for the Workplace
AIM Awards Level 2 Award in Counselling: Working with Grief and Loss (QCF) 601/3279/6
Counselling: Working with Grief and Loss
AIM Awards Level 2 Award in Counselling: Working with Trauma (QCF) 601/3281/4
Counselling: Working with Trauma
How to Achieve the Qualification
Learners must achieve 15 credits in total. Learners must achieve 9 credits from the mandatory unit (M) and a minimum of 6 credits from the optional units (O).
On successfully achieving an individual optional unit (without the achievement of the mandatory
unit), learners will achieve the relevant qualification:
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
APPENDIX 3
INVIGILATION OF EXAMINATIONS
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
Invigilation of Examinations
Assessment Venue Requirements
Centres must ensure that assessments take place in a suitable assessment environment.
This means that:
Any room in which an assessment is held must provide learners with appropriate conditions for taking the assessment. Particular attention should be given to conditions such as heating, lighting, ventilation and the level of outside noise
Display material, such as posters, wall charts, information leaflets, which might be helpful to learners must not be visible in the assessment room
A reliable clock (or other suitable time keeping device, e.g. time displayed via a computer screen) must be visible to each learner in the assessment room. The clock/display must be large enough for all learners to read clearly
The following items must be on display in the assessment room:
o A poster advising learners that mobile phones should be switched off
o Assessment notice for learners
o Centre appeals procedure
o Emergency/evacuation procedures
There must be a sign, clearly visible to others in the building, that an assessment is taking place
Information must be visible to all learners showing the centre number and the start and finish times of the assessment
Seating arrangements must prevent learners from overlooking the work of others. In particular, the minimum distance in all directions from centre to centre of learners’ chairs must be 1.25 metres. All learners should be seated facing the same direction
For written assessments, each learner should have a separate desk or table large enough to hold question papers. Learners who are not seated at individual desks must be far enough apart (minimum 1.25m) so that their work cannot be seen by, and contact cannot be made with, other learners
For computer-based assessments: the room layout must be planned to prevent screens being read by other learners; there must be at least 1.5 metres from the centre of each screen to the centre of the next screen; the clock is displayed on every computer screen in use; a trained administrator must be available during the assessment to deal with any technical queries that may arise
There must be space for the Invigilator to sit
Centres are required to maintain records of how assessment venues meet these criteria, which must be made available to AIM Awards on request.
False or misleading statements by centres in respect of assessment venues may result in immediate suspension or withdrawal of centre approval, and assessment papers may be declared void.
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Invigilator Instructions and Checklist
Starting the assessment:
Before the assessment starts, the examination Invigilator must:
Check that all learners have the required identity documents and photograph (where applicable) and that the relevant section of the Assessment Front Cover Sheet has been completed to show attendance
Confirm there are no conflicts of interest between Invigilator and learners (see instructions in Section 3 of the qualification specification)
Advise learners who are unable to provide the required identity documents and photograph that they cannot sit the assessment, and that they must leave the assessment room unless they can be identified by their Assessor
Make sure that the seating arrangements meet awarding body requirements (see assessment venue requirements)
Inform learners that they must follow the regulations of the assessment
Open the packets of assessment papers, in the assessment room in front of the learners, and distribute to learners
Check that learners have the correct paper
Advise learners of emergency/evacuation procedures
The Invigilator must advise learners that:
They must write in blue or black ink
All mobile phones, or other electronic devices, must be switched off
Any course material should be removed from their desk, and placed at either the front or back of the room
They must not ask for, and will not be given, any explanation of the questions and answers
If they leave the assessment room, unaccompanied by a member of centre staff, they will not be able to return during the assessment
The Invigilator must:
Announce clearly to learners when they may begin
Specify the start and finish time of the assessment, and the earliest time that learners can leave the assessment room
Remind learners that they cannot communicate in any way with, ask for help from or give help to another learner while they are in the assessment room
The Invigilator must not:
Make any comment where a learner believes that there is an error or omission on the question paper. However, in this situation, the Invigilator must refer the matter to the Head of the Centre, who should send a report to AIM Awards
Give any information to learners about possible mistakes in the question paper, unless there is an erratum notice, or permission has been given by AIM Awards
Comment on the content of the question paper
Offer any advice or comment on the work of a learner
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During the assessment:
Invigilators must supervise learners throughout the whole time that an assessment is in progress. This means that:
Invigilators must give complete attention to this duty at all times
Invigilators must not carry out any other task (e.g. doing other work, using a mobile phone) in the assessment room
Invigilators are required to move around the assessment room, quietly and at frequent intervals
Invigilators must give frequent time checks
Summoning help during an assessment:
When one Invigilator is present in an assessment, they must be able to summon help, in case of an emergency, without leaving the room or disturbing learners. A mobile phone may be used, and must be switched to silent alert, so as not to disturb learners.
Learners who arrive late:
A learner who arrives after the assessment has started must not be allowed to enter the assessment room. Arrangements will need to be made by the centre to order assessment papers for an alternative date.
Leaving the assessment room:
Learners are not permitted to leave the assessment room until at least twenty minutes assessment time has elapsed (other than in an emergency/medical situation). Where learners have completed their assessment and are permitted to leave before the finish time, they must be instructed to do so quietly, without causing undue distraction to others.
Ending the assessment:
When ending the assessment, Invigilators should give sufficient notice to learners. This is normally achieved by giving fifteen minute and five minute warnings prior to the published finish time. All assessment papers must be collected and placed in secure storage prior to submitting to AIM Awards for marking. At no point must any indication be given to learners as to whether it is believed that they have passed or failed the assessment. The marking of assessment papers by centre staff, to pre-empt awards will be treated as malpractice and could result in the withdrawal of centre approval. Assessment papers must be sent to AIM Awards within the specified timeframe of the assessment. Assessments must not be invigilated by the class Tutor unless another independent Invigilator is present.
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APPENDIX 4
CONDITIONS FOR STORING CONFIDENTIAL MATERIAL
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Conditions for Storing Confidential Material
Question papers and any other confidential material, e.g. answer booklets, must be stored securely at the centre’s registered address in a secure room solely assigned to examinations, restricted to two to four key holders only. This is commonly referred to as a “box within a box”. The following requirements must be met.
Requirement- “a box within a box” Note
Secure room solely assigned to examinations in a
fixed building, i.e. not a Portakabin or similar,
meeting all of the following requirements:
Walls, ceiling and floor of strong, solid construction
Solid door or reinforced door with o Strong secure/heavy duty hinges o Security lock e.g. 5 lever mortice lock or
coded keypad lock or electronic security lock
o 2 to 4 key holders only The following must also be met (where
applicable):
If question papers are stored in a room with windows, which are easily accessible, bars must be fitted or the room alarmed.
If the room has a glass panel in or above the door, e.g. for health and safety reasons, the glass must be toughened safety glass.
If the volume of question papers is too great for secure storage in one room, you must use additional rooms within the centre. These additional rooms must also meet the requirements for secure storage.
Preferably on an upper floor with no windows.
Stud partition walls are only acceptable with
metal reinforcement.
A hollow panel door would require extra metal
reinforcement.
Upper floor window(s) with a balcony or flat roof
must be fitted with bars or the room alarmed.
The room must not have a door which directly
leads out to the exterior of the building.
The secure room(s) must contain one of the
following: (with 2 to 4 key holders only)
• Strong non-portable safe
or
• Non-portable security cabinet with multi point
locking system
or
• Metal cabinet with full length external locking
bar, bolted to wall or floor
or where a centre has large numbers of question
papers to store:
• Metal security screen, e.g. roll down shutter,
directly in front of open shelving.
Small safes must be fixed securely in place.
A full length external locking bar will ensure that
question papers are stored in a secure
environment at all times.
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AIM Awards Level 2 Certificate in Counselling Skills (QCF) V2 Oct 14
APPENDIX 5
ASSESSMENT PACK
1
AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Assessment Pack
2014 - 2015
Learner Name:
Unique Learner Number:
Course:
Tutor/Assessor:
Learner Signature:
Date Started:
Date Completed:
2
Contents How this qualification is assessed ......................................................................................................................... 3
Mandatory: Skills Acquisition and Practice (Level 2) ............................................................................................ 8
Record of Learner Achievement ....................................................................................................................... 8
Assignment: Role-Play Observation Report .................................................................................................... 10
Option Group – Working With Grief and Loss (Level 2) ...................................................................................... 13
Record of Learner Achievement ..................................................................................................................... 13
Assignment Brief ............................................................................................................................................. 15
Option Group: Communicating with Children and Young People (Level 2) ....................................................... 17
Record of Learner Achievement ..................................................................................................................... 17
Assignment Brief ............................................................................................................................................. 19
Option Group: Working With Trauma (Level 2) .................................................................................................. 21
Record of Learner Achievement ..................................................................................................................... 21
Assignment Brief ............................................................................................................................................. 23
Option Group: Counselling: Skills for the Workplace (Level 2) ........................................................................... 25
Record of Learner Achievement ..................................................................................................................... 25
Assignment Brief ............................................................................................................................................. 27
3
How this qualification is assessed This qualification consists of both mandatory and optional 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 unit. Please refer to Section 2 of the qualification specification on how to achieve the full qualification.
Mandatory Unit – Learners must achieve the unit below by completing the required assignments.
Unit Assessment
Title Reference Number
Level Credit Value
Method Task Size Page
Counselling: Skills Acquisition and Practice
J/506/3040 Two 9
Externally marked
Examination N/A
Internally marked
Role-Play 10
Optional Units - Learners must achieve a minimum of 6 credits by choosing a unit from the list below by completing the required assignments.
Unit Assessment
Title Reference Number
Level Credit Value
Method Task Size Page
Working with Grief and Loss
D/506/3030 Two 6 Internally marked
Journal Up to 800 words per
entry 15
Communicating with Children and Young People
K/506/3032 Two 6 Internally marked
Journal Up to 800 words per
entry 19
Working with Trauma M/506/3033 Two 6 Internally marked
Journal Up to 800 words per
entry 23
Counselling: Skills for the Workplace
J/506/3037 Two 6 Internally marked
Journal Up to 800 words per
entry 27
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 Tutors/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 relationships, 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 5. Finally the client (client) offers their views as they are the expert on what they have said 6. 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 learners’ 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 8) 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: Skills Acquisition and Practice (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 role of counselling skills in a helping relationship
1.1. Define what is meant by counselling skills
External
1.2. Identify the place of counselling on a helping continuum
External
2. Know about initiating a counselling interaction
2.1. Identify key elements in a counselling contract
External
2.2. Identify key skills for rapport building External
3. Know how to develop and maintain a counselling interaction
3.1. Identify the skills needed to develop and maintain the counselling relationship
External
3.2. Demonstrate the skills needed to develop and maintain the counselling relationship
3.3. Identify positive ways of moving the counselling relationship forward
3.4. Identify negative ways of moving the counselling relationship forward
4. Be able to conclude a counselling interaction
4.1. Describe the importance of endings in a counselling interaction
External
4.2. Conclude a counselling interaction
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
9
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 Certificate in Counselling Skills (QCF)
Unit(s) covered: Skills Acquisition and Practice 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 the skills needed to develop and maintain the counselling relationship
Identify positive ways of moving the counselling relationship forward
Identify negative ways of moving the counselling relationship forward
11
Conclude a counselling interaction
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 demonstrating the following skills:
a) reflecting meanings b) reflecting feelings c) timing responses d) checking the counsellor’s understanding with the client e) demonstrates 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 evaluates the session:
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
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.
12
No. Assessment Criteria
3.2 Demonstrate the skills needed to develop and maintain the counselling relationship
3.3 Identify positive ways of moving the counselling relationship forward
3.4 Identify negative ways of moving the counselling relationship forward
4.2 Conclude a counselling interaction
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
Option Group – Working With Grief and Loss (Level 2) Record of Learner Achievement
LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED
The learner will: The learner can: Journal
1. Understand the nature of grief and loss
1.1. Define the terms grief and loss
1.2. Describe models of the grieving process
2. Understand the context of counselling people experiencing grief and loss
2.1. Illustrate the application of counselling skills for people experiencing grief and loss
2.2. Assess the application of counselling skills for people experiencing grief and loss
3. Understand ethical practice when counselling people experiencing grief and loss
3.1. Indicate key challenges to ethical practice when counselling people experiencing grief and loss
4. Understand risk management in the counselling interaction
4.1. Assess potential key risks to the counsellor
4.2. Assess potential key risks to the client
5. Know about an awareness of self in relation to others when working with grief and loss
5.1. Identify ways in which personal self-awareness has developed when working with grief and loss
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 Certificate in Counselling Skills (QCF)
Unit(s) covered: Working With Grief and Loss L2
Assessor:
Assignment Title: Journal: Working with Grief and Loss
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, 800 words per entry
Definitions of the terms grief and loss 1.1
A description of the main models of the grieving process 1.2
A discussion on how well counselling skills can be applied to working with people experiencing grief and loss
2.1, 2.2
The key challenges to ethical practice for working with people experiencing grief and loss
3.1
The potential key risks to both counsellor and client 4.1, 4.2
Identification of ways in which self-awareness has developed when working with grief and loss
5.1
16
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).
The word count must be adhered to: 800 words per journal entry
Procedure for Marking a 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 Define the terms grief and loss
1.2 Describe models of the grieving process
2.1 Illustrate the application of counselling skills for people experiencing grief and loss
2.2 Assess the application of counselling skills for people experiencing grief and loss
3.1 Indicate key challenges to ethical practice when counselling people experiencing grief and loss
4.1 Assess potential key risks to the counsellor
4.2 Assess potential key risks to the client
5.1 Identify ways in which personal self-awareness has developed when working with grief and loss
17
Option Group: Communicating with Children and Young People (Level 2) Record of Learner Achievement
LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED
The learner will: The learner can: Journal
1. Understand the specialist nature of working with children and young people
1.1. Illustrate the value of developmental theories when working with children and young people
1.2. Compare different developmental theories
2. Understand the context of counselling children and young people
2.1. Illustrate the application of counselling skills when working with children and young people
2.2. Assess the application of counselling skills when working with children and young people
3. Understand ethical practice when working with children and young people
3.1. Indicate key challenges to ethical practice when working with children and young people
4. Understand risk management in the counselling interaction
4.1. Assess potential key risks to the counsellor
4.2. Assess potential key risks the client
5. Know about an awareness of self in relation to others when working with children and young people
5.1. Identify ways in which self-awareness has developed when working with children and young people
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
18
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
19
Assignment Brief
Qualification: AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Unit(s) covered: Communicating with Children and Young People L2
Assessor:
Assignment Title: Journal: Communicating with Children and Young People
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, 800 words per entry
An overview of the value of developmental theories to working with children and young people
1.1
A comparison of developmental theories 1.2
A discussion on how well counselling skills can be applied to working with children and young people
2.1, 2.2
The key challenges to ethical practice for working with children and young people
3.1
The potential key risks to both counsellor and client 4.1, 4.2
Identification of ways in which self-awareness has developed when working with children and young people
5.1
20
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).
The word count must be adhered to: 800 words per journal entry
Procedure for Marking a 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 Illustrate the value of developmental theories when working with children and young people
1.2 Compare different developmental theories
2.1 Illustrate the application of counselling skills when working with children and young people
2.2 Assess the application of counselling skills when working with children and young people
3.1 Indicate key challenges to ethical practice when working with children and young people
4.1 Assess potential key risks to the counsellor
4.2 Assess potential key risks the client
5.1 Identify ways in which self-awareness has developed when working with children and young people
21
Option Group: Working With Trauma (Level 2) Record of Learner Achievement
LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED
The learner will: The learner can: Journal
1. Understand the nature of trauma
1.1. Define the term trauma
1.2. Describe the difference between post-traumatic stress and post-traumatic stress disorder
2. Understand the context of counselling people experiencing traumatic stress
2.1. Illustrate the application of counselling skills for people experiencing traumatic stress
2.2. Assess the application of counselling skills when working with people experiencing traumatic stress
3. Understand ethical practice when working with people experiencing traumatic stress
3.1. Indicate key challenges to ethical practice when working with people experiencing traumatic stress
4. Understand risk management in the counselling interaction
4.1. Assess potential key risks to the counsellor
4.2. Assess potential key risks the client
5. Know about an awareness of self in relation to others when working with trauma
5.1. Identify ways in which self-awareness has developed when working with trauma
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
22
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
23
Assignment Brief
Qualification: AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Unit(s) covered: Working With Trauma L2
Assessor:
Assignment Title: Journal: Working with Trauma 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, 800 words per entry
Definitions of the term trauma 1.1
A description of the difference between post-traumatic stress and post-traumatic stress disorder
1.2
A discussion on how well counselling skills can be applied to working with people experiencing traumatic stress
2.1, 2.2
The key challenges to ethical practice for working with people experiencing traumatic stress
3.1
The potential key risks to both counsellor and client 4.1, 4.2
Identification of ways in which self-awareness has developed when working with trauma
5.1
24
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).
The word count must be adhered to: 800 words per journal entry
Procedure for Marking a 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 Define the term trauma
1.2 Describe the difference between post-traumatic stress and post-traumatic stress disorder
2.1 Illustrate the application of counselling skills for people experiencing traumatic stress
2.2 Assess the application of counselling skills for people experiencing traumatic stress
3.1 Indicate key challenges to ethical practice when counselling people experiencing traumatic stress
4.1 Assess potential key risks to the counsellor
4.2 Assess potential key risks to the client
5.1 Identify ways in which personal self-awareness has developed when working with trauma
25
Option Group: Counselling: Skills for the Workplace (Level 2) Record of Learner Achievement
LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED
The learner will: The learner can: Journal
1. Understand the nature of counselling in the workplace
1.1. Describe the key features of counselling in the workplace
1.2. Describe the influence of theoretical approaches on workplace counselling
2. Understand the context of counselling in a workplace setting
2.1. Illustrate the application of counselling skills in the workplace
2.2. Assess the application of counselling skills in the workplace
3. Understand ethical practice when counselling in the workplace
3.1. Indicate key challenges to ethical practice when counselling in the workplace
4. Understand risk management in the counselling interaction
4.1. Assess potential key risks to the counsellor
4.2. Assess potential key risks to the client
5. Know about an awareness of self in relation to others when counselling in the workplace
5.1. Know about an awareness of self in relation to others when counselling in the workplace
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
26
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
27
Assignment Brief
Qualification: AIM Awards Level 2 Certificate in Counselling Skills (QCF)
Unit(s) covered: Counselling: Skills for the Workplace L2
Assessor:
Assignment Title: Journal: Counselling: Skills for the Workplace
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, 800 words per entry
A description of the key features of counselling in the workplace 1.1
A description of the influence of theoretical approaches on workplace counselling
1.2
A discussion on how well counselling skills can be applied to the workplace 2.1, 2.2
The key challenges to ethical practice when counselling in the workplace 3.1
The potential key risks to both counsellor and client 4.1, 4.2
Identification of ways in which self-awareness has developed when counselling in the workplace
5.1
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).
28
The word count must be adhered to: 800 words per journal entry
Procedure for Marking a 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 the key features of counselling in the workplace
1.2 Describe the influence of theoretical approaches on workplace counselling
2.1 Illustrate the application of counselling skills in the workplace
2.2 Assess the application of counselling skills in the workplace
3.1 Indicate key challenges to ethical practice when counselling in the workplace
4.1 Assess potential key risks to the counsellor
4.2 Assess potential key risks to the client
5.1 Know about an awareness of self in relation to others when counselling in the workplace
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APPENDIX 6
ADDITIONAL TEACHING RESOURCES/GUIDANCE
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ADDITIONAL TEACHING RESOURCES/GUIDANCE
Evidence of meeting the Learning Outcomes
At this Level, students 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 this Level (2), skills work will be
based on Role-Plays, and Role-Play simulations should be focussed to enable students 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 students 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. Students 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 students in the understanding of counselling
skills and how to apply and practise them. It is essential, therefore, that Level 2 units
provide students with the opportunity to practise counselling skills using an appropriate
counselling model, e.g. Egan. This will involve the establishing of a working
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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.
Students must demonstrate throughout this process understanding of equal opportunities,
non-discriminatory practice and cross-cultural counselling.
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APPENDIX 7
QCF LEVEL DESCRIPTORS
Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework
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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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Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 2 Achievement at level 2 reflects
the ability to select and use
relevant knowledge, ideas, skills
and procedures to complete well-
defined tasks and address
straight- forward problems. It
includes taking responsibility for
completing tasks and procedures
and exercising autonomy and
judgement subject to overall
direction or guidance.
Use understanding of facts,
procedures and ideas to complete
well-defined tasks and address
straightforward problems
Interpret relevant information and
ideas.
Be aware of the types of
information that are relevant to the
area of study or work
Complete well-defined, generally
routine tasks and address
straightforward problems.
Select and use relevant skills and
procedures.
Identify, gather and use relevant information to inform actions.
Identify how effective actions have been.
Take responsibility for completing tasks and procedures
Exercise autonomy and judgement subject to overall direction or guidance
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Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 3 Achievement at level 3 reflects
the ability to identify and use
relevant understanding, methods
and skills to complete tasks and
address problems that, while well
defined, have a measure of
complexity. It includes taking
responsibility for initiating and
completing tasks and procedures
as well as exercising autonomy
and judgement within limited
parameters. It also reflects
awareness of different
perspectives or approaches within
an area of study or work.
Use factual, procedural and
theoretical understanding to
complete tasks and address
problems that, while well defined,
may be complex and non- routine
Interpret and evaluate relevant
information and ideas
Be aware of the nature of the area
of study or work
Have awareness of different
perspectives or approaches within
the area of study or work
Address problems that, while well
defined, may be complex and 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
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Contact AIM Awards Charges
For any queries, please contact AIM Awards:
AIM Awards
10 Newmarket Court
Newmarket Drive
Off Ascot Drive
Derby
DE24 8NW
01332 861999