Facilitating Learning and Development

Agored Cymru is a Welsh awarding body specialising in meeting the distinct needs of learners, employers and communities.

We exist to create flexible learning opportunities and reward achievement to help people of every age and level achieve their full potential.

All our units and qualifications are flexible enough to meet the needs of learners in any setting – from schools to FE and from offender learning to training in the workplace.

With over 20 years experience in designing inclusive learning, our team of specialists provides support in developing an accessible and quality assured curriculum.

We are a charity and social enterprise: we work collaboratively with partners to maximise the impact of learning in meeting the diverse needs of communities and employers in Wales.

Because we work exclusively in Wales, we are ideally placed to respond to the demands of our learners and centres. Our qualifications are uniquely tailored to the needs and priorities of individuals, communities, employers and the aims of a modern Wales.

We work for the benefit of Wales: our dedicated team of specialists is committed to promoting the Welsh language by encouraging assessment through the medium of Welsh.

We offer our recognised centres the opportunity to deliver effective lifelong learning, widen opportunity and enable progression within current education and training frameworks.

At all times, we are committed to providing a high quality, responsive service to all our centres and learners.

Agored Cymru Qualifications:

• are available through the medium of Welsh, including certification;
• enable accreditation of component units to recognise continuing professional development (CPD), where full qualifications are not required;
• meet the needs of learners in Wales by developing qualifications that respond directly to the Welsh agenda;
• provide a range of flexible and responsive provision, designed to help learners achieve their potential;
• are designed to suit the needs and priorities of individuals, communities, employers and the national aims of a modern Wales.

The qualifications for Learning and Development were developed following a nine-month review of the Learning and Development National Occupational Standards (NOS) by Lifelong Learning UK (LLUK). This was an extensive exercise that involved over 500 individual practitioners, managers and organisations from the sector and consultations with the relevant awarding organisations, sector skills councils, regulators and other key stakeholders across the UK. In parallel with the NOS consultation, LLUK also consulted on the types of qualifications that the learning and development community required. Further interviews were carried out with sector stakeholders in the summer of 2010.

As a result of this combined research and development, units and rules of combination were prepared for consultation. LLUK ran an online consultation in September 2010 and received responses from nearly 200 organisations and individuals. Workshops to refine the proposals were then held with the relevant awarding organisations, sector skills councils and learning and development experts from the industry.

These qualifications make up the learning and development practitioners section derived from the overall suite of Assessment & Quality Assurance and the Learning & Development qualifications:

Qualifications for assessors

• Level 3 Award in Understanding the Principles and Practices of Assessment
• Level 3 Award in Assessing Competence in the Work Environment
• Level 3 Award in Assessing Vocationally Related Achievement
• Level 3 Certificate in Assessing Vocational Achievement.

Qualifications for internal quality assurance staff (also known as internal verifiers or internal quality assurers)

• 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
• Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice.

Qualifications for external quality assurance staff (also known as external verifiers or external quality assurers)

• Level 4 Award in Understanding the External Quality Assurance of Assessment Processes and Practice
• Level 4 Award in the External Quality Assurance of Assessment Processes and Practice
• Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice.

Qualifications for learning and development practitioners 

• Level 3 Award in Understanding the Principles and Practices of Learning and Development
• Level 3 Award in Facilitating Learning and Development
• Level 3 Certificate in Learning and Development
• Level 4 Award in Learning and Development
• Level 4 Diploma in Learning and Development. Not currently offered through Agored Cymru.

Two Level 3 Awards, one Level 3 Certificate and one Level 4 Award have been developed by Agored Cymru for learning and development practitioner staff. Each qualification has at least one unit in common.

Each of the Learning and Development qualifications contains a unit covering knowledge and understanding of the learning and development cycle, its phases and their importance. In addition, the Level 3 Award in Facilitating Learning and Development, the Level 3 Certificate in Learning and Development and the Level 4 Diploma in Learning and Development all require the practitioner to demonstrate in practice that they can implement one or more phases of the cycle when working with learners.

Each qualification has a close relationship with the other qualifications in the Learning and development suite. At level 3, the smaller qualifications fully ‘nest’ within the larger ones with a number of units that appear in the Level 3 Award in Facilitating Learning and Development and the Level 3 Certificate in Learning and Development being found in the Level 4 Diploma in Learning and Development.

This principle has been followed in order to assist credit accumulation, transfer and progression, both horizontally (into larger qualifications at the same level) and vertically (up the QCF levels).

Level 3 Award in Understanding the Principles and Practices of Learning and Development

• Understanding the principles and practices of learning and development - Y/502/9541

Level 3 Award in Facilitating Learning and Development

• Understanding the principles and practices of learning and development - Y/502/9541

With either

• Facilitate learning and development in groups - F/502/9548

or

• Facilitate learning and development for individuals - J/502/954

Level 3 Certificate in Learning and Development

• Understanding the principles and practices of learning and development - Y/502/9541
• Reflect on and improve own practice in learning and development - J/502/9552

With either

• Facilitate learning and development in groups - F/502/9548

or

• Facilitate learning and development for individuals - J/502/9549

With a further 12 credits from optional unit groups.

Level 4 Award in Learning and Development

• Principles, theories and practices of learning and development - D/502/9542

With a further 6 credits from optional unit group.

Level 3 Award in Understanding the Principles and Practices of Learning and Development

Is intended to provide an introduction to the learning and development sector. It consists of one six-credit unit and does not require evidence of any practice.

Target groups for this qualification include:

• people who wish to get a ‘grounding’ in learning and development because they want to become practitioners in the future, but currently have no opportunity to practise;
• people who manage learning and development practitioners, do not practise themselves but wish to get a better understanding of the sector and its principles;
• people working in other sectors with an interest in learning and development who wish to enhance their knowledge and understanding of the sector through continuing professional development.

Level 3 Award in Facilitating Learning and Development

The practitioner must have both the knowledge and understanding of learning and development, and evidence that they can apply this knowledge and understanding by working in one of two contexts either with groups of learners or with individual learners.

Target groups for this qualification include:

• people who are entering the field of learning and development practice and need to demonstrate a minimum ‘threshold’ level of competence to facilitate learning and development of limited scope;
• people who have learning and development practice as a small part of their overall job responsibilities (for example, as experienced workers or team leaders working with new staff or trainees or as workplace coaches/mentors working with apprentices);
• work-based assessors who facilitate the development of learners as well as assess them and who wish to supplement their assessment qualification.

Level 3 Certificate in Learning and Development

In addition to the units that make up the Level 3 Award in Facilitating Learning and Development, practitioners must achieve a unit in continuing professional development.

To achieve the full Level 3 Certificate, they must select a further twelve credits from a range of optional units which include: learning needs analysis, working with both groups and individuals, planning learning and development sessions and resources, assessing learners, providing information and advice to learners and employers, supporting learners through the learning and development process and engaging with employers.

Target groups for this qualification include:

• learning and development practitioners who cover several phases of the learning and development cycle in their work (at Level 3), probably as a major part of their work role;
• people who have achieved one of the Level 3 Awards and wish to develop their practice further.

Level 4 Award in Learning and Development

The qualification includes a six-credit mandatory knowledge unit on the principles, theories and practices of learning and development and a range of other practice-based units.

Target groups for this qualification include:

• people who wish to get a ‘grounding’ in learning an development at a higher level as they wish to become advanced practitioners in the future, but currently have no opportunity to practise at this level;
• people who wish to demonstrate a minimum ‘threshold’ level of competence in advanced practice or operational management of learning and development provision;
• people who wish to demonstrate continuing professional development at this level in either learning and development or the management of learning and development provision.

There are no other nationally agreed entry requirements.

Learners must be:

• at least 18 years of age to achieve this qualification.

This qualification is only available through Agored Cymru recognised centres. If you would like to find out more about either becoming a recognised centre or working in partnership with a recognised centre, please access the ‘Centre’ area of the website or contact a Centre Manager for more information.

It is the responsibility of the centre to have systems in place to ensure that the person registered on a qualification or unit and taking an assessment is indeed the person they are claiming to be. All centres are therefore required to ensure that each learner’s identification is checked before they undertake the qualification, unit and assessment. Agored Cymru recommends the following as proof of a learner’s identity:

• a valid passport (any nationality)
• a signed UK photocard driving licence
• a valid warrant card issued by HM forces or the police
• another photographic ID card, e.g. employee ID card, student ID card, travel card etc.

If a learner is unable to produce any of the forms of photographic identification listed above, a centre may accept another form of identification containing a signature, for example, a credit card. Identification by a third-party representative, such as a line manager, human resources manager or invigilator, could also be accepted.

In terms of progression, an individual could achieve the Level 3 Award in Understanding the Principles and Practices of Learning and Development. This is a 6-credit qualification consisting of only one unit. The unit focuses on knowledge and understanding of the whole learning and development cycle and other key principles.

This Award is nested inside the Level 3 Award in Facilitating Learning and Development which is a 12-credit qualification that requires the same knowledge and understanding unit and the achievement of a further six credits that cover facilitating learner development in one of two contexts (working with groups of learners or with individual learners).

In turn, this Level 3 Award in Facilitating Learning and Development is nested inside the Level 3 Certificate in Learning and Development. This 30-credit qualification requires the practitioner to demonstrate their competence across several elements of the learning and development cycle. Thus, any practitioner achieving the Level 3 Award in Facilitating Learning and Development only requires a further 18 credits to achieve the Certificate.

These qualifications make up the learning and development practitioner section derived from the overall suite of Assessment & Quality Assurance and the Learning Development
suite of qualifications as detailed in the qualification overview above.

Any practitioner who achieves one or more of the Level 3 Assessment qualifications will have some credit towards the Level 3 Certificate in Learning and Development and the Level 4 Diploma in Learning and Development. Any practitioner who achieves the appropriate optional units in the Level 3 Certificate in Learning and Development or the Level 4 Diploma in Learning and Development should be deemed competent to assess in the relevant context.

However, it is important to note that the Assessment and Quality Assurance units have specific evidence requirements which must be adhered to when delivering the Learning and Development qualifications.

These qualifications were developed following a review of the National Occupational Standards (NOS) for Learning and Development in 2010, which involved consultation with several hundred individual practitioners, managers and organisations as well as relevant awarding organisations, sector skills councils, regulators and other key stakeholders across the UK.

Current funding information is available on Qualifications in Wales (QiW).

For further information regarding discounted charges and incentives please contact a Centre Manager.

RPL is an assessment method leading to the award of credit. Assessors must consider if RPL can be applied for any learners. RPL is a method of assessment that considers whether learners can demonstrate that they can meet the assessment requirements for a unit / part of a unit and / or qualification through knowledge, understanding or skills that they already possess and so do not need to develop through a course of learning.

Please click here to view the Recognition of Prior Learning policy for further guidance.

Centres must register all learners promptly, within a timely manner, appropriate to the duration of the course start date. For guidance on registering learners, please click here.

Delivery

Centres must ensure that qualifications are delivered effectively and efficiently. Well considered and detailed course planning is a critical feature of effective delivery. Centres must have, and be able to demonstrate, a robust documented internal process for coherent course design, development and delivery.

A key feature of many of our qualifications is the flexibility they offer centres to contextualise them to meet the specific needs of their learners. This flexibility promotes strong learner engagement and meaningful learning experiences.

Centres should ensure that detailed schemes of work and session plans are in place which consider all aspects of the qualification specification. These should include details of strategies and resources required for teaching and assessment that meet learners’ needs.

Teaching and learning approaches must be consistent with the context, level and stipulations of the qualification and be designed to engage, stimulate and motivate learners.

Assessment

Centre devised assessments must meet the qualification specification. Assessments must enable the assessor to differentiate accurately and consistently between the levels of attainment demonstrated by learners. Assessment must only include content that is drawn from the knowledge, skills and understanding in the specification and that the level of demand must be consistent.

Assessment must:

• make it possible for learners to demonstrate the extent to which they have the knowledge, skills and understanding required by the qualification
• allow the specified level of attainment to be reached by a learner who has attained the required level of knowledge, skills and understanding
• be fit for purpose, valid and appropriate to the knowledge, skills and understanding being measured
• effectively differentiate between learners (on the basis of the knowledge, skills and understanding being assessed)
• accurately measure the knowledge, skills and understanding that it is intended to measure

Centres are required to ensure that centre devised assessments are kept under review, amending them where necessary, to ensure they remain fit for purpose, for example by reflecting new requirements, good practice or legislation.

Some qualifications and their units will prescribe the assessment methods that must be used. These prescribed methods will be highlighted within individual units.

Where the methods are not prescribed, centres should use a variety of assessment methods to assess learners as this will allow learners to demonstrate their knowledge and/or skills competency. The most important factor is that the assessment methods are appropriate for the intended outcome.

Centres must adhere to Agored Cymru’s assessment requirements when delivering qualifications, a unit or units.

For guidance on assessment, please refer to the Agored Cymru Guide to Assessment.

Assessors must:

• have current and/or relevant experience in assessing;
• have undertaken relevant training if new to assessing (Agored Cymru Introduction to Assessment courses);
• have good knowledge and understanding of Agored Cymru assessment requirements;
• be familiar with the level of the qualification and its unit(s);
• have good subject knowledge and understanding and/or experience of the unit(s)/qualification(s) being assessed.

Assessors do not currently need to have a formal assessment qualification* to assess Agored Cymru units and / or qualifications, unless stated in the qualification guide or unit specification. However, Agored Cymru strongly recommends that assessors work towards formal accreditation (e.g. Level 3 Certificate in Assessing Vocational Achievement). In addition, Agored Cymru strongly recommends that assessors attend Agored Cymru’s Introduction to Assessment training.

Specific Assessor Requirements

Unit: Assess occupational competence in the work environment (H/601/5314):

The aim of this unit is to assess the practitioner’s performance in assessing occupational competence in an individual’s work environment. There must be evidence to cover all of the assessment methods listed in the unit.

As a minimum, there must be performance evidence for the following assessment methods:

• observation of performance in the work environment;
• examining products of work;
• questioning the learner.

Simulations are not allowed for this unit.

Other forms of evidence will be acceptable for the remaining assessment methods:

• professional discussion with the practitioner;
• use of others (witness testimony);
• looking at practitioner statements;
• recognising prior learning.

The practitioner’s performance evidence must be assessed by observation, examining the products of work and questioning or professional discussions.

There must be evidence of the practitioner carrying out at least two assessments of two learners’ occupational competence (four assessments in total). This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from the trainee assessing another trainee assessor who in turn is assessing someone else.

Unit: Assess vocational skills, knowledge and understanding (F/601/5319)

The aim of this unit is to assess the practitioner’s performance in assessing vocational skills, knowledge and understanding in a workshop, classroom or other training environment rather than assessing competence in a work environment.

There must be evidence to cover all of the assessment methods listed in the unit.

As a minimum, there must be performance evidence for at least three of the following assessment methods:

• assessments of the learner in simulated environments;
• skills tests;
• oral and written questions;
• assignments;
• projects;
• case studies
• recognising prior learning.

Simulations are not allowed for this unit.

Other forms of evidence will be acceptable for the remaining assessment methods. The practitioner’s performance evidence must be assessed by observation, examining the products of work and questioning or professional discussions.

There must be evidence of the practitioner carrying out at least two assessments of two learners’ occupational competence (four assessments in total).

Centres must implement and maintain an effective internal quality assurance system. Internal verification is an essential part of a quality assurance system, particularly when there is no external summative (end of course) assessment such as an exam or online test.

Agored Cymru do not impose a particular internal verification process on centres, however, centres are required to implement effective internal verification checks to confirm that the assessment process (i.e. from pre-course planning to the award of credit) is fit for purpose and is implemented accurately, fairly and consistently and to the required standards.

Centres must adhere to Agored Cymru’s quality assurance requirements when carrying out internal verification on any unit(s) from qualifications.

Internal quality assurers must:

• have current and/or relevant experience in assessing and internal verification;
• have undertaken relevant training if new to internal quality assurance (see website for Agored Cymru Introduction to Internal Verification courses);
• have good knowledge and understanding of Agored Cymru internal verification requirements.
• Have good knowledge and understanding of Agored Cymru units and qualification in their chosen sector(s).
• be familiar with the level of the unit(s)/qualification(s) being delivered;

Internal quality assurers do not currently need to have a formal internal verification qualification to internally verify Agored Cymru units and / or qualification, unless stated in the qualification guide or unit criteria*. However, Agored Cymru strongly recommends that Internal quality assurers work towards formal accreditation (e.g Level 4 Certificate on Leading the Internal Quality Assurance of Assessment Processes and Practice). In addition, Agored Cymru strongly recommends that assessors attend Agored Cymru’s Internal Quality Assurance training. Dates of when training events are held can be found here.

Internal quality assurers cannot internally verify their own assessment materials, tasks or assessment decisions. Consequently, it is recommended that the internal verification skills of a whole team are developed. This gives the centre more flexibility and avoids over-reliance on any one person.

* Some qualifications have particular requirements that must be met to enable tutors / assessors to deliver and assess the qualification. Please refer to the relevant qualification guide to confirm your tutors / assessors are able to meet these requirements. In some cases, evidence of a tutor / assessors experience / qualification must be submitted to Agored Cymru prior to delivery.

Centres must adhere to Agored Cymru’s assessment requirements when delivering qualifications, or any unit(s) from qualifications.

For guidance on internal quality assurance please click here.

This approach forms part of Agored Cymru’s CASS strategy which ensures that sufficient controls are in place where an assessment is marked by a centre (Condition H2).

Agored Cymru ‘risk bands’ all of its qualifications. Risk bandings of qualifications feed into the risk management system which is ‘weighted’ accordingly.

When risk banding a qualification, Agored Cymru considers:

• the construct of the qualification
• any related professional standards for the qualification
• any evidence associated with the sector and/or qualification to suggest that a particular CASS approach may be necessary.

Agored Cymru determines the most appropriate CASS approach for each of its qualifications to ensure that regulatory minimum requirements are fully met. All centres delivering and assessing Agored Cymru qualifications will receive an Annual Centre Review.

Agored Cymru is confident that this will give additional assurance to sector specific bodies and protect the integrity of the qualification(s), creating better outcomes for learners.

It may be necessary to make changes to an assessment to accommodate the needs of a single or small group of learners. This may in response to a disability or difficulty that places the learner at a substantial disadvantage in the assessment process. Reasonable adjustments to the assessment process must not affect the readability and validity of the assessment outcomes and must be as rigorous as assessment methods used with other learners. All reasonable adjustments must be recorded and be approved by the internal verifier before use.

In some instances it may be necessary to consider applying special considerations for adjustments for a learner or group of learners as part of the assessment process. This may be applied if a learner’s performance in an assessment is affected by circumstances beyond the control of the learners e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment; or if part of an assessment has been missed due to circumstances beyond the control of the learner. All special considerations must be recorded and be approved by the internal verifier before use.

Assessors must remember that a reasonable adjustment and / or special consideration must not give the learner an unfair advantage. The learner’s result must reflect his/her achievement in the assessment and not necessarily his/her potential achievement.

Further guidance about the types of and process for applying reasonable adjustments and / or special consideration can be found in the Agored Cymru Reasonable Adjustments to Assessment Policy and the Agored Cymru Special Considerations for Assessment Policy.

Centres must keep all learner evidence and assessment records safe and secure to ensure that they are available for external quality assurance and regional standardisation events. Up to date, securely stored assessment records also help to minimise the risk of assessment malpractice, or potential issues if an assessor leaves during a course.

Centres must:

a) store all assessment records securely and safely;

b) maintain records of learner achievements that are up to date, regularly reviewed and tracked accurately;

c) have all current learner evidence available for external quality assurance;

Additionally, in line with Agored Cymru and regulatory requirements, Centres must retain sufficient evidence of learners’ work, assessment decisions and internal verification records to monitor standards over time. For guidance on the retention of assessment materials click here to access the Retention of Assessment and IQA Materials Policy and Procedure.

As an Agored Cymru recognised centre, you are required to attend Standardisation workshops. The workshops offer you an opportunity to meet with fellow assessment and quality assurance professionals with the aim of developing a common understanding of Agored Cymru standards and to share expertise and leading practice.

Standardisation workshops are supportive, interactive sessions where you will review examples of assessment materials and learner evidence and make judgements on whether:

• assessment materials are valid and fit for purpose;
• learner evidence is authentic, reliable and sufficient;
• assessment practice and internal quality assurance is effective and fair;
• standards are consistent across centres;
• standards are comparable over time;
• the sample includes any leading practice.

Current information on Agored Cymru standardisation workshops can be found on our website.

Certificates will be made available within Service Standards

Centres are required to distribute certificates to all learners promptly.