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TRAINING STRUCTURE

1. TRAINING

• Based on indicative content

• Organised by authorised centre : Prison authority, arts organisation, education or training college, etc.

• Covers levels 3-5 (initially*)

• Delivered in appropriate format: formal classes, workshops, tutorials, online, etc.

* Level 6 planned to be developed later

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TRAINING STRUCTURE

3. ASSESSMENT

2. TASK EVIDENCE

• PRESENTATION METHOD: Written, ICT, video, audio

• SOURCES: Experiences, especially of prisons; literature (printed & online); interviews with staff, artists & inmates; documentaries, etc.

• Initially by accredited assessors at delivery centre

• Moderated through evidence sampling by accrediting organisation (The College of Teachers)

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ACCREDITATION PROCESS

2. TRAINING ORGANISED BY

ACCREDITED CENTRE

3. STUDENTS ENROL ON

TRAINING COURSE

4. CENTRE RUNS COURSE

IN SELECTED FORMAT

5. CENTRE ASSESSES

STUDENT WORK

6. THE COLLEGE OF TEACHERS

MODERATES CENTRE ASSESSMENTS

7. STUDENTS AWARDED QUALIFICATION

1. CENTRE REGISTERED &

ACCREDITED BY THE

COLLEGE OF TEACHERS

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ACCREDITATION FRAMEWORK

MODULE 1 (CORE)

Preparing to deliver artistic, creative and therapeutic

activities in a prison context

MODULE 2 (CORE)

Critical thinking related to delivering artistic, creative

and therapeutic activities to prisoners

MODULE 3 (ELECTIVE)

Delivering artistic, creative and therapeutic

activities to prisoners

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TCOT Professional Practice Award (Level 3)(A level equivalent)

Content must reflect evidence based on a range of theory and practice.

The course comprises 40 hours of notional learning time to include direct input, planning and implementation of practical tasks and a final assignment.

Content should be divided into 3 modules with 4 required practical tasks in total.

Tasks apply topic knowledge to develop understanding and practical skill.

The final task is a reflection on learning with a personal development plan (2,000 words)

THE COLLEGE OF TEACHERS

ACCREDITATION GUIDELINES

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TCOT Certificate of Educational Studies (Level 4)(HE Certificate equivalent)

Content must reflect evidence based on a range of theory and practice.

The course comprises 80 hours of notional learning time to include direct input, planning and implementation of practical tasks and a final assignment.

Content should be divided into 3 modules with 5 required practical tasks in total.

Tasks apply theoretical knowledge to develop understanding, critical reflection & skills.

The final task compares and evaluates 2 theoretical views in a practical application (on at least one occasion) that reflects experience (3,000 words).

THE COLLEGE OF TEACHERS

ACCREDITATION GUIDELINES

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TCOT Advanced Certificate of Educational Studies (Level 5)(HE diploma/ foundation degree equivalent)

Content must reflect evidence based on a range of theory and practice.

The course comprises 160 hours of notional learning time to include direct input, planning and implementation of practical tasks and a final assignment.

Content should be divided into 3 modules with 6 required practical tasks in total.

Tasks apply theoretical knowledge to develop understanding, critical reflection & skills.

The final task employs theoretical views, evaluated for strengths and weaknesses in a practical application (on more than one occasion) that reflects experience (3,500 words).

THE COLLEGE OF TEACHERS

ACCREDITATION GUIDELINES

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TCOT Advanced Certificate of Educational Studies

Level 5

160 hours

6 practical tasks

The final assignment = 3,500 words

THE COLLEGE OF TEACHERS

ACCREDITATION GUIDELINES

TCOT Certificate of Educational Studies

Level 4

TCOT Professional Practice Award

Level 3

40 hours 80 hours

5 practical tasks4 practical tasks

The final assignment = 2,000 words

The final assignment = 3,000 words

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Licentiate of TCOT (Level 6)(Graduate Honours level: 3 years equivalent of working/engaging role in education)

Content reflects evidence from an extensive range of theoretical discipline that underpin educational practice.

The course comprises 5,000 hours learning: direct input, planning & implementation of practical tasks + final assignment

Content should be divided into 3 modules with 8 required practical tasks.

Tasks apply a range of theoretical knowledge to develop understanding & skills with critical reflection from work experience.

An application of theoretical ideas & evaluation by stakeholders (4,000 words)

THE COLLEGE OF TEACHERS

ACCREDITATION GUIDELINES

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TASKS

Candidates must select 1 task from each of the 4 categories for Level 3,

plus 1 task from another category for level 4,

plus 1 task from each of 2 other categories for level 5

A. BACKGROUND

C. PRACTICE

B. RATIONALE

D. REFLECTION

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TASK A2Identifying the impact of artistic, creative & therapeutic activities on prisoners

TASK A1Identifying the specific conditions/problems of working with prisoners

A. BACKGROUND

B. RATIONALE

TASK B1Identifying the learner’s critical position & rationale for working with

prisoners and where & how these aims are best placed

TASK B2Identifying the level of critical thinking to be expected in a prison

environment: from the learner, the prison service, the participants, & what obstacles to critical thinking are to be faced

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TASK C2identifying methods for developing art-form skills with prisoners

TASK C1Identifying and applying the skills needed to deliver artistic, creative &

therapeutic activities with prisoners

C. PRACTICE

D. REFLECTION

TASK D1Reflecting on the impact of artistic, creative & therapeutic activities

interventions with prisoners

TASK D2Comparing the delivery of artistic, creative & therapeutic activities

within and outside the prison context

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ASSESSMENT CRITERIA

CREDIT LEVEL DESCRIPTORS

SETTING•Operational context

•Autonomy & responsibility for actions

PERFORMANCE & PRACTICE•Adaptation to context

•Performance•Team & organisational working•Ethical awareness & application

KNOWLEDGE & UNDERSTANDING •Knowledge & understanding

COGNATIVE SKILLS •Conceptionalisation & Critical Thinking•Problem Solving, Research & Enquiry

•Synthesis & Creativity•Analysis & evaluation

PERSONAL & ENABLING SKILLS•Personal evaluation & development•Interpersonal & communication skills

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ASSESSMENT CRITERIA

TASK A1Identifying the specific conditions/problems of working with prisoners

ASSESSMENT CRITERIA (Level 3)

SETTING (Operational context):Identifies specific conditions relating to working with inmates in a prisonenvironment using a given range of techniques and information sources

KNOWLEDGE & UNDERSTANDING:Understands & demonstrates some awareness of current issues relating todelivering arts to prisoners

COGNATIVE SKILLS (Synthesis & creativity):Collects information to assist in identifying solutions to problems relating todelivering arts to prisoners in a familiar context

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ASSESSMENT CRITERIA

ASSESSMENT CRITERIA (Level 4)

TASK A1Identifying the specific conditions/problems of working with prisoners

SETTING (Operational context): Identifies a range of conditions relating toworking with inmates in a prison environment using a range of techniquesand information sources

KNOWLEDGE & UNDERSTANDING: Understands & demonstrates a broadawareness of the current issues relating to delivering arts to prisoners

COGNATIVE SKILLS (Synthesis & creativity): Collects information from a varietyof sources to assist in identifying a variety of solutions to problems relating todelivering arts to prisoners in familiar contexts

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ASSESSMENT CRITERIA

ASSESSMENT CRITERIA (Level 5)

TASK A1Identifying the specific conditions/problems of working with prisoners

SETTING (Operational context): Identifies a wide range of different conditions relating to working with inmates in a prison environment using a wide range of techniques and information sources

KNOWLEDGE & UNDERSTANDING: Understands & demonstrates a detailed awareness of the various issues relating to delivering arts to prisoners

COGNATIVE SKILLS (Synthesis & creativity): Collects information from a wide variety of sources to assist in identifying a wide range of solutions to problems relating to delivering arts to prisoners in familiar and unfamiliar contexts

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ASSESSMENT CRITERIA

(Level 5)

SETTING : … a wide range of different conditions … a

wide range of techniques …

KNOWLEDGE : … a detailed awareness of the various issues …

COGNATIVE SKILLS: … from a wide variety of

sources … a wide range of solutions … in familiar and unfamiliar contexts

(Level 4)

SETTING: … a range of conditions … a range of

techniques …

KNOWLEDGE: … a broad awareness of the current issues …

COGNATIVE SKILLS: … from a variety of

sources … a variety of solutions … in familiar

contexts

(Level 3)

SETTING: … specific conditions …a given

range of techniques …

KNOWLEDGE: … some awareness of

current issues …

COGNATIVE SKILLS: Collects information … identifying solutions …

in a familiar context

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FOR FURTHER INFORMATION CONTACT

The College of Teachers,

Institute of Education,

20 Bedford Way,

London WC1H 0AL

+44 (0)20 7911 5536

www.collegeofteachers.ac.uk