seg awards abc level 3 certificate in counselling skills...for health, the sector skills council...

SEG Awards ABC Level 3

Certificate in Counselling

Skills

Qualification Guidance

Level 3 Certificate – 500/9286/8

2

About Us At the Skills and Education SEG Awards (ABC)1 we continually invest in

high quality qualifications, assessments and services for our chosen sectors. As a UK leading sector specialist we continue to support

employers and skills providers to enable individuals to achieve the skills

and knowledge needed to raise professional standards across our sectors.

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Sources of Additional Information

The ABC website www.ABCawards.co.uk provides access to a wide variety

of information.

Copyright

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording or otherwise, without the prior permission of the publishers.

This document may be copied by approved centres for the purpose of

assessing learners. It may also be copied by learners for their own use.

Specification Code, Date and Issue Number

The ABC Awards specification code is C4104-03.

The date of this specification is November 2019. The Issue number is 6.4.

1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding organisation and

part of the Skills and Education Group. Any reference to ABC Awards, its registered address, company or

charity number should be deemed to mean the Skills and Education Group Awards.

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Contents

SEG Awards ABC Level 3 Certificate in Counselling Skills ............................... 1

About Us ....................................................................................................................... 2

Contents ........................................................................................................................ 3

Introduction ................................................................................................................. 4

Aims ............................................................................................................................... 4

Target Group ................................................................................................................ 5

Progression Opportunities ........................................................................................ 5

Language ...................................................................................................................... 5

Qualification Summary .............................................................................................. 6

Level 3 Certificate in Counselling Skills ................................................................ 7

Unit Details ................................................................................................................... 9

Understanding the context for the use of counselling skills .......................... 10

Understanding counselling theory ........................................................................ 17

Using counselling skills ............................................................................................ 22

Personal development for users of counselling skills ...................................... 28

Appendices ................................................................................................................. 34

Recognition of Prior Learning (RPL), Exemption and Credit Transfer ......... 34

Certification ................................................................................................................ 35

Glossary of Terms ..................................................................................................... 35

This is a live document and as such will be updated when required. It is

the responsibility of the approved centre to ensure the most up-to-date

version of the Qualification Guidance is in use. Any amendments will be

published on our website and centres are encouraged to check this site

regularly.

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Introduction

ABC’s Counselling qualifications have been in operation for over 20 years

and were developed in response to the need to provide a structure for the

approval of counsellor training programmes. ABC has agreed with Skills

for Health, the Sector Skills Council responsible for Counselling, to

transfer the Level 3 Certificate in Counselling Skills to Ofqual’s regulated

qualifications framework.

The ABC Level 3 Certificate in Counselling Skills, or equivalent, is a pre-

requisite for admission to the Level 4 Diploma in Therapeutic Counselling.

Learners will develop their knowledge, skills and understanding of self.

Prospective learners should be made aware that this level of qualification

is not intended to train counsellors and that they will not be qualified to

practice as a counsellor on completion of the qualification. To do this,

learners will need to undertake further training and they will need to

check with centres offering this training what their entry requirements

are.

Aims

The ultimate aim of the qualification is the improved performance of those

who use counselling skills. It is intended that learners be given the

opportunity to develop a range of counselling skills and skills in self-

awareness and self-assessment. These skills will be more effectively

developed through a process which encourages learners to assume an

active responsibility for their own learning and which enables them to

establish principles and good practice from a shared analysis with fellow

learners and staff of experiences on the course and related experiences.

The ABC Level 3 Certificate in Counselling Skills aims to

develop a repertoire of counselling skills at a consistent level

underpin these skills with an understanding of one major

therapeutic model

increase the self-awareness of the person and their awareness of

the impact that they have on people.

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Target Group

These qualifications are designed for those learners who

Seek the course as an entrance to their training to become a

qualified professional counsellor

Wish to acquire a repertoire of counselling skills for use in other

work areas, and who have no wish to become a professional

counsellor, e.g. Nurses, social workers and teachers.

ABC expects approved centres to recruit with integrity on the basis of a

learner’s ability to contribute to and successfully complete all the

requirements of a unit/s or the full qualification.

Progression Opportunities

Centres should be aware that Reasonable Adjustments which may be

permitted for assessment may in some instances limit a learner’s

progression into the sector. Centres must, therefore, inform learners of

any limits their learning difficulty may impose on future progression.

Language

These specifications and associated assessment materials are in English

only.

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Qualification Summary

Qualification

Level 3 Certificate in Counselling Skills

Qualification Number 500/9286/8

Assessment Internal assessment, internal and external

moderation

Grading Pass

Operational Start

Date 01/06/2010

Review Date 31/12/2022

ABC Sector Counselling

Ofqual SSA Sector 01.3 Health and Social Care

Stakeholder Support Skills for Health

Contact See ABC website for the Centre Support Officer

responsible for this qualification

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Level 3 Certificate in Counselling Skills

Rules of Combination: Learners must complete all 4 Mandatory units to

achieve 18 credits.

Unit Level Credit

Value

GLH

Understanding the context for the use of

counselling skills [T/601/7567]

3 3 25

Understanding counselling theory

[R/601/7575]

3 4 30

Using counselling skills [K/601/7579] 3 7 60

Personal development for users of

counselling skills [K/601/7582]

3 4 30

Numbers in box brackets indicate unit number.

If learners achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units

towards the credit target of a qualification.

Qualification

Purpose C. Prepare for employment

Entry

Requirements

No formal entry requirements but prospective

learners should be aware, either by interview or

other suitable methods, that the course involves

experiential learning and self-awareness exercises,

which will be demanding of the self in interaction

with others.

Age Range Pre 16 16 – 18 18+ 19 +

LARS Reference 50092868

Recommended

GLH2 145

Recommended

TQT3 180

Type of Funding

Available See LARS (Learning Aim Rates Service)

Minimum

Qualification Fee See ABC website for current fees and charges

2 See Glossary of Terms for definition 3 See Glossary of Terms for definition

8

Unit Fee

Unit fees are based upon a unit’s individual credit

value. Please see the ABC website for the current

fee charged per credit

Additional

Information

See ABC website for resources available for this

qualification.

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Unit Details

10

Understanding the context for the use of counselling

skills

Unit Reference

T/601/7567

Level

3

Credit Value

3

Guided Learning

Hours

25

Unit Summary

This unit is intended to deepen the learners’

understanding of the significant differences

between a person who uses counselling skills in

another occupation and a fully trained and qualified

counsellor. Learners will explore key legal and

ethical issues based on an ethical framework for

counselling and psychotherapy in a multi-cultural

and diverse society. The need for and the

importance of casework supervision will be

highlighted.

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Understand what is

meant by

counselling skills

1.1. Define counselling skills

1.2. Outline different roles within which counselling skills may be used

1.3. Outline different situations in which counselling skills may be used

1.4. Explain the difference between someone who

uses counselling skills and a qualified trained counsellor

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2. Understand the need to work

within an ethical

framework

2.1. Explain the key features of one recognised ethical framework for counselling and

psychotherapy used by qualified trained

counsellors

2.2. Compare their chosen ethical framework with the requirements of one other

professional body or employing organisation

3. Understand the

environment in which counselling

takes place

3.1. Explain the importance of the following when

using counselling skills in a formal setting Professional conduct

Ethical issues

Confidentiality

Boundaries

Legal responsibility

Negligence

Diversity and difference

3.2. Explain when, how and why confidentiality

and boundaries may be breached

3.3. Explain, using examples, the importance of

the right physical environment when using counselling skills

3.4. Explain the importance of ensuring the

emotional and mental safety of both speaker

and listener when using counselling skills

4. Understand the importance of

casework supervision

4.1. Explain the difference between casework supervision and other forms of supervision

4.2. Explain why casework supervision is important for a trainee and a qualified

trained counsellor

4.3. Using examples, explain the possible effects of good and bad casework supervision on

The work being done with counselling

clients

12

The personal development of the

trainee and the qualified trained

counsellor

Mapping to National Occupational Standards

Links to Skills for Health Mental Health Competencies

MH14, MH100, MH101

Links to ENTO NOS for Counselling 2007

CLG 1.1, CLG 3.1, CLG 3.2, CLG 5.2, CLG 8.1, CLG 18.1, CLG18.2,

CLG17.1

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Supporting Unit Information

T/601/7567 Understanding the context for the use of counselling skills –

Level 3

Indicative Content

The information in this unit is intended for guidance only. Centres are free

to deliver the unit according to the centre’s chosen model and ethos.

Learning Outcome 1. Understand what is meant by counselling

skills

The focus of the learning outcome is to demonstrate the difference

between counselling skills and counselling.

Counselling skills may be used in an informal setting, e.g. within the

family, with friends, in a secondary role of occupation such as nurse,

teacher, hairdresser.

Learning Outcome 2. Understand the need to work within an

ethical framework

The unit focuses on using counselling skills in a formal setting, e.g. in a

listening service or in a counselling setting.

Why it is important for trainee and qualified counsellors to work within an

appropriate ethical framework.

Explore and compare one other ethical framework or requirements of one

other professional body (e.g. nursing, police) or employing organisation.

Learning Outcome 3. Understand the environment in which

counselling takes place

Identify those settings or situations where counselling skills may be used

in a formal setting.

Understand the importance of professional conduct and why

confidentiality & boundaries might be breached. Physical, emotional and

mental safety of speaker and listener and any cultural barriers which

might impact on situation.

14

Learning Outcome 4. Understand the importance of casework

supervision

Casework supervision of counsellors and other forms of supervision, e.g.

managerial support and monitoring.

Casework supervision for trainee and qualified counsellor.

Good supervision will be, for example, effective by supporting the

counsellor’s work with clients.

Bad supervision will be, for example, ineffective because of a supervisor’s

inability to identify and work with the counsellor’s issues.

Teaching Strategies and Learning Activities

Centres should adopt a delivery approach which supports the

development of their particular learners. The aims and aspirations of all

learners, including those with identified special needs, including learning

difficulties/disabilities, should be considered and appropriate support

mechanisms put in place.

This unit could provide an ideal starting point for the Level 3 Certificate in

Counselling Skills. It is imperative that learners clearly understand that

they are not being trained as counsellors and that the training being

provided is to equip them to use counselling skills in other paid or non-

paid work roles. There should be a discussion about the difference

between a counsellor and a person who uses counselling skills.

The importance of counselling skills being practised in the right

environment should be stressed: health and safety issues; room layout,

including panic buttons; self-protection, e.g. not using counselling skills

alone in a building; and the need for the personal safety of both the

speaker and listener as an important basic ingredient in creating the right

ethos for a working relationship.

There should be a discussion about the fact that those who use

counselling skills responsibly and professionally in work settings, (e.g.

taken from the group job identities) need to abide by a recognised Ethical

Framework in Counselling and Psychotherapy. Particular emphasis needs

to be given to what it means to be professional, the need for boundaries

and the importance of confidentiality as the main areas of focus.

15

On completion of this unit, learners will be expected to have an

understanding of the scope of a current Ethical Framework in Counselling

and Psychotherapy. In particular, learners should understand the

importance of practitioners working within an ethical framework and the

law to ensure their ethical practice. Emphasis should be given to

boundaries, confidentiality, the meaning of professionalism, the duty of

care for those with whom counselling skills are used, the duty of care of

self and the issues surrounding professional negligence generally. The

group should be facilitated to explore the similarities and differences

between the current Ethical Framework in Counselling and Psychotherapy

and the ethical standards adopted within other professions, e.g. nursing,

teaching and social work.

The need for supervision of casework, as distinct from managerial support

and monitoring, should be examined in detail, as many will confuse

supervision (as practised within their agencies) with the clinical casework

supervision required within the counselling world. However the necessity

for managerial supervision and involvement needs to be stressed so that

appropriate organisational issues are considered.

Methods of Assessment

This unit will be internally assessed, internally and externally moderated

via a learner’s portfolio and other related evidence, against the unit

outcomes and assessment criteria.

Minimum requirements when delivering this unit

Teaching staff should be in supervised client contact and ideally should

have team supervision for their teaching work (outside of line

management).

Evidence of Achievement

Moderators do not have to see assessment in practice but need to see the

assessed evidence which provides evidence of all Learning Outcomes and

Assessment Criteria. The samples of learners’ assessed evidence will be

selected by moderator appointed by ABC.

All learners must compile a portfolio of evidence that shows achievement

of all the relevant learning outcomes and assessment criteria.

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Evidence is not prescribed but may include any or all of the following*

Oral / written questions and answers

Reports / notes

Worksheets / workbooks

Taped / recorded evidence (e.g. Video or audio)

Photographic evidence

Case studies / assignments

Skills observation sheets

Group discussion observation sheets

Other suitable supplementary evidence

Interview / discussion

*The most appropriate evidence for the qualification should be used.

Portfolios do not need to be very large and must contain the learners’ own

work, not an abundance of tutor notes and handouts.

Evidence does not need to be word processed.

Assessors may use any method that is reliable, valid and fit for purpose.

Units should only be signed off once all the requirements of the unit are

met.

All evidence must be clearly signposted and made available for the

external moderator upon request. A checklist of criteria with evidence

listed could be used along with learner evidence to present to the

moderator. This checklist could include feedback from the assessor.

Additional Information

All internal assessments must be accompanied by a signed Declaration of

Authenticity (this document is available on the ABC website).

17

Understanding counselling theory

Unit Reference

R/601/7575

Level

3

Credit Value

4

Guided Learning

Hours

30

Unit Summary

In this unit, learners will study one major

therapeutic model of counselling in depth to

empower the learner to reflect constructively on its

value and use when working with people. They will

also reflect on two other therapeutic models of

counselling to raise awareness of other models.

Learning Outcomes

(1 to 2)

The learner will

Assessment Criteria

(1.1 to 2.2)

The learner can

1. Understand a

major therapeutic model of

counselling

1.1. Explain the historical development of one

major therapeutic model, including the people influential in its development

1.2. Explain the philosophical basis of the chosen model

1.3. Explain the key concepts, principles of the chosen model

1.4. Explain how the chosen model would inform

the practice of a qualified trained counsellor

1.5. Explain how the chosen model influences the

understanding of the development of the concept of self

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1.6. Explain why it is important to have an understanding of a therapeutic model before

using its methods and techniques

2. Understand the

principles of other therapeutic models

of counselling

2.1. Explain the key features of two other

therapeutic models

2.2. Compare and contrast these models with the

main model chosen



MH100


CLG 1.1, CLG 1.2, CLG 2.2, CLG 5.5

19


R/601/7575 Understanding counselling theory – Level 3

Indicative Content



Learning Outcome 1. Understand a major therapeutic model of

counselling

Identify main model. Understand its origin and development together with

main contributors to its development, e.g.

Integrative – Egan, Nelson-Jones

Psychodynamic – Freud, Jung, Klein, Bowlby, Fairburn, Winnicott

Cognitive Behavioural Therapy – Beck, Ellis, Padesky, Greenberg

Humanistic – Rogers, Mearns, Thorne

Philosophy, key concepts and principles of chosen model.

Impact on practice of qualified counsellors.

Development of self-concept as it fits with the chosen model.

Dangers of using any model without having understanding of its key

concepts and principles.

Learning Outcome 2. Understand the principles of other

therapeutic models of counselling

Identify two other counselling models and explain their key features.

Compare each one with main model chosen in Learning Outcome 1 and

identify issues suitable for use of each of three models.

Maybe compare differences/similarities regarding their key concepts and

self-concept.

20







For the main model chosen, learners should be given a brief description of

the historical development of the model, including the people influential in

its development. Learners should develop an appreciation of the

philosophical base and principles of the model. The focus should be

presented in sufficient depth so that learners can relate it to counselling

skills and understand that they are inter-connected.

A broad appreciation of two other models should be presented at this

level for contrasting and comparing with the main model. It is important

that in giving the overview of the two models chosen that they are not

denigrated or trivialised. Also the presentations made should include

warnings against the real dangers of applying methods and techniques

from these models without a depth understanding of the full therapeutic

approach.








management).






21





Reports / notes












Evidence of wider reading should be encouraged, as is the use of

appropriate referencing. Evidence does not need to be word processed.



met.








22

Using counselling skills

Unit Reference

K/601/7579

Level

3

Credit Value

7

Guided Learning

Hours

60

Unit Summary

Through practice, learners will explore a range of

skills used within the counselling profession.

Additionally they will understand that sessions in

which counselling skills are used are professionally

managed activities with a start, middle and end.

Cultural differences are recognised, acknowledged

and worked with.

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.1)

The learner can

1. Understand the

process of a counselling skills

session

1.1. Identify three stages in the counselling skills

session

1.2. Explain the importance of opening a session appropriately

1.3. Define the following skills which could be used in a session

Attentiveness and rapport building

Active listening, including minimal

encouragers

Managing silence

Empathic listening

Effective questioning

Paraphrasing and summarising

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Focusing

Immediacy

Working at an appropriate pace

Checking understanding with the

speaker

1.4. Explain the importance of closing a session

1.5. Explain the possible impact of diversity on the

use of counselling skills in a session

2. Be able to conduct a session with a

client in an ethical and safe way

2.1. Ensure that the environment is suitable and safe

2.2. Open the session with the speaker, explaining What is on offer

Limits of confidentiality

Length of session

2.3. Develop the session using skills appropriate

for the session

2.4. End a session appropriately within agreed

time boundaries, showing sensitivity to the speakers needs and feelings

3. Reflect on own

practice

3.1. Reflect on the stages of the counselling skills

session



MH100


CLG 5.2, CLG 5.5, CLG 6.1, CLG 8.1, CLG 18.1, CLG 18.2, CLG 19.1, CLG

21.1

24


K/601/7579 Using counselling skills – Level 3

Indicative Content



In this unit, “client” means a fellow learner from this course or another

Level 3 Counselling Skills course from the same centre, developing the

session using appropriate skills taken from Assessment Criteria 1.3 in

order to meet the assessment criteria.

NB This unit is internally assessed

Learning Outcome 1. Understand the process of a counselling

skills session

In a formal setting, learners should be able to be competent – opening,

developing and closing a session using counselling skills and identify

which skills are more appropriate during these stages.

Learners should be able to define each of the skills listed in Assessment

Criteria 1.3.

Learners should understand how cultural influences may impact on both

speaker and listener.

Learning Outcome 2. Be able to conduct a session with a client in

an ethical and safe way

For assessment purposes this must be one session only and not a series

of sessions.

This session must not be role play.

Tutors should assist prior to the session in enabling the speaker in their

choice of material to work with.

Tutors must be present throughout this assessment.

Evidence of the learner being able to conduct a session in an ethical &

safe way using a minimum of five skills from Assessment Criteria 1.3

appropriate to the session.

25

Produce evidence, for example, a recording of 30 minutes using a variety

of appropriate counselling skills. Opening the session with a suitable

introduction, clearly stating what is on offer, any limits to confidentiality

and the length of the session. Developing and closing the session

appropriately.

Learning Outcome 3. Reflect on own practice

Learners may, for example, produce a report reflecting on their own

performance in this session, identifying areas which could have been

improved, as well as those where skills were used effectively. Explain how

ethical practice was observed.

NB It should be made clear by tutors, at the beginning of this course and

throughout the course, the difference between formal counselling (use of

skills in a formal setting) and using counselling skills. Incorporated into

this should be that only when on a course as a trainee counsellor (such as

the ABC Level 4 Diploma in Therapeutic Counselling) and when qualified

can anyone call themselves ‘counsellor’ and use the term ‘counselling

session’.

This course (the use of counselling skills) is not a formal setting and as

such learners should ideally use the terms ‘listener’ and for the ‘client’ the

term ‘speaker’. For this assessment ‘speaker’ and ‘listener’ MUST be used.







Learners should be given a short explanation of the skill(s) to be

practised, together with a demonstration. These should be presented on

an incremental basis.

Learners can then practice the skill(s), preferably in triads, with the tutors

circulating and intervening as and when appropriate to give feedback.


26







management).










Reports / notes















met.

27








28

Personal development for users of counselling skills

Unit Reference

K/601/7582

Level

3

Credit Value

4

Guided Learning

Hours

30

Unit Summary

In this unit, learners reflect on how the study of

counselling theory, the use of counselling skills and

feedback received can inform personal

development and growth, in particular their

understanding of self.

Learning Outcomes

(1 to 3)

The learner will

Assessment Criteria

(1.1 to 3.4)

The learner can

1. Understand how the study of

counselling theory can inform

personal development and

growth

1.1. Reflect on ways in which the study of counselling theory has developed their

understanding of self


understanding of life events and their

responses to them


understanding of their relationships, and the way they form, develop, maintain and end

them

29

2. Use counselling

skills practice to understand self

2.1. Reflect on ways in which the counselling skills

practice has impacted on the development of self

2.2. Explain how interaction with others has impacted on self

2.3. Reflect on the impact on self of responding to

equality and diversity issues

2.4. Reflect on the impact on practice of

responding to equality and diversity issues

3. Reflect on personal development

3.1. Identify constructive guidance provided by others which has informed their awareness

3.2. Explain how this feedback has impacted on self

3.3. Evaluate their own strengths and weaknesses as a person who uses counselling skills

3.4. Plan for and justify future personal

development



MH100


CLG 2.1, CLG 2.2

30


K/601/7582 Personal development for users of counselling skills – Level 3

Indicative Content



Learning Outcome 1. Understand how the study of counselling

theory can inform personal development and growth

Learners reflect on their learning of counselling theory, relating theory to

self and consequent learning about self in terms of development,

relationships and life events.

Learning Outcome 2. Use counselling skills practice to understand

self

Learners reflect on their learning from their practice of counselling skills,

relating skills to self and how subsequent learning impacts on self in

relation to development, skills practice, diversity, etc.

Learning Outcome 3. Reflect on personal development

Personal growth achieved through recognition and understanding of their

own strengths and weaknesses.

How feedback has been used in relation to self in relation to personal

development.

Evidence must be provided by the student for reflection in all learning

outcomes.

31







Personal awareness will be monitored continuously and when trainers

(including personal development facilitators) are concerned about a

learner’s level of awareness, and/or are concerned about his/her

interactions within their peer groups, then the trainers will have a duty to

draw the attention of the learner to these concerns. Factual evidence,

with concrete examples, should be given so that the learner can choose to

work on these issues.

Continued self-awareness is seen as of crucial importance and trainers

have a duty of care to the community by ensuring that people who use

counselling skills and/or intend to continue to train as counsellors show

adequate evidence of insight and self-awareness.

If a learner’s behaviour is disruptive to the whole learning group then

trainers, having a wider duty of care to the whole learning community,

can request that he/she leaves the course.

It is impossible to be prescriptive for this unit, as many variable factors

will affect the growth of the individual and of the group, including the

personal characteristics of the facilitator, the chosen theoretical

orientation of the course and the group composition. However, facilitation

of the group does mean maintaining safe boundaries for the group and for

each individual within the group.

It is important that all members of the group are aware of the difference

between therapeutic groups and self-awareness learning groups. Tutors

need to prevent the group becoming immersed in the drama of one

person to the exclusion of or avoidance of other material.

Equally the group and each learner should be aware that the group is not

an arena for the direct practising of counselling skills

32

Learners, as a minimum, should be strongly urged to keep a personal

journal of their progress.








management)





selected by moderator appointed by ABC


of all the relevant learning outcomes and assessment criteria



Reports / notes









*The most appropriate evidence for the qualification should be used

Evidence of the outcome of the learners’ reflection is required, for

example a journal or separate piece of work using reflections that the

33

learner has recorded in their journal. This could be done orally &

recorded, or directly to the assessor.






met.








34

Appendices

Recognition of Prior Learning (RPL), Exemption and

Credit Transfer

ABC Awards policy enables learners to avoid duplication of learning and

assessment in a number of ways:

Recognition of Prior Learning (RPL) – a method of assessment that

considers whether a learner can demonstrate that they can meet

the assessment requirements for a unit through knowledge,

understanding or skills they already possess and do not need to

develop through a course of learning.

Exemption - Exemption applies to any certificated achievement

which is deemed to be of equivalent value to a unit within ABC

qualification but which does not necessarily share the exact learning

outcomes and assessment criteria. It is the assessor’s responsibility,

in conjunction with the Internal Moderator, to map this previous

achievement against the assessment requirements of the ABC

qualification to be achieved in order to determine its equivalence.

Any queries about the relevance of any certificated evidence, should

be referred in the first instance to your centre’s internal moderator

and then to ABC. It is important to note that there may be

restrictions upon a learner’s ability to claim exemption or credit

transfer which will be dependent upon the currency of the

unit/qualification and a learner’s existing levels of skill or

knowledge. Where past certification only provides evidence that

could be considered for exemption of part of a unit, learners must

be able to offer additional evidence of previous or recent learning to

supplement their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit or

a component. Credit transfer is the process of using certificated

credits achieved in one qualification and transferring that

achievement as a valid contribution to the award of another

qualification. Units/Components transferred must share the same

learning outcomes and assessment criteria along with the same unit

number. Assessors must ensure that they review and verify the

evidence through sight of:

o Original certificates OR

o Copies of certificates that have been signed and dated

by the internal moderator confirming the photocopy is a

35

real copy and make these available for scrutiny by the

External Moderator.

Equivalencies – opportunities to count credits from the unit(s) from

other qualifications or from unit(s) submitted by other recognised

organisations towards the place of mandatory or optional unit(s)

specified in the rule of combination. The unit must have the same

credit value or greater than the unit(s) in question and be at the

same level or higher.

ABC encourages its centres to recognise the previous achievements of

learners through Recognition of Prior Learning (RPL), Exemption and

Credit Transfer. Prior achievements may have resulted from past or

present employment, previous study or voluntary activities. Centres

should provide advice and guidance to the learner on what is appropriate

evidence and present that evidence to the external moderator in the usual

way.

Certification

Learners will be certificated for all units and qualifications that are

achieved and claimed.

ABC’s policies and procedures are available on the ABC website in the

Examination Officers’ Guide.

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under the

immediate guidance or supervision of a tutor (or other appropriate

provider of education or training). It may be helpful to think – ‘Would I

need to plan for a member of staff to be present to give guidance or

supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

Face-to-face meeting with a tutor

Telephone conversation with a tutor

Instant messaging with a tutor

Taking part in a live webinar

36

Classroom-based instruction

Supervised work

Taking part in a supervised or invigilated formative assessment

The learner is being observed as part of a formative assessment.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the total

amount of time that could reasonably be expected to be required, in order

for a learner to achieve and demonstrate the achievement of the level of

attainment necessary for the award of a qualification.’ The size of a

qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other time

taken in preparation, study or any other form of participation in education

or training but not under the direct supervision of a lecturer, supervisor or

tutor.

TQT is calculated at qualification level and not unit/component level.

Examples of unsupervised activities that could contribute to TQT include:

Researching a topic and writing a report

Watching an instructional online video at home/e-learning

Watching a recorded webinar

Compiling a portfolio in preparation for assessment

Completing an unsupervised practical activity or work

Rehearsing a presentation away from the classroom

Practising skills unsupervised

Requesting guidance via email – will not guarantee an immediate

response.

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