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Qualification Guide
OCNLR Level 4 Certificate in Facilitating Equine Assisted
Learning
2 OCN London Qualification Guide
Version 1.3 18/10/2016
2 OCN London Qualification Guide
Making learning matter
OCN London Qualification Guide
OCNLR Level 4 Certificate in Facilitating Equine Assisted Learning
Qualification No: 603/0601/4
2 OCN London Qualification Guide
___________________________________________________________________
Making learning matter
OCN London Qualification Guide 3
OCNLR Level 4 Facilitating Equine Assisted Learning - Version 1.3 - 18/10/2016
OCN London aims to support learning and widening opportunities by recognising achievement through credit-based courses and qualifications, promoting high standards of excellence and inclusiveness.
We are proud of our long-term role and unique history in providing responsive, innovative learning solutions and qualifications for disadvantaged groups to meet the needs of learners not met by other Awarding Organisations.
At the heart of what OCN London offers is:
A commitment to inclusive credit-based learning;
Facilitating the creative use of credit with responsive,
demand-led qualification development;
High quality service and support;
Respect for and encouragement of diversity - in learners
and learning approaches, partners and settings;
Developing people, capacity and resources that will ensure
effective business partnerships.
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Contents
Section Page
1 General Information 5
2 Qualification Overview 6
Qualification level
Purpose of the qualification
Who the qualification is for
Entry guidance
Additional information
Progression and related qualifications
3 Structure of the Qualification
Rules of combination for achieving the
qualification
Qualification units
8
4 Assessment and Moderation 9
Assessment process
Devising assessments
Additional information
Marking assessment activities
Standardisation
Learners with particular requirements
Requirements for assessors
5 Appendices 14
Appendix A: OCNLR Assessment Guidance 14
Appendix B: Ofqual Level Descriptors 26
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1 General Information
This qualification guide contains details of everything you need to
know about the OCNLR Level 4 Certificate in Facilitating
Equine Assisted Learning qualification. It makes reference to
the curriculum areas covered, identifies the learners for whom the
qualification has been developed and specifies the rules of
combination for achievement of the qualification. The guide also
covers any important aspects of assessment and moderation that
are particular to this qualification. The guide should be used by all
of those involved in the delivery and assessment of this
qualification.
The Curriculum Development Manager (CDM) for your centre will
provide support and advice on how to seek approval to offer the
qualification. Please contact the main switchboard for the name of
your CDM if you do not already know it. If you are not yet an OCN
London Approved Centre but wish to use this qualification, then
please contact OCN London for details of the Centre Approval
Application process.
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2 Qualification Overview
The OCNLR Level 4 Certificate in Facilitating Equine Assisted
Learning is a qualification that has been designed for individuals
who are already working, or intending to work, as facilitators,
teacher or trainers in the specialised field of equine assisted
learning.
The qualification has been developed in collaboration with EAQ
(Equine Assisted Qualifications) Limited a national provider that
delivers training and sets benchmark standards for facilitators of
equine assisted learning.
The OCNLR Level 4 Certificate in Equine Facilitating Assisted
Learning qualification is regulated by Ofqual, the qualifications
regulator for England, and is registered on the Regulated
Qualifications Framework (RQF).
2.1 Qualification level Level 4
Qualification Number: 603/0601/4
Qualification credit value: 26
Operational start date: 1st October 2016
Review date: 1st October 2020
Total Qualification Time (TQT): 260
Guided Learning Hours (GLH): 130
Assessment requirements: Internally assessed, internally and
externally moderated.
2.2 Purpose of the qualification This qualification has a clear focus on the needs of the growing
equine assisted learning industry and provides the knowledge and
practical skills required by facilitators in this sector.
2.3 Who the qualification is for
The OCNLR Level 4 Certificate in Facilitating Equine Assisted
Learning is suitable for individuals who:
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Are currently teaching or training in equine assisted learning
or an equine facilitated therapy environment, and wish to
have their knowledge and skills formally recognised in the
form of a regulated qualification;
Are not currently teaching or training but want to work as
facilitators of equine assisted learning in future;
Are from professions such as education, mental health,
social workers, psychologists, etc., who want to learn to
combine their interest in equines with their professional skills
in order to help people who have a wide range of emotional,
physical and mental needs.
2.4 Entry guidance The minimum age for access to the qualification is 19 years.
Learners will need appropriate levels of literacy and numeracy skills.
2.5 Additional information For this qualification learners must undertake an initial assessment
of their skills in Horse Awareness, English and Mathematics.
Learners should either have their own horse or regular access to a
horse, in order to develop their professional practice throughout the
qualification.
All learners will be required to carry out a Disclosure and Barring
Service (DBS) check.
2.6 Progression and related qualifications On achievement of the OCNLR Level 4 Certificate in Facilitating
Equine Assisted Learning, learners may progress to employment
as an Equine Assisted Learning Facilitator.
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3 Structure of the Qualification
3.1 Rules of combination for achieving the qualification The OCNLR Level 4 Certificate in Facilitating Equine Assisted
Learning consists of six mandatory units. In order to gain the
Award the learner must achieve 26 credits.
3.2 Qualification units
Ofqual Unit Reference Number
OCNLR Unit Code
Unit Title Mandatory or
Optional
Credit Value
Level GLH
Y/615/2623 GB7/3/LQ/002 Handling and Managing Horses in Equine Assisted Learning
Mandatory 6 3 30
K/615/2626 GB7/3/LQ/003 Planning Equine Assisted Learning
Mandatory 3 4 20
L/615/2621 GB7/3/LQ/004 Communication Skills for Facilitators of Equine Assisted Learning
Mandatory 3 3 10
D/615/2624 GB7/4/LQ/001 Managing Behaviour of Learners in an Equine Assisted Learning Environment
Mandatory 6 4 30
M/615/2627 GB7/3/LQ/005 Safeguarding in Equine Assisted Learning
Mandatory 2 3 10
R/615/2622 GB7/4/LQ/002 Facilitate Equine Assisted Learning for Individuals and Groups
Mandatory 6 4 30
For Unit Content please click the Ofqual Unit Reference Number
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4 Assessment and Moderation
4.1 Assessment process
The assessment process for the OCNLR Level 4 Certificate in
Facilitating Equine Assisted Learning is as follows:
The learners are assessed through activities that are internally
set by tutor assessors;
The activities must be designed to enable learners to meet the
assessment criteria of the unit;
Learners’ portfolios of assessed evidence must be internally
moderated at the Centre;
The portfolios of assessed evidence will be externally
moderated by an OCN London Centre Moderator.
There is no additional external assessment for this qualification.
4.2 Devising assessments Each unit has a supplementary page with information on the types
of assessment activities that can (indicated as Optional) and/or
must (indicated as Prescribed) be used to assess learners against
the unit. Tutor assessors must always refer to this page before
devising assessment tasks.
Extracts from the OCN London assessment guidance relevant to
the units in this qualification are in the Appendix A of this
qualification guide. The guidance includes a general description of
the activity and the type of evidence that is appropriate. The activity
or activities set must enable the learners to meet the standards
detailed in the assessment criteria. Please contact OCN London for
further guidance on devising appropriate assessments.
Centre devised assessments should be scrutinised by the Internal
Moderator before use to ensure that they are fit for purpose. Centre
devised assessments will be scrutinised by the External Moderator
to ensure reliability and validity of assessment.
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4.3 Marking assessment activities Each activity must be marked against the identified assessment
criteria in the unit and judged to be either achieved or not achieved.
Assessors need to ensure that the work in a learner’s portfolio is: Authentic – it is the result of the learner’s own performance or
activity;
Sufficient – enabling the assessor to make a consistent and
reliable judgement;
Adequate – appropriate to the level.
Where a series of activities are set, learners must demonstrate the
achievement of the required standard identified in the assessment
criteria in all activities. All of the assessment criteria in a unit must
be met before the unit is deemed achieved.
The unit achievement is not graded. Units are either achieved or
not achieved.
4.5 Standardisation
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 assessment criteria for units in OCN London
qualifications;
Identifies good practice in assessment;
Makes recommendations on assessment practice.
It is a requirement of the Centre Approval process that each centre
offering the units from the qualification must contribute assessment
materials and learners’ evidence for standardisation if requested.
OCN London will notify centres of the required sample for
standardisation purposes and assessment materials, learners’
evidence and tutor feedback may be collected by Centre
Moderators. Outcomes from standardisation will be made available
to centres.
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4.6 Learners with particular requirements If you have learners with particular requirements you should refer to
the ‘Access to Fair Assessment Policy and Procedure’ which can
be found on our website at: Access to Fair Assessment Policy and
Procedure and gives clear guidance on the reasonable
adjustments and arrangements that can be made to take account
of disability or learning difficulty, without compromising the
achievement of the assessment criteria.
4.7 Requirements for the centre, assessors and moderators Centre Requirements
Due to the nature of this qualification, delivery staff, or at least one
active member of the delivery team, will be required, prior to formal
approval for running the qualification, to attend a training session
designed to i) assess whether centre staff have sufficient equine
related skills to be able deliver the course effectively, and ii) train
centre staff to deliver this specialist qualification safely.
Such training can be arranged on a bespoke basis. Contact OCN
London for details.
Where the required skills and experience of delivery staff are
already known to OCN London, the above requirement can be
waived.
Assessors
Assessors must be qualified to make assessment decisions, e.g.
through holding a recognised* teaching, training, or assessor
qualification, and each assessor must be capable of carrying out
the full requirements within the competency of the units they are
assessing, and particularly in relation to equine related skills. This
competence should be maintained annually through clearly
demonstrable continuing learning and professional development.
Each assessor should possess relevant knowledge and
understanding of the subject and so be able to make robust and
reliable assessment decisions in relation to the subject.
Assessors should also understand and support recognised codes
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of practice applicable to the specialist occupational area of ‘equine
assisted learning’, (e.g. as set by ‘EAQ Limited’ or similar).
*Qualifications are deemed ‘recognised’ if they are one of the
qualifications referenced below. If you have questions about other
specific qualifications not referenced here, contact OCN London
and the Quality Team will aim to provide an answer as soon as
possible.
Recognised Teaching related Qualifications
‘Initial Teacher Education or Training’ (ITET) or ‘Teacher
Qualified Status’ (TQS), or equivalent or historically similar
(e.g. PGCE), or
‘Level 3 Award in Education and Training’ or equivalent or
higher (e.g. level 4/5 Award/Certificate/Diploma in ‘Education
and Training’) or historically similar (e.g. PTLLS, DTTLS).
Recognised Assessor related Qualifications
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 - or equivalent or historically similar (e.g. D32/33, A1 etc.).
Expert witnesses can be used where they have suitable expertise
for specialist areas. Internal Moderators
Internal Moderation is required to oversee and manage the
assessment process, to ensure assessments are valid, fair,
appropriate and suitably recorded. The Internal Moderator (IM) is
also responsible for ensuring that portfolios (electronic or paper
based) of learner evidence are well structured and ready for
External Moderation.
Internal Moderators (IMs) for this qualification must have a
recognised* teaching, training, or assessor qualification, and meet
the other requirements for assessors, as set out above.
Ideally, they should also hold a moderation related qualification
(e.g. the ‘Level 4 Award in Understanding the Internal Quality
Assurance of Assessment Processes and Practice’, or equivalent
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or historically similar, such as the ‘V1’) or have completed the OCN
London ‘Developing Your Internal Moderation Skills’ short course.
The IM must also be sufficiently knowledgeable, experienced and
familiar with the subject matter, particularly in relation to equine
related skills, to reliably consider and make final amendments to,
as necessary, the assessor’s initial assessment judgements.
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Appendix A OCNLR Assessment Guidance
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 may be used with individual learners as a written activity through case study materials and learner responses.
Level Three
Activity 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).
Assessed by Assessed through peer assessment, self-assessment, tutor observation or
assessment or written work.
Evidence Evidence could include tutor record, learner record, peer checklist,
summary of discussion, audio-visual/photographic record or written work.
Level Four
Activity Case studies should allow for 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 analysis to be made (GL = 1200 words).
Assessed by Assessment through peer assessment, self-assessment, tutor observation
or assessment or written work.
Evidence Evidence could be; tutor record, learner record, peer checklist, summary of
discussion, audio/video/photographic record or written work.
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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.
Level Three
Activity 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.
Assessed by Assessed by the tutor.
Evidence Evidence would include the marked essay and tutor feedback.
Group discussion
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.
Level Three
Activity Discussion should allow for consideration of a range of complex topics and in
a variety of familiar and unfamiliar contexts.
Assessed by Assessed through tutor, peer observation, one to one tutorial discussion and
self-assessment.
Evidence Evidence could include tutor record of observation, learner notes, tutor lesson
plan, tutorial notes, audio-visual record and learner log.
Level Four
Activity Discussion should allow for consideration of a range of complex topics and in
a variety of familiar and unfamiliar contexts. Learners will share the
responsibility for researching, contributing to and evaluating the event
Assessed by Assessment through tutor, peer observation, one to one tutorial discussion
and self-assessment.
Evidence Evidence could include; tutor record observation, learner notes, tutor lesson
plan, tutorial notes, audio/video record and learner log
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Oral question and answer
Specific, open or closed questions for immediate response. Can range from quite formal questions in, for example, an oral test, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows responses and questions from learners and immediate feedback from tutor.
Level Three
Activity 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.
Assessed by Assessed by tutor, with a degree of self-assessment and evaluation of own
learning.
Evidence Evidence could include tutor record, learner log or audio-visual record.
Level Four
Activity Questions should be structured to cover a wide range of knowledge and
contexts. They should allow responses to unfamiliar and unpredictable
problems. They should be key in assessing understanding, stimulating
thinking and transferring and applying knowledge, i.e. hypothetical, probing or
multiple choice etc. The process may be time limited and formal, or may be a
short structured two way discussion.
Assessed by Assessment by tutor, with a significant degree of self- assessment and
evaluation of own learning.
Evidence Evidence could be; tutor record of questions and responses, learner log or
audio/video record.
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Practical demonstration
A practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge.
Level Three
Activity 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.
Assessed by Assessed through tutor/peer observation, one to one tutorial, discussion and self-assessment.
Evidence Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio-visual/photographic record and learner log.
Level Four
Activity 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.
Assessed by Assessment through tutor/peer observation, one to one tutorial, discussion
and self-assessment
Evidence Evidence could include; tutor record of observation, learner notes, tutor
lesson plan, tutorial notes, audio/video/ photographic record and learner log.
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Project
A specific task involving private study and research for individuals or groups. Normally involves selection of a topic, planning, finding information and presenting results orally or in writing.
Level Three
Activity 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.
Assessed by Assessed through tutor/learner discussion and self-assessment.
Evidence Evidence could include tutor record, learner notes, plans, reports, learner log or audio-visual/photographic record.
Level Four
Activity Task should be selected by the learner to allow the demonstration of
knowledge and skills in a range of areas and contexts, and to show
evaluation and analysis. This needs to be endorsed by the tutor. The project
should be planned and completed within an agreed timescale
Assessed by Assessment through tutor/learner discussion and self-assessment.
Evidence Evidence could be; tutor record, learner notes, plans, reports, learner log or
audio/video/photographic record.
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Reflective log or diary
A description, normally in writing but may be oral, by the learner reflecting on how and what they have learned. Often completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported.
Level Three
Activity 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.
Assessed by Assessed by learner, discussed with the tutor.
Evidence Evidence could include written log/diary, tutorial notes and tutor record.
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Role play/simulation
Use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes.
Level Three
Activity Role-plays should allow the application of skills in a range of complex areas
and in a variety of familiar and unfamiliar contexts.
Assessed by Assessed through tutor/peer observation, one to one tutorial, discussion and
self-assessment.
Evidence Evidence could include tutor record of observation, learner notes, tutor lesson
plan, tutorial notes, audio-visual/photographic record or learner log.
Level Four
Activity Role-plays should allow the application of skills in a range of complex areas
and in a variety of familiar and unfamiliar contexts. At level 4 attention needs
to be paid to the level of role and responsibilities and the complexity of the
situation being presented to the learner.
Assessed by Assessment through tutor/peer observation, one to one tutorial, discussion
and self-assessment.
Evidence Evidence could be; tutor record of observation, learner notes, tutor lesson
plan, tutorial notes, audio/video/photographic record or learner log.
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Written description
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.
Level Three
Activity Subjects should allow the application of knowledge in a range of complex
areas, in a variety of familiar and unfamiliar context. GL = 1000 words.
Assessed by Assessed through self-assessment and tutor assessment.
Evidence Evidence could include tutor record, learner record, summary of feedback or
completed work.
Level Four
Activity Subjects should allow the application of knowledge in a range of complex
areas, in a variety of familiar and unfamiliar contexts. Learners will include
reflection or evaluation on the application of the topic content (GL
= 1200 words).
Assessed by Assessment through self-assessment and tutor assessment.
Evidence Evidence could be; tutor record, learner record, summary of feedback or
completed work.
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Written question and answer/Test/Exam
Specific, open and closed questions for immediate response from tutor. Can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, for example, a quiz.
Level Three
Activity 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.
Assessed by Assessed by tutor or external marker (for exams/tests).
Evidence Evidence to include written responses and may also include learner
responses and tutor feedback.
Level Four
Activity 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, transfer and apply knowledge rather
than just testing recall. The process may be time limited.
Assessed by Assessment by tutor or external marker (for exams/tests).
Evidence Evidence could be; written responses.
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Observation of performance and skills test
Enables skills to be seen in action. Can also provide the basis for holistic assessment practices, i.e. several aspects of a qualification can be assessed at the same time. Allows for immediate feedback from tutor.
Level Three
Activity The observation should be chosen with the tutor to allow for the application of
knowledge and demonstration of skills in a range of complex areas, in a
variety of contexts.
Assessed by Assessment by tutor or other designated professional
Evidence Evidence could be; formal written tutor observation report, formal written
observation report by other designated professional, video record
Level Four
Activity The observation should be chosen with the tutor (but with a greater degree
of self-direction from the learner) to allow for the application of knowledge
and demonstration of skills in a range of complex areas, in a variety of
contexts.
Assessed by Assessment by tutor or other designated professional
Evidence Evidence could be; formal written tutor observation report, formal written
observation report by other designated professional, video record
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Professional discussion
A conversation between the tutor and the learner which is based around the learning outcomes and assessment criteria. It can prove helpful to assess aspects of the learner’s role which is difficult to observe. Careful planning in the use of probing questions is required.
Level Three
Activity A planned discussion that should cover a wide range of knowledge and
contexts. It should allow responses to unfamiliar and unpredictable problems.
The process will be a structured two way discussion.
Assessed by Assessment by tutor, with a degree of self-assessment and evaluation of own
learning.
Evidence Evidence could be; tutor record, learner log or audio/video record.
Level Four
Activity A planned discussion that should cover a wide range of knowledge and
contexts. It should allow responses to unfamiliar and unpredictable
problems. It should be key in assessing understanding and stimulating
thinking using probing questioning techniques. The process will be a
structured two way discussion.
Assessed by Assessment by tutor, with a significant degree of self-assessment and
evaluation of own learning.
Evidence Evidence could be; tutor record, learner log or audio/video record.
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Witness testimony
Enables confirmation of skills and/or competence and/or achievements to be made, linking decision to assessment criteria.
Level Three
Activity The person giving the testimony should be discussed with and agreed by the
tutor to allow for the confirmation of skills and/or competence and/or
achievements linked to assessment criteria to be made
Assessed by Assessment by a suitable witness
Evidence Evidence could be; formal written testimony by suitable witness, authenticity
check by the tutor
Level Four
Activity The person giving the testimony should be discussed with and agreed by the
tutor to allow for the confirmation of skills and /or competence and/or
achievements linked to assessment criteria to be made
Assessed by Assessment by a suitable witness
Evidence Evidence could be; formal written testimony by suitable witness, authenticity
check by the tutor
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Appendix B Ofqual Level Descriptors
Level Knowledge descriptor (the holder…)
Skills descriptor (the holder can…)
Level 3
Has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine. Can interpret and evaluate relevant information and ideas. Is aware of the nature of the area of study or work. Is aware of different perspectives or approaches within the area of study or work.
Identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine. Use appropriate investigation to inform actions. Review how effective methods and actions have been.
Level Knowledge descriptor (the holder…)
Skills descriptor (the holder can…)
Level 4
Has practical, theoretical or technical knowledge and understanding of a subject or field of work to address problems that are well defined but complex and non-routine. Can analyse, interpret and evaluate relevant information and ideas. Is aware of the nature of approximate scope of the area of study or work. Has an informed awareness of different perspectives or approaches within the area of study or work.
Identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined. Review the effectiveness and appropriateness of methods, actions and results.
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