AIM Awards Suite of IT User Skills (QCF) Qualifications · 2015-03-05 · 3 AIM Awards Suite Of IT...

Version 2.2 – February 2014

AIM Awards Suite of IT User Skills

(QCF) Qualifications

2 AIM Awards Suite Of IT User Skills (QCF) Specification V2.2.Docx

© AIM Awards 2013

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© AIM Awards 2013

AIM Awards Level 1 Award in IT User Skills (QCF) 600/7249/0 AIM Awards Level 1 Certificate in IT User Skills (QCF) 600/7068/7 AIM Awards Level 1 Diploma in IT User Skills (QCF) 600/7440/1 AIM Awards Level 2 Award in IT User Skills (QCF) 600/7250/7 AIM Awards Level 2 Certificate in IT User Skills (QCF) 600/7065/1 AIM Awards Level 2 Diploma in IT User Skills (QCF) 600/7251/9 AIM Awards Level 3 Award in IT User Skills (QCF) 600/7066/3 AIM Awards Level 3 Certificate in IT User Skills (QCF) 600/7067/5 AIM Awards Level 3 Diploma in IT User Skills (QCF) 600/7070/5


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Section One – Qualification Overview 5

Section Two - Structure and Content 12

Section Three – Quality Assurance 27

Section Four – Operational Guidance 31

Section Five – Appendices 33

Appendix 1 – Qualification Approval Form 35

Appendix 2 – Qualification Description (Summary) 37

Appendix 3 – AIM Awards Assessment Definitions 42

Appendix 4 – AIM Awards Glossary of Assessment Terms 57

Appendix 5 – Level Descriptors 60

Contents Page


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Section 1

Qualification Overview

AIM Awards Suite of IT User Skills (QCF)

Qualifications


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Section One

Introduction

Welcome to the AIM Awards Qualification Specification Pack. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards are an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework. 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. The qualification specification pack contains everything you need to know about this qualification and should be used by everyone involved with planning, delivery and assessment. A qualification description (summary) is available in Appendix 2, which gives an overview of the qualification including the rules of combination and unit titles. This pack is a live document and as such will be updated when required. Centres will be informed via email when changes are made. It is the responsibility of the approved Centre to ensure the most up-to-date version of the specification pack is in use. This document is protected by copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. Our qualification specifications are mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate. The whole specification maps to Ofqual General Conditions of Recognition C2.5 and E3.1.


© AIM Awards 2013

About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a The AIM Awards Suite of IT User Skills (QCF) qualifications is a nationally recognised programme designed by employers to meet the needs of business and to fit within the e-skills ITQ Framework and is available at Level 1, Level 2 and Level 3. Awards, Certificates and Diplomas are offered at all levels, giving opportunities for learners to be placed on a programme of learning of an appropriate level and size. The qualifications allow learners to acquire and apply a range of IT User Skills that will help them to work productively and efficiently. The wide range of units allows the qualifications to be very flexible and able to be tailored to individual learner needs and to different vocational sectors. The qualifications are suitable for a wide range of learners including employees and work-based learners, adults returning to study and young learners in full or part-time education. The flexibility of the ITQ framework will enable individuals’ skills to be adapted for a specific work based activity and/or employer’s requirements. The IT User Skills qualifications allow for flexibility and choice through the use of optional units and spiky profiles. Learners, tutors and employers can identify the most appropriate units and levels of skills to meet their needs and candidates can have a range of competences recognised at lower or higher levels.

Qualifications

AIM Awards Level 1 Award in IT User Skills (QCF) AIM Awards Level 1 Certificate in IT User Skills (QCF) AIM Awards Level 1 Diploma in IT User Skills (QCF)

Assessment Internally assessed and externally moderated portfolio of evidence

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

Progression Opportunities

Learners can progress to IT Users Qualifications at Levels 2 and 3 or onto further training which will be enhanced by their IT Skills.

Operational start date Award & Certificate: 01-Dec-2012 Diploma: 01-Jan-2013

Review date 31-Jul-2017

Sector 6.2 ICT for Users

Qualification Accreditation Number

Award: 600/7249/0 Certificate: 600/7068/7 Diploma: 600/7440/1

Learning Aim Reference

Award: 60072490 Certificate: 60070687 Diploma: 60074401

Credits Award: 9 Certificate: 13 Diploma: 37

Guided Learning Hours Award: 60-75 Certificate: 90-105 Diploma: 250-300

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


© AIM Awards 2013

Rules of Combination Level 1 Award - Learners must achieve 9 credits in total. The 9 credits can be achieved from any part of the Qualification and units with the same title at different levels are barred. A minimum of 6 credits must be achieved at Level 1. Equivalent units: ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF: FS) may be included at Level 1 or Level 2. Level 1 will be valued at 5 credits and Level 2 will be valued at 3 credits. Level 1 Certificate - Learners must achieve 13 credits in total. Learners must achieve the 3 credits from the mandatory unit and a minimum of 10 credits from any combination of the optional units, of which 5 credits must be achieved at Level 1 or above. Units with the same title at different levels are barred. ICT Functional skills with any of the three units with embedded FS (IUF:FS – ICF:FS – ISF:FS) may be included at Level 1 or Level 2 and will be valued at 5 credits. Level 1 Diploma - Learners must achieve 37 credits in total. Learners must achieve the 3 credits from the mandatory unit and a minimum of 34 credits from any combination of the optional units, of which 17 credits must be achieved at Level 1. Units with the same title at different levels are barred.

Qualifications





Learners can progress to IT Users Qualifications at Level 3 or onto further training which will be enhanced by their IT Skills.

Operational start date 01-Dec-2012









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

Rules of Combination Level 2 Award - Learners must achieve 10 credits in total. The 10 credits


© AIM Awards 2013

can be achieved from any part of the Qualification and units with the same title at different levels are barred. A minimum of 7 credits must be achieved at Level 2. Equivalent units: ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF: FS) may be included at Level 2 and will be valued at 5 credits. Level 2 Certificate - Learners must achieve 16 credits in total. Learners must achieve the 4 credits from the mandatory unit and a minimum of 12 credits from any combination of the optional units, of which 6 credits must be achieved at Level 2 or above. Units with the same title at different levels are barred. ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF:FS) may be included at Level 2 and will be valued at 5 credits. Level 2 Diploma - Learners must achieve 38 credits in total. Learners must achieve the 4 credits from the mandatory unit and a minimum of 34 credits from any combination of the optional units, of which 17 credits must be achieved at Level 2 or above. Units with the same title at different levels are barred.

Qualifications





Learners can progress to onto higher level study or into employment .

Operational start date 01-Dec-2012









Age Range Award: Pre16; 16-18; 19+ Certificate & Diploma: 16-18; 19+

Rules of Combination Level 3 Award – Learners must achieve 12 credits in total. The 12 credits can be achieved from any part of the Qualification and units


© AIM Awards 2013

with the same title at different levels are barred. A minimum of 8 credits must be achieved at Level 3. ICT Functional skills with any of the three units with embedded FS (IUF:FS – ICF:FS – ISF:FS) may be included at Level 2 and will be valued at 4 credits. Level 3 Certificate - Learners must achieve 25 credits in total. Learners must achieve the 5 credits from the mandatory unit and a minimum of 20 credits from any combination of the optional units, of which 10 credits must be achieved at Level 3. Units with the same title at different levels are barred. ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF:FS) may be included at Level 2 and will be valued at 5 credits. Level 3 Diploma - Learners must achieve 39 credits in total. Learners must achieve the 5 credits from the mandatory unit and a minimum of 20 credits from any combination of the optional units, of which 17 credits must be achieved at Level 3. Units with the same title at different levels are barred.

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.

Certification End Date The final date that certificates can be issued for these qualifications is three years from the Review Date.

AIM Awards Level 1 Award in IT User Skills (QCF)

31-Jul-2020

AIM Awards Level 1 Certificate in IT User Skills (QCF) 31-Jul-2020

AIM Awards Level 1 Diploma in IT User Skills (QCF) 31-Jul-2020

AIM Awards Level 2 Award in IT User Skills (QCF) 31-Jul-2020



AIM Awards Level 3 Award in IT User Skills (QCF) 31-Jul-2020


© AIM Awards 2013



Resource Requirements

There are no specific resource requirements for these qualifications. Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification.


© AIM Awards 2013

Section 2 Structure and Content


Qualifications


© AIM Awards 2013

Section Two

Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b

Qualification Structure, Unit List & Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

The rules of combination for the AIM Awards Suite of IT User Skills (QCF) Qualifications are displayed in the following way:

Level 1 Award in IT User Skills (QCF)

Level 1 Certificate in IT User Skills (QCF)

Level 1 Diploma in IT User Skills (QCF)







Rules of Combination for: AIM Awards Level 1 Award in IT User Skills (QCF)

Learners must achieve 9 credits in total. The 9 credits can be achieved from any part of the Qualification and units with the same title at different levels are barred. A minimum of 6 credits must be achieved at Level 1. Equivalent units: ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF: FS) may be included at Level 1 or Level 2. Level 1 will be valued at 5 credits and Level 2 will be valued at 3 credits.

Rules of Combination for: AIM Awards Level 1 Certificate in IT User Skills (QCF)

Learners must achieve 13 credits in total. Learners must achieve the 3 credits from the mandatory unit and a minimum of 10 credits from any combination of the optional units, of which 5 credits must be achieved at Level 1 or above. Units with the same title at different levels are barred. ICT Functional skills with any of the three units with embedded FS (IUF:FS – ICF:FS – ISF:FS) may be included at Level 1 or Level 2 and will be valued at 5 credits.

Rules of Combination for: AIM Awards Level 1 Diploma in IT User Skills (QCF)

Learners must achieve 37 credits in total. Learners must achieve the 3 credits from the mandatory unit and a minimum of 34 credits from any combination of the optional units, of which 17 credits must be achieved at Level 1. Units with the same title at different levels are barred.


© AIM Awards 2013

Unit List for Level 1 Qualifications Only

AIM Awards Unit Code

Unit Reference Number

Unit Title M/O Level Credit Value

GLH

CN0/L1/EA/001 T/502/4153 Improving Productivity Using IT

M One 3 20

CQ6/L1/EA/002 K/502/4389 Audio Software O One 2 15

CQ6/L2/EA/001 D/502/4390 Audio Software O Two 3 20

CQ6/L3/EA/001 H/502/4391 Audio Software O Three 4 30

CP4/L1/EA/001 A/502/4395 Bespoke Software O One 2 15

CP4/L2/EA/001 F/502/4396 Bespoke Software

O Two 3 20

CP4/L3/EA/001 J/502/4397 Bespoke Software O Three 4 30

CN1/E3/EA/002 Y/502/0189 Computer Basics O Entry 3 1 5

CN0/E3/EA/001 Y/502/0192 Computer Security and Privacy

O Entry 3 1 5

CP7/L1/EA/001 F/502/4401 Computerised Accounting Software

O One 2 15

CP7/L2/EA/001 J/502/4402 Computerised Accounting Software

O Two 3 20

CP7/L3/EA/001 L/502/4403 Computerised Accounting Software

O Three 5 35

CY0/L1/EA/001 F/502/4558 Data Management Software

O One 2 15

CY0/L2/EA/001 J/502/4559 Data Management Software O Two 3 20

CY0/L3/EA/001 A/502/4560 Data Management Software O Three 4 30

CY0/E3/EA/001 R/502/2216 Data Management Software O Entry 3 2 15

CP2/L1/EA/003 H/502/4553 Database Software O One 3 20

CP2/L2/EA/002 M/502/4555 Database Software O Two 4 30

CP2/L3/EA/002 T/502/4556 Database Software O Three 6 45

CP2/E3/EA/001 J/502/0169 Database Software O Entry 3 2 15

CQ5/E3/EA/001 L/502/0173 Design and Imaging Software O Entry 3 2 15

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Improving-Productivity-Using-IT-L1-CV3.pdf


http://aimawards.org.uk/wp-content/uploads/units/aim_units/Audio-Software-L1-CV2.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Bespoke-Software-L1-CV2.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Computer-Basics-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Computer-Security-and-Privacy-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Computer-Security-and-Privacy-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Computerised-Accounting-Software-L1-CV2.pdf






http://aimawards.org.uk/wp-content/uploads/units/aim_units/Data-Management-Software-L1-CV2.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Data-Management-Software-E3-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Database-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Database-Software-E3-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Design-and-Imaging-Software-E3-CV3.pdf


© AIM Awards 2013

CQ5/L1/EA/003 M/502/4572 Design Software O One 3 20

CQ5/L2/EA/002 T/502/4573 Design Software O Two 4 30

CQ5/L3/EA/002 A/502/4574 Design Software O Three 5 40

CQ2/L1/EA/001 Y/502/4565 Desktop Publishing Software O One 3 20

CQ2/L2/EA/001 D/502/4566 Desktop Publishing Software O Two 4 30

CQ2/L3/EA/001 H/502/4567 Desktop Publishing Software O Three 5 30

CP5/E3/EA/001 D/502/0193 Digital Lifestyle O Entry 3 1 5

CQ5/L1/EA/005 J/502/4609 Drawing and Planning Software

O One 2 15

CQ5/L2/EA/004 A/502/4610 Drawing and Planning Software

O Two 3 20

CQ5/L3/EA/003 F/502/4611 Drawing and Planning Software

O Three 4 30

CQ5/L1/EA/006 J/502/4612 Imaging Software O One 3 20

CQ5/L2/EA/005 L/502/4613 Imaging Software O Two 4 30

CQ5/L3/EA/004 R/502/4614 Imaging Software O Three 5 40

CN0/L1/EA/001 T/502/4153 Improving Productivity Using IT (Award Only)

O One 3 20

CN0/L2/EA/001 J/502/4156 Improving Productivity Using IT (Award Only)

O Two 4 30

CN0/L3/EA/001 L/502/4157 Improving Productivity Using IT (Award Only)

O Three 5 40

CP4/L1/EA/003 Y/502/4291 IT Communication Fundamentals

O One 2 15

CP4/L2/EA/002 D/502/4292 IT Communication Fundamentals

O Two 2 15

CP1/L1/EA/001 R/502/4256 IT Security for Users O One 1 10

CP1/L2/EA/001 Y/502/4257 IT Security for Users O Two 2 15

CP1/L3/EA/001 D/502/4258 IT Security for Users O Three 3 20

CP0/L1/EA/001 L/502/4384 IT Software Fundamentals O One 3 20

CP0/L2/EA/001 R/502/4385 IT Software Fundamentals O Two 3 20

CN0/E3/EA/002 T/502/0166 IT User Fundamentals O Entry 3 2 15

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Design-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Desktop-Publishing-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Digital-Lifestyle-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Drawing-and-Planning-Software-L1-CV2.pdf






http://aimawards.org.uk/wp-content/uploads/units/aim_units/Imaging-Software-L1-CV3.pdf







http://aimawards.org.uk/wp-content/uploads/units/aim_units/Improving-Productivity-Using-IT-L3-CL5.pdf


http://aimawards.org.uk/wp-content/uploads/units/aim_units/IT-Communication-Fundamentals-L1-CV2.pdf




http://aimawards.org.uk/wp-content/uploads/units/aim_units/IT-Security-For-Users-L1-CV1.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/IT-Software-Fundamentals-L1-CV3.pdf


http://aimawards.org.uk/wp-content/uploads/units/aim_units/IT-User-Fundamentals-E3-CV2.pdf


© AIM Awards 2013

CN0/L1/EA/003 J/502/4206 IT User Fundamentals O One 3 20

CN0/L2/EA/003 L/502/4207 IT User Fundamentals O Two 3 20

CQ6/L1/EA/004 Y/502/4615 Multimedia Software O One 3 20

CQ0/L2/EA/001 D/502/4616 Multimedia Software O Two 4 30

CQ6/L3/EA/002 H/502/4617 Multimedia Software O Three 6 45

CP0/L1/EA/003 D/502/4244 Optimise IT System Performance

O One 2 15

CP0/L2/EA/003 H/502/4245 Optimise IT System Performance

O Two 4 30

CP0/L3/EA/001 K/502/4246 Optimise IT System Performance

O Three 5 40

CX0/E3/EA/001 J/502/2214 Personal Information Management Software

O Entry 3 1 10

CX0/L1/EA/001 Y/502/4369 Personal Information Management Software

O One 2 15

CX0/L2/EA/001 L/502/4370 Personal Information Management Software

O Two 2 15

CQ0/E3/EA/001 A/502/0170 Presentation Software O Entry 3 2 15

CQ0/L1/EA/001 K/502/4621 Presentation Software O One 3 20

CQ0/L2/EA/002 M/502/4622 Presentation Software O Two 4 30

CQ0/L3/EA/001 T/502/4623 Presentation Software O Three 6 45

CN0/E3/EA/003 R/502/0191 Productivity Programmes O Entry 3 1 5

CP6/L1/EA/001 K/502/4618 Project Management Software

O One 3 20

CP6/L2/EA/001 M/502/4619 Project Management Software

O Two 4 30

CP6/L3/EA/001 H/502/4620 Project Management Software

O Three 5 40

CP4/L1/EA/005 Y/502/4209 Set Up an IT System O One 3 20

CP4/L2/EA/004 L/502/4210 Set Up an IT System O Two 4 30

CP4/L3/EA/002 R/502/4211 Set Up an IT System O Three 5 40

CP4/L1/EA/008 L/502/4398 Specialist Software O One 2 15

CP4/L2/EA/006 R/502/4399 Specialist Software O Two 3 20


http://aimawards.org.uk/wp-content/uploads/units/aim_units/IT-User-Fundamentals-L2-CV3.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Multimedia-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Optimise-IT-System-Performance-L1-CV2.pdf






http://aimawards.org.uk/wp-content/uploads/units/aim_units/Personal-Information-Management-Software-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Personal-Information-Management-Software-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Personal-Information-Managment-Software-L1-CV2.pdf




http://aimawards.org.uk/wp-content/uploads/units/aim_units/Presentation-Software-E3-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Presentation-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Productivity-Programmes-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Project-Management-Software-L1-CV3.pdf






http://aimawards.org.uk/wp-content/uploads/units/aim_units/Set-Up-an-IT-System-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Specialist-Software-L1-CV2.pdf



© AIM Awards 2013

CS0/L3/EA/001 A/502/4400 Specialist Software O Three 4 30

CP4/E3/EA/001 L/502/2215 Specialist/Bespoke Software O Entry 3 2 15

CP3/E3/EA/004 F/502/0168 Spreadsheet Software O Entry 3 2 15

CP3/L1/EA/003 A/502/4624 Spreadsheet Software O One 3 20

CP3/L2/EA/002 F/502/4625 Spreadsheet Software O Two 4 30

CP3/L3/EA/002 J/502/4626 Spreadsheet Software O Three 6 45

CR3/E3/EA/003 L/502/0190 The Internet and World Wide Web

O Entry 3 1 5

CP4/2/EA/003 M/503/0498 Understanding the Potential of IT (Diploma Only)

O Two 8 70

CP5/L1/EA/001 A/502/4378 Using Collaborative Technologies

O One 3 20

CR5/L2/EA/002 F/502/4379 Using Collaborative Technologies

O Two 4 30

CP5/L3/EA/001 T/502/4380 Using Collaborative Technologies

O Three 6 45

CR3/E3/EA/004 J/502/0172 Using Email O Entry 3 1 10

CR3/L1/EA/005 J/502/4299 Using Email O One 2 15

CR3/L2/EA/003 M/502/4300 Using Email O Two 3 20

CR3/L3/EA/003 T/502/4301 Using Email O Three 3 20

CN4/E3/EA/001 D/502/0176 Using Mobile IT Devices O Entry 3 1 10

CN4/L1/EA/001 H/502/4374

Using Mobile IT Devices O One 2 15

CN4/L2/EA/001 K/502/4375 Using Mobile IT Devices O Two 2 15

CR3/E3/EA/005 F/502/0171 Using the Internet O Entry 3 1 10

CR3/L1/EA/006 T/502/4296 Using the Internet O One 3 20

CR3/L2/EA/004 A/502/4297 Using the Internet O Two 4 30

CR3/L3/EA/004 F/502/4298 Using the Internet O Three 5 40

CQ6/L1/EA/005 K/502/4392 Video Software O One 2 15

CQ6/L2/EA/003 M/502/4393 Video Software O Two 3 20


http://aimawards.org.uk/wp-content/uploads/units/aim_units/Specialist-Bespoke-Software-E3-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Spreadsheet-Software-E3-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Spreadsheet-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/The-Internet-and-World-Wide-Web-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/The-Internet-and-World-Wide-Web-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Understanding-the-Potential-of-IT-L2-CV8.pdf


http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-Collaborative-Technologies-L1-CV3.pdf






http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-Email-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-Email-L1-CV2.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-Mobile-IT-Devices-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-Mobile-IT-Devices-L1-CV2.pdf


http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-the-Internet-E3-CV1.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Using-the-Internet-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Video-Software-L1-CV2.pdf



© AIM Awards 2013


CQ0/L1/EA/002 L/502/4630 Website Software O One 3 20

CQ0/L2/EA/003 R/502/4631 Website Software O Two 4 30

CQ0/L3/EA/002 Y/502/4632 Website Software O Three 5 40

CQ1/E3/EA/003 A/502/0167 Word Processing Software O Entry 3 2 15

CQ1/L1/EA/003 L/502/4627 Word Processing Software O One 3 20

CQ1/L2/EA/002 R/502/4628 Word Processing Software O Two 4 30

CQ1/L3/EA/002 Y/502/4629 Word Processing Software O Three 6 45


Learners must achieve 10 credits in total. The 10 credits can be achieved from any part of the Qualification and units with the same title at different levels are barred. A minimum of 7 credits must be achieved at Level 2. Equivalent units: ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF: FS) may be included at Level 2 and will be valued at 5 credits.


Learners must achieve 16 credits in total. Learners must achieve the 4 credits from the mandatory unit and a minimum of 12 credits from any combination of the optional units, of which 6 credits must be achieved at Level 2 or above. Units with the same title at different levels are barred. ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF:FS) may be included at Level 2 and will be valued at 5 credits.

Rules of Combination for: AIM Awards Level 2 Diploma IT User Skills (QCF)

Learners must achieve 38 credits in total. Learners must achieve the 4 credits from the mandatory unit and a minimum of 34 credits from any combination of the optional units, of which 17 credits must be achieved at Level 2 or above. Units with the same title at different levels are barred.




GLH

CN0/L2/EA/001 J/502/4156 Improving Productivity Using IT

M Two 4 30

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Website-Software-L1-CV3.pdf



http://aimawards.org.uk/wp-content/uploads/units/aim_units/Word-Processing-Software-E3-CV2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Word-Processing-Software-L1-CV3.pdf






© AIM Awards 2013






O Two 3 20



O One 2 15


O Two 3 20


O Three 5 35


O One 2 15













O One 2 15


O Two 3 20


O Three 4 30
































© AIM Awards 2013





O One 3 20


O Two 4 30


O Three 5 40


O One 2 15


O Two 2 15












O One 2 15


O Two 4 30


O Three 5 40


O One 2 15


O Two 2 15





































© AIM Awards 2013




O One 3 20


O Two 4 30


O Three 5 40











O Two 8 70


O One 3 20


O Two 4 30


O Three 6 45




CN4/L1/EA/001 H/502/4374




































© AIM Awards 2013












Learners must achieve 12 credits in total. The 12 credits can be achieved from any part of the Qualification and units with the same title at different levels are barred. A minimum of 8 credits must be achieved at Level 3. ICT Functional skills with any of the three units with embedded FS (IUF:FS – ICF:FS – ISF:FS) may be included at Level 2 and will be valued at 4 credits.


Learners must achieve 25 credits in total. Learners must achieve the 5 credits from the mandatory unit and a minimum of 20 credits from any combination of the optional units, of which 10 credits must be achieved at Level 3. Units with the same title at different levels are barred. ICT Functional skills with any of the three units with embedded FS (IUF: FS – ICF: FS – ISF:FS) may be included at Level 2 and will be valued at 5 credits.

Rules of Combination for: AIM Awards Level 3 Diploma in IT User Skills (QCF)

Learners must achieve 39 credits in total. Learners must achieve the 5 credits from the mandatory unit and a minimum of 20 credits from any combination of the optional units, of which 17 credits must be achieved at Level 3. Units with the same title at different levels are barred.












© AIM Awards 2013





GLH

CN0/L3/EA/001 L/502/4157 Improving Productivity Using IT

M Three 5 40






O Two 3 20



O One 2 15


O Two 3 20


O Three 5 35


O One 2 15





































© AIM Awards 2013



O One 2 15


O Two 3 20


O Three 4 30





O One 3 20


O Two 4 30


O Three 5 40


O One 2 15


O Two 2 15












O One 2 15


O Two 4 30




































© AIM Awards 2013


O Three 5 40


O One 2 15


O Two 2 15





O One 3 20


O Two 4 30


O Three 5 40











O Two 8 70


O One 3 20


O Two 4 30


O Three 6 45






































© AIM Awards 2013


CN4/L1/EA/001 H/502/4374





























© AIM Awards 2013

Section 3 Quality Assurance


Qualifications


© AIM Awards 2013

Section 3 Assessment and Quality Assurance

How the qualification is assessed Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2

The qualification requires achievement of the specified unit with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows:

Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit, and approved by the Internal Verifier

The learners are assessed internally at the Centre, using the assessments set

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre

The portfolios of assessed evidence are externally verified by an external verifier appointed by AIM Awards

Appendix 5 contains the QCF Level Descriptors which provide a general shared understanding of learning and achievement at each level and are concerned with the outcomes of learning, not the process of learning or the method of assessment. For a more detailed overview of Assessment view our Assessment Documents at www.aimawards.org.uk

Unit Assessment Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2

Achievement of the unit is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit using the AIM Awards Assessment Definitions Document. See Appendix 3.

Appendix 4 contains a Glossary of Assessment Terms to help Centres understand the Assessment Terminology used in each assessment criteria. The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the Internal Verifier before use to ensure that they are fit for purpose. Once completed, Centre approved assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment.

Methods of Assessment Mapped to Ofqual General Conditions of Recognition:H1.2/H1.3/H5.2

All assessment tasks must be approved by the Internal Verifier before they are delivered. AIM Awards also provides Assessment Definitions (Appendix 3) for a wide range of assessment activities. This document includes a general description of the activity and, for each level (Entry to Level 3), details on how that method can be applied and what evidence is appropriate. Further guidance can be obtained from AIM Awards by contacting the named Quality or Curriculum contact for the centre.

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


© AIM Awards 2013

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

Assessment practices must reflect the AIM Awards Equality and Diversity and Access to Fair Assessment Policies. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for using and applying for Reasonable Adjustments at www.aimawards.org.uk.

Nominated Tutor/Assessor Requirements

As an Awarding Organisation we require that tutors / assessors have relevant teaching experience and hold a qualification in the relevant subject area. Assessors should have an Assessor qualification or evidence of recent relevant experience. Internal Verifiers should have an Internal Verification qualification or evidence of recent relevant experience. Suitable qualifications include:

Teaching

Level 3 or 4 PTLLS or above

Diploma or Certificate in Education

Bachelors or Masters Degree in Education

Level 3 Award in Understanding the Principles and Practices of Assessment

Level 3 Award in Assessing Vocationally Related Achievement Internal Verification

Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice

Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice

Training and Support

We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own Training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at www.aimawards.org.uk

Marking Tasks Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2/H5.4

Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Learners should be given written feedback on their work with guidance on how they can improve their performance. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded.




© AIM Awards 2013

Recording Achievement

You must record each learner’s achievement of each unit on an appropriate tracking form or forms. The form/s should record the learner’s achievement of the unit assessment criteria evidenced by the task, identifying where the evidence can be found.

Functional Skills

The units of this qualification may provide opportunities for the development of Functional Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and Communication.

Moderation

Moderation is the process by which we confirm that assessment decisions in centres are

Made by competent and qualified assessors

The product of sound and fair assessment practice

Recorded accurately and appropriately We do this by:

Internal verification

External verification – which we carry out through our External Verifiers who, by supporting you, will make sure that assessments meet nationally, agreed standards and that quality assurance systems continue to meet our centre approval criteria.

National Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards and national standardisation activity. National standardisation is a process that promotes consistency in the understanding and application of standards, it:

Establishes statements on the standard of evidence required to meet the assessment criteria for the units in AIM Awards qualifications

Makes recommendations on assessment practice

Produces advice and guidance for the assessment of units

Identifies good practice in assessment.

It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners’ evidence for National Standardisation if requested. AIM Awards will notify Centres of the required sample for National Standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will either be collected by an AIM Awards representative or a copy requested by post. Outcomes from National Standardisation will be made available to Centres.


© AIM Awards 2013

Section 4 Operational Guidance


Qualifications


© AIM Awards 2013

Section 4 Operational Guidance

Offering the qualification

To offer this qualification Centres must be a recognised AIM Awards centre and be able to meet the criteria for the safe and secure award of credit. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and Centres will have an identified administration officer to support their Centre. Centres who wish to offer this qualification must complete and submit the Qualification Approval Form - see Appendix 1. This form is also available on the AIM Awards website at www.aimawards.org.uk AIM Awards can advise Centres on the best and most efficient methods for offering this qualification to learners. There is an experienced customer service team ready to offer advice at any time.

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

New Centres need to contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at www.aimawards.org.uk

Quality Assurance and Internal/National Standardisation

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

The standard quality assurance arrangements and requirements include:

Internal verification

External verification

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

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

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



http://www.aimawards.org.uk/uFiles/file/AIM%20Awards%20Qualification%20Fees%20and%20Prices%2011-12%20.pdf


© AIM Awards 2013

Charges

Section 5 Appendices


Qualifications


© AIM Awards 2013

Appendix 1 – Qualification Approval Form........................................................... . 35

Appendix 2 – Qualification Description (Summary)………………………………………. 37

Appendix 3 – AIM Awards Assessment Definitions........................................... 42

Appendix 4– AIM Awards Glossary of Assessment Terms................................. 57

Appendix 5 – Level Descriptors......................................................................... 60


© AIM Awards 2013

APPENDIX 1

QUALIFICATION APPROVAL

FORM


© AIM Awards 2013

Centres are required to complete a Qualification Approval Form per qualification level and size. Please download these separately from the AIM Awards website:

AIM Awards Level 1 Award in IT User Skills (QCF) AIM Awards Level 1 Certificate in IT User Skills (QCF) AIM Awards Level 1 Diploma in IT User Skills (QCF) AIM Awards Level 2 Award in IT User Skills (QCF) AIM Awards Level 2 Certificate in IT User Skills (QCF) AIM Awards Level 2 Diploma in IT User Skills (QCF) AIM Awards Level 3 Award in IT User Skills (QCF) AIM Awards Level 3 Certificate in IT User Skills (QCF) AIM Awards Level 3 Diploma in IT User Skills (QCF)

http://aimawards.org.uk/aim-awards-qualifications-units/?p=qual&fid=1&qid=217










© AIM Awards 2013

APPENDIX 2

QUALIFICATION DESCRIPTION (SUMMARY)


© AIM Awards 2013


Qualifications

Description of the Qualifications The AIM Awards Suite of IT User Skills (QCF) qualifications is a nationally recognised programme

designed by employers to meet the needs of business and to to fit within the e-skills ITQ

Framework and is available at Level 1, Level 2 and Level 3.

Awards, Certificates and Diplomas are offered at all levels, giving opportunities for learners to be

placed on a programme of learning of an appropriate level and size. The qualifications allow

learners to acquire and apply a range of IT User Skills that will help them to work productively and

efficiently. The wide range of units allows the qualification to be very flexible and able to be

tailored to individual needs and to different vocational sectors.

The qualifications are suitable for a wide range of learners including employees and work-based

learners, adults returning to study and young learners in full or part-time education. The flexibility

of the ITQ framework will enable individuals’ skills to be adapted for a specific work based activity

and/or employer’s requirements. The IT User Skills qualifications allow for flexibility and choice

through the use of optional units and spiky profiles. Learners, tutors and employers can identify

the most appropriate units and levels of skills to meet their needs and candidates can have a range

of competences recognised at lower or higher levels.


© AIM Awards 2013

Qualification Title


AIM Awards Level 1 Certificate in IT User Skills (QCF)

AIM Awards Level 1 Diploma in IT User Skills (QCF)

Ofqual Qualification Number

600/7249/0 600/7068/7 600/7440/1

Guided Learning Hours 60-75 90-105 250-300

Total Credits required 9 13 37

Mandatory Credits required N/A 3 3

Minimum Age N/A N/A N/A

Qualification Start Date: 01-Dec-2012 01-Dec-2012 01-Jan-2013

Charge per learner: £28 (Offer to June 2014 £20)

£45 (Offer to June 2014 £20)

£80 (Offer to June 2014 £20)

Qualification Title





600/7250/7 600/7065/1 600/7251/9




Minimum Age N/A N/A N/A

Qualification Start Date: 01-Dec-2012 01-Dec-2012 01-Dec-2012


£45 (Offer to June 2014 £20)

£80 (Offer to June 2014 £20)

Approval Details


© AIM Awards 2013

Qualification Title





600/7066/3 600/7067/5 600/7070/5




Minimum Age N/A 16 16

Qualification Start Date: 01-Dec-2012 01-Dec-2012 01-Dec-2012


£70 (Offer to June 2014 £20)

£95 (Offer to June 2014 £20)

How to Achieve the Qualifications

Level 1 Award - Learners must achieve 9 credits in total. The 9 credits can be achieved from any

part of the Qualification (O) and units with the same title at different levels are barred. A minimum

of 6 credits must be achieved at Level 1.

Level 1 Certificate - Learners must achieve 13 credits in total. Learners must achieve 3 credits

from the mandatory unit (M) and a minimum of 10 credits from any combination of the optional

units (O), of which 5 credits must be achieved at Level 1 or above. Units with the same title at

different levels are barred.

Level 1 Diploma - Learners must achieve 37 credits in total. Learners must achieve 3 credits from

the mandatory unit (M) and a minimum of 34 credits from any combination of the optional units

(O), of which 17 credits must be achieved at Level 1. Units with the same title at different levels are

barred.


© AIM Awards 2013

Level 2 Award - Learners must achieve 10 credits in total. The 10 credits can be achieved from

any part of the Qualification (O) and units with the same title at different levels are barred. A

minimum of 7 credits must be achieved at Level 2.

Level 2 Certificate - Learners must achieve 16 credits in total. Learners must achieve 4 credits

from the mandatory unit (M) and a minimum of 12 credits from any combination of the optional

units (O), of which 6 credits must be achieved at Level 2 or above. Units with the same title at

different levels are barred.

Level 2 Diploma - Learners must achieve 38 credits in total. Learners must achieve 4 credits from

the mandatory unit (M) and a minimum of 34 credits from any combination of the optional units

(O), of which 17 credits must be achieved at Level 2 or above. Units with the same title at different

levels are barred.

Level 3 Award - Learners must achieve 12 credits in total. The 12 credits can be achieved

from any part of the Qualification (O) and units with the same title at different levels are

barred. A minimum of 8 credits must be achieved at Level 3.

Level 3 Certificate - Learners must achieve 25 credits in total. Learners must achieve 5

credits from the mandatory unit (M) and a minimum of 20 credits from any combination

of the optional units (O), of which 10 credits must be achieved at Level 3. Units with the

same title at different levels are barred.

Level 3 Diploma - Learners must achieve 39 credits in total. Learners must achieve 5

credits from the mandatory unit (M) and a minimum of 20 credits from any combination

of the optional units (O), of which 17 credits must be achieved at Level 3. Units with the

same title at different levels are barred.


© AIM Awards 2013

APPENDIX 3

AIM AWARDS ASSESSMENT

DEFINITIONS


© AIM Awards 2013

AIM Awards: Qualifications and Credit Framework

Assessment Definitions

1. Case Study

Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. It may also be used with individual learners as a written activity through case study materials and learner responses.

Activity: Assessed by: Evidence could include:

Entry

Level

Case studies should be simple, immediate and familiar to the learner. Discussion should be short, structured and supervised (group or one-to-one). Written work should be short structured and supervised.

Tutor observation and discussion Tutor assessment of written work.

Tutor record of observation Summary of discussion

Audio / video / photographic

record

Written work

Level

One

Case studies should be limited in range, familiar and require a narrow range of knowledge. Discussion should be structured and involve a limited degree of judgement (group or one-to-one). Written work should be structured and involve a limited degree of judgement.

Tutor observation, discussion Tutor assessment of

written work.

Tutor record of observation Summary of discussion Learner notes Audio /video / photographic record Written work

Level

Two

Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (GL1 = 500 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work.

Tutor record Learner record Peer checklist Summary of discussion

Audio /video / photographic record Written work

Level

Three

Case studies should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar contexts. Discussion should be guided but self-

directed (group).

Written work should allow for autonomy,

evaluation and reasoned judgements to be

made (GL = 1000 words).

Peer assessment Self-assessment, Tutor observation Assessment of written work

Tutor record Learner record Peer checklist Summary of discussion Audio /video / photographic record Written work

1 GL = guidance on length of activity.


© AIM Awards 2013

2. Oral Question and Answer

This is the use of specific, open or closed questions for immediate response. They can range from quite formal questions, e.g. an oral test, to a quick, fun way of finding out where learners are up to e.g. a quiz. This allows response and questioning from learners and immediate feedback from tutor.


Entry

Level

Process should be informal and non-threatening and questions should cover a narrow range of areas. Learners should be supported in answering and given a number of opportunities to respond.

Tutor Tutor record/notes Audio/video log

Level

One

Process should be informal and should

include both open and closed questions

covering a narrow range of knowledge.

Learners should be encouraged by the use

of supplementary questions.

Tutor Tutor record/notes Audio/video log

Level

Two

Open and closed questions should be

included, covering a number of topics.

Learners should be encouraged to expand

on their answers.

Tutor, with a degree of self-assessment

Tutor record/notes Audio/video log Learner notes or log

Level

Three

Questions should cover a wide range of

knowledge and contexts.

They should allow responses to unfamiliar

and unpredictable problems.

The process may be time limited and

formal, or may be a structured two-way

discussion.

Tutor, with a degree of self-assessment and evaluation of own learning

Tutor record/notes Audio/video log Learner notes or log


© AIM Awards 2013

3. Written Question and Answer / Test / Exam

This is the use of specific, open and closed questions for immediate response. They can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, e.g. a quiz. It allows response and questioning from individual learners and feedback from tutor. On-line assessment may be used.


Entry

Level

Process should be informal and non-threatening and questions should cover a narrow range of areas. Possible use of multi-choice questions.

Tutor Written responses Learner responses and tutor feedback

Level

One

Process should be informal and non-threatening. Questions should encourage learners to make use of knowledge rather than just testing recall.

Tutor or external marker (for exams/tests)

Written responses Learner responses and tutor feedback

Level

Two

Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited.



Level

Three

Questions should cover a wide range of knowledge and contexts, and allow responses to unfamiliar and unpredictable problems. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. The process may be time limited.




© AIM Awards 2013

4. Essay

A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes an introduction, the information / opinions / evaluation / analysis and a conclusion.


Entry

Level

It would be unlikely that an essay would be used as an assessment activity at Entry Level as it would not be appropriate for the learner. It could be used in a very simple form to allow learners to demonstrate recall and comprehension in a narrow range of ideas.

Tutor through discussion

The marked essay Tutor feedback

Level

One

The essay subject should be simple and the response should be descriptive and not analytical or evaluative. A narrow range of applied knowledge and demonstration of basic comprehension would be expected. Learners should be given detailed information on how to structure the essay and on the criteria for achievement.

Tutor The marked essay Tutor feedback

Level

Two

The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words

Tutor The marked essay

Tutor feedback.

Level

Three

The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement. GL = 1000 words

Tutor The marked essay

Tutor feedback


© AIM Awards 2013

5. Report A report is a record of an activity and/or a summary of research which presents information in a structured way; this does not include opinion, but may include analysis or evaluation. It may be presented in written or oral form.


Entry

Level

Report should be oral and informal. The information or activity being reported on should be simple and familiar. Learners should be supported in preparing and giving a report and given a number of opportunities to respond.

Tutor (for written report)

Tutor record.

Level

One

Report could be presented orally or in written format. Oral presentation should be informal. Information used in the report should be readily available and activities should be in familiar contexts. Learners should be clear on the expected structure and criteria for the report and given support on planning and presentation.

Tutor (for written report)

Written report with tutor feedback Learner notes of oral presentation with tutor feedback.

Level

Two

Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, and from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.

Tutor (for written report) and/or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback

Level

Three

Report could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report. GL = 8 minutes for oral / 1000 words for written

Tutor (for written report) and or peers for an oral presentation.

Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback


© AIM Awards 2013

6. Project

This is a specific task involving private study and research for individuals or groups. It normally involves selection of a topic, planning, finding information and presenting results orally or in writing.

The learning may be assessed by the tutor, learner or peers, during and at the end of the process.


Entry

Level

Task should be simple, familiar, informal and supervised. It should involve repetitive and predictable processes.

Tutor observation and questioning during and at the end of process.

Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record

Level

One

Task should be selected with support from tutor to allow the demonstration of knowledge and skills in a range of predictable, structured and familiar contexts.

Tutor observation and questioning during and at the end of process.


Level

Two

Task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale.

Tutor/learner discussion during and at the end of the process, and through self-assessment.


Level

Three

Task should be selected with tutor guidance to allow the demonstration of knowledge and skills in a range of areas and contexts, and to show the use of reasoned judgements. The project should be planned and completed within an agreed timescale.

Tutor/learner discussion during and at the end of the process, and through self-assessment.



© AIM Awards 2013

7. Production of artefact

This is the production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge. Evidence must include completed artefact


Entry

Level

Artefact should be simple, familiar and informal. Its production should be supervised and involve repetitive and predictable processes.

Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process

Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record

Level

One

Artefact should be selected with support from tutor to allow the demonstration of skills and apply knowledge in a range of predictable, structured and familiar contexts.



Level

Two

Artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale.



Level

Three

Artefact should be selected with tutor guidance to allow the demonstration of skills and application of knowledge in a range of areas and contexts. Production of the artefact should be guided but self-directed. Production of the artefact should be planned and completed within an agreed timescale.




© AIM Awards 2013

8. Role Play/Simulation

This is the use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes


Entry

Level

Role-plays should be simple with scenarios that are familiar to the learner. Role-plays should be short, structured and supervised.

Tutor/peer observation One to one tutorial, discussion Self-assessment

Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log

Level

One

Role-plays should be limited in range, be familiar and require a narrow range of skills. Role-plays should be structured and involve limited degree of learner choice.

Tutor/peer observation One to one tutorial, discussion Self-assessment


Level

Two

Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but allow for a degree of learner autonomy.

Tutor/peer observation One to one tutorial, discussion Self-assessment.


Level

Three

Role-plays should allow the application of skills in a range of complex areas and in a variety of familiar and unfamiliar contexts.

Tutor/peer observation One to one tutorial, discussion Self-assessment.



© AIM Awards 2013

9. Written Description

This is the consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format.


Entry

Level

Subjects should be simple and familiar to learner. Written work should be short, structured and supervised.

Tutor assessment Discussion

Tutor record of observation and feedback Summary of discussion Completed work.

Level

One

Subjects should be limited in range, be familiar and require a narrow range of knowledge. Written work should be structured and involve limited degree of judgement.

Tutor assessment Discussion.


Level

Two

Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words.

Self-assessment Tutor assessment.


Level

Three

Subjects should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar context. GL = 1000 words.

Self-assessment Tutor assessment



© AIM Awards 2013

10. Practical Demonstration

This is a practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge.


Entry

Level

Practical demonstrations should be simple with situations that the learner is familiar with. They should be short, structured and supervised.

Tutor/peer observation One to one tutorial Discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log

Level

One

Practical demonstrations should be limited in range, be familiar and require a narrow range of skills and knowledge.



Level

Two

Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration.

Tutor/peer observation One to one tutorial Discussion Self-assessment.


Level

Three

Practical demonstrations should allow for the application of skills and knowledge in a range of complex areas and in a variety of familiar and unfamiliar contexts.




© AIM Awards 2013

11. Group Discussion

This is a discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning.


Entry

Level

Discussions should be simple with subjects that are familiar to the learner. The discussion should be short, structured and supervised.

Tutor One to one tutorial discussion Self-assessment

Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log

Level

One

Discussions should be limited in range, cover topics that are familiar to the learner. These should require a narrow range of skills. The discussion should be structured and involve a limited degree of learner choice.

Tutor Peer observation, One to one tutorial discussion Self-assessment


Level

Two

Discussions should allow for consideration of several topics covering a number of contexts. The discussion should be directed, but allow for a degree of learner autonomy.


Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log.

Level

Three

Discussion should allow for

consideration of a range of complex

topics and in a variety of familiar and

unfamiliar contexts.




© AIM Awards 2013

12. Performance / Exhibition

This is a performance or exhibition of music or drama with an audience, or a rehearsal or learner demonstration for individuals or groups. The evidence should include a summary of the feedback


Entry

Level

The performance/exhibition should be simple, informal and supervised.

Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)

Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log

Level

One

The performance/exhibition should be limited in range, familiar and require a narrow range of knowledge.



Level

Two

The performance/exhibition should be chosen with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas. The performance/exhibition should provide the opportunity for interpretation of the chosen piece.



Level

Three

The performance/exhibition should be chosen with the tutor to allow for the application of knowledge in a range of complex areas, in a variety of contexts. Performance should be guided but self-directed.




© AIM Awards 2013

13. Reflective log or diary

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


Entry

Level

The reflection process should normally be oral and supported. It may be supplemented by the use of drawings or diagrams. Learners should be asked to describe simply what they have learned with direction from the tutor.

Learner with tutor support

Drawings Diagrams Tutor records

Level

One

The reflection process should be written and may be in the form of brief, structured notes. Learner should be asked to record what they have learner at regular intervals and advised on what information to include. Learners should make limited judgements on what has been learned in terms of, for example, usefulness or interest.

Learner supported by tutor through tutorials

Learner log/diary Tutorial notes Tutor record

Level

Two

The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge/skills, what else they need to learn.

Learner supported by tutor through tutorials


Level

Three

The reflection process should be written and learners given guidance on appropriate methods. Learners should be asked to record regularly what they have learned and to make judgements on how effective the learning process has been in terms of, for example, usefulness, interest, extension of knowledge/skills, their own learning style and what else they need to learn.

Learner, discussed with the tutor.



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14. Practice File

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


Entry

Level

Practice evidence should be simple and specific. Learners should be directed on what to include. The tutor should map the evidence to specific learning outcome/s.

Discussion with the tutor

Document/s and tutor notes.

Level

One

Practice evidence should demonstrate the application of a narrow range of skills and/or knowledge. Learners should be given detailed guidance on what documents would be appropriate, how the evidence should be presented, and on mapping to learning outcomes.


Documents Learner notes Tutor comments.

Level

Two

Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and/or knowledge. Learners should receive guidance on the type of document which could be appropriate, e.g. a list, and advice on how to ensure the documents evidence specific learning outcomes, e.g., highlighting sections, notes and on how the file should be presented.


Structured file with tutor feedback.

Level

Three

Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate achievement.


Structured file with tutor feedback.


© AIM Awards 2013

Glossary of Assessment Terms

There are two main types of assessment: summative and formative. The key to good

assessment practice is for assessors to understand what each method contributes and to

build their practice to maximise the effectiveness of each.

Assessment Criteria: descriptions by which the assessor determines whether a learner has

demonstrated achievement of the intended learning outcomes for a particular level.

Formative assessment: designed to provide learners with feedback on progress and inform

development.

Summative Assessment: provides a measure of achievement in respect of a learner’s

performance in relation to the intended learning outcomes. It contributes to the overall

result of achieved/not achieved.

Assessment Terms

Analyse Identify separate factors, show how they are related and

how each one contributes to the whole

Appraise Consider the positive and negative points and give a

reasoned judgement

Assess Give consideration to all the factors or events that apply

and then make a careful and valued judgement as to

which are the most important or relevant

Comment critically Give a view after consideration of all the evidence. In

particular decide the importance of all the relevant

positive and negative aspects

Compare/Contrast Using the main factors that apply in two or more

situations unpick the similarities and differences or

advantages and disadvantages

Define Make clear what a particular term means and give an

example, if appropriate, to show what is meant

Demonstrate Show by example

Describe Give a clear overview that includes all the relevant


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features – ‘painting a picture with words’

Design Create a plan, proposal or brief to illustrate a concept or

idea

Discuss Take part in a conversation about a topic

Draw conclusions Use the evidence provided to reach a reasoned

judgement

Evaluate Decide the degree to which a statement is true or the

importance or value of something by reviewing the

information.

Explain Set out in detail the meaning of something, with reasons.

More complex than describe or list, so it can help to give

an example to show what is meant. Introduce the topic

then give the ‘how’ or ‘why’

Identify Pin point or choose the right one or give a list of the main

features

Illustrate Include examples, a diagram, pictures or photographs to

show what is meant

Interpret Give the meaning of something

List Provide the information in a list, rather than in

continuous writing

Outline Give a brief overview

Plan Work out and decide how to carry out a task or activity

Select Choose from a given range

State Give a clear but brief account

Summarise Write or articulate briefly the main points or essential

features

APPENDIX 5

LEVEL DESCRIPTORS

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

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


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Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Entry

Level

Entry 1 recognises progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills, knowledge

or understanding that relate to the immediate environment

Achievement at Entry 2 reflects

the ability to make use of skills,

knowledge and understanding to

carry out simple, familiar tasks

and activities with guidance.

Use knowledge or understanding to

carry out simple, familiar activities

Know the steps needed to complete

simple activities

Carry out simple, familiar tasks and

activities

Follow instructions or use

rehearsed steps to complete tasks

and activities

With appropriate guidance begin to take some responsibility for the outcomes of simple activities

Actively participate in simple and familiar activities

Achievement at Entry 3 reflects

the ability to make use of skills,

knowledge and understanding to

carry out structured tasks and

activities in familiar contexts, with

appropriate guidance where

needed

Use knowledge or understanding to

carry out structured tasks and

activities in familiar contexts.

Know and understand the steps

needed to complete structured

tasks and activities in familiar

contexts

Carry out structured tasks and

activities in familiar contexts

Be aware of the consequences of

actions for self and others

With appropriate guidance take

responsibility for the outcomes of

structured activities

Actively participate in activities in

familiar contexts


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Level 1 Achievement at level 1 reflects

the ability to use relevant

knowledge, skills and procedures

to complete routine tasks. It

includes responsibility for

completing tasks and procedures

subject to direction or guidance.

Use knowledge of facts, procedures

and ideas to complete well-defined,

routine tasks.

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

Complete well-defined routine

tasks.

Use relevant skills and procedures

Select and use relevant information

Identify whether actions have been

effective.

Take responsibility for completing

tasks and procedures subject to

direction or guidance as needed


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the ability to select and use

relevant knowledge, ideas, skills

and procedures to complete well-

defined tasks and address

straightforward problems. It

includes taking responsibility for


and exercising autonomy and

judgement subject to overall

direction or guidance.

Use understanding of facts,

procedures and ideas to complete

well-defined tasks and address

straightforward problems

Interpret relevant information and

ideas.

Be aware of the types of

information that are relevant to the

area of study or work

Complete well-defined, generally

routine tasks and address

straightforward problems.

Select and use relevant skills and

procedures.

Identify, gather and use relevant information to inform actions.

Identify how effective actions have been.

Take responsibility for completing tasks and procedures

Exercise autonomy and judgement subject to overall direction or guidance


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the ability to identify and use

relevant understanding, methods

and skills to complete tasks and

address problems that, while well

defined, have a measure of

complexity. It includes taking

responsibility for initiating and


as well as exercising autonomy

and judgement within limited

parameters. It also reflects

awareness of different

perspectives or approaches within

an area of study or work.

Use factual, procedural and

theoretical understanding to

complete tasks and address

problems that, while well defined,

may be complex and non- routine

Interpret and evaluate relevant

information and ideas

Be aware of the nature of the area

of study or work

Have awareness of different


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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the ability to identify and use

relevant understanding, methods

and skills to address problems

that are well defined but complex

and non-routine. It includes taking

responsibility for overall courses

of action as well as exercising

autonomy and judgement within

fairly broad parameters. It also

reflects understanding of different


an area of study or work

Use practical, theoretical or

technical understanding to address

problems that are well defined but

complex and non-routine

Analyse, interpret and evaluate

relevant information and ideas

Be aware of the nature and

approximate scope of the area of

study or work

Have an informed awareness of

different perspectives or

approaches within the area of study

or work

Address problems that are complex

and non-routine while normally

fairly well defined

Identify, adapt and use appropriate

methods and skills

Initiate and use appropriate

investigation to inform actions

Review the effectiveness and

appropriateness of methods,

actions and results

Take responsibility for courses of

action, including, where relevant,

responsibility for the work of others

Exercise autonomy and judgement

within broad but generally well-

defined parameters

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

[email protected]

mailto:[email protected]

AIM Awards Suite of IT User Skills (QCF) Qualifications · 2015-03-05 · 3 AIM Awards Suite Of IT...

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