ࡱ> ficde_ [wbjbjCC iX)D\)D\/l+((((($(((P ))(_,(,p*-*-*-5vL6$p6ކ$ Í\(65566((*-*-;;;6^(*-(*-ކ;6ކ;;z*- s6}<ʆ/0_}7xz(66;666669&666_6666666666666> \':   Customised Qualification Development Guide for Centres  Contents Page No. TOC \o "1-1" \h \z \u   Overview 3 About Ofqual Regulation 3 Customised qualification development 3 The qualification specification 4 Assessments and mark schemes 4 Quality assurance 5 Level descriptors 6 IQ Qualification Unit Template 7 Overview This guide is to inform centres of what is required in order for IQ to approve a customised qualification. A customised qualification is one which has been designed by and for one customer, or a limited group of customers. They are not normally available for anyone else to use. Customised qualifications can be written by the customer or by IQ, or a combination of the two. The process of developing a qualification depends largely on what material has already been developed, and at this stage it is important to point out that a training course is not a qualification. There may be some overlap of materials, but in general, they are quite different. In working out a cost and a time scale for development, IQ will take into consideration the size and level of the qualification, the preferred assessment methodology, whether it will be Ofqual-regulated and how much of the existing material can be used in the qualification. IQ also expect the customer to produce a business case that demonstrates demand for the qualification, how the customer proposes to market the qualification and the expected number of registrations. IQ will provide the customer with a template for this information. About Ofqual regulation Ofqual is the regulator of qualifications in England, and all certificates issued for Ofqual-regulated qualifications are entitled to carry the Ofqual logo. Ofqual also regulate awarding organisations and IQ is an Ofqual-approved awarding organisation. Regulated qualifications have to conform to conditions that are designed to assure the validity of the qualifications, thus assuring the learner and other users of regulated qualifications that they are fit for purpose. These conditions extend to all aspects of qualification development and delivery. They can be found at  HYPERLINK "https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/371266/2014-11-03-general-conditions-of-recognition-november.pdf" https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/371266/2014-11-03-general-conditions-of-recognition-november.pdf IQ has agreed with Ofqual a range of sectors in which it can offer regulated qualifications. This is called the scope. If IQ develops customised qualifications that fall within this scope then they MUST be Ofqual-regulated unless either of the two conditions below apply: The qualification is wholly intended for use abroad The qualification is materially different from other regulated qualifications offered by IQ IQ will provide advice on whether a proposed customised qualification will have to be regulated or not. There is not a major difference in development costs for regulated and non-regulated customised qualifications, although there is a small additional charge to cover the cost of actually registering a qualification on the Ofqual Register. Please note that the current Ofqual Register website allows public visibility of the title of customised qualifications, but not any further details. Customised Qualification Development Customised qualifications are just like any other IQ qualifications, except they are only available for use by the relevant customer. Qualifications have four main components: 1. A qualification specification 2. Assessments 3. Mark schemes or some other method of deciding if the learner has achieved the qualification 4. A quality assurance process to ensure the validity of the qualification All four components are needed in order to create the customised qualification. The following guidance indicates what is required for each component. Some of this will be provided by the customer, for example the content of the qualification, and input on what the assessment method should be. Other parts, in particular the quality assurance, will follow guidance provided by IQ. The qualification specification The specification must include the following information, further information and guidance is contained in the specification template: the qualification title, the qualifications objective, any prior qualification, knowledge, skills or understanding which the learner is required to have before taking the qualification, the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth), often called the taught content units which a learner must have completed before the qualification will be awarded and any optional routes, if appropriate the method of any assessment and any associated requirements relating to it, the criteria against which learners levels of attainment will be measured (such as assessment criteria or exemplars), any specified levels of attainment, for example Pass/Merit/Distinction the Total Qualification Time, expressed in hours the qualifications and/or the relevant sector experience required for the trainers/assessors of the qualification Additional guidance to the learner, for example lists of recommended reading or resources Please complete the specification below, writing Not Applicable for sections that are bot relevant Assessments and Mark Schemes Sample assessment(s) and associated mark schemes must be produced alongside the Specification. The assessment must be designed so that it: a) is fit for purpose; b) can be delivered efficiently (in terms of the arrangements for registration, assessing, certificating) c) is manageable for the centre to deliver; d) allows reasonable adjustments to be made for learners in accordance with Equality laws; e) allows learners to generate evidence which can be authenticated; f) allows learners who have reached the relevant standard of knowledge, skills and/or understanding to demonstrate it g) allows assessor and IQ to differentiate accurately and consistently between a range of attainment by learners What assessments you submit here will depend entirely on how you propose to ensure that learners have met the standards. Typical these forms of assessment are called summative and include: Tests carried out under examination conditions at the centre Typically set by IQ, then sent back to IQ for marking Can be short answer, multiple choice, essay-style Portfolios of evidence gathered together by the learner during the course, internally marked by the centre, then externally verified by IQ This approach is useful for assessing practical competencies A range of different types of evidence can be included in a portfolio of evidence Ensure you provide an example of each form of assessment that learners are going to use. Annotate each example to show which Assessment Criteria the assessment is designed to cover. Typically, your assessments should cover all the Assessment Criteria, although in some forms of assessment, it is possible to cover a sample of the Assessment Criteria it is important to include an explanation of which approach you are taking, and why. You must include a mark scheme, or a description of how the assessment evidence is to be evaluated to determine if the learner has passed (met the standard). Quality Assurance Quality assurance is all about ensuring that: The learner is who they say they are The work produced is all their own work The assessment has been carried out under the prescribed conditions The assessment materials are kept safe and secure Quality assurance also ensures that: Marking is fair and consistent Assessment does not get more or less difficult over time, as different courses are run That any tests are unbiased, and map into the assessment criteria as they are supposed to Please include a description of your procedures for ensuring that quality assurance is as required. Level Descriptors: Achievement at Entry 1 recognises progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills, knowledge or understanding that relate to the immediate environment Achievement at Entry 2 reflects the ability to make use of skills, knowledge and understanding to carry out simple, familiar tasks and activities with guidance. Achievement at Entry 3 reflects the ability to make use of skills, knowledge and understanding to carry out structured tasks and activities in familiar contexts, with appropriate guidance where needed. Achievement at level 1 reflects the ability to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance. Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance. Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work Achievement at level 5 reflects the ability to identify and use relevant understanding, methods and skills to address broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them. Achievement at level 6 reflects the ability to refine and use relevant understanding, methods and skills to address complex problems that have limited definition. It includes taking responsibility for planning and developing courses of action that are able to underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of different perspectives, approaches or schools of thought and the theories that underpin them. Achievement at level 7 reflects the ability to reformulate and use relevant understanding, methodologies and approaches to address problematic situations that involve many interacting factors. It includes taking responsibility for planning and developing courses of action that initiate or underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of relevant theoretical and methodological perspectives, and how they affect their area of study or work. Achievement at level 8 reflects the ability to develop original understanding and extend an area of knowledge or professional practice. It reflects the ability to address problematic situations that involve many complex, interacting factors through initiating, designing and undertaking research, development or strategic activities. It involves the exercise of broad autonomy, judgement and leadership in sharing responsibility for the development of a field of work or knowledge or for creating substantial professional or organisational change. It also reflects a critical understanding of relevant theoretical and methodological perspectives and how they affect the field of knowledge or work. IQ Qualification Specification Template Qualification Title Use the following wording: IQ Level 4 Organisation Award/Certificate/Diploma in Underwater Basket weaving The title must reflect what the qualification is about, without unexplained acronyms. The word Principles in the title indicates this is a knowledge qualification and word Practice that it is competence. Level: refer to the level descriptors in the Appendix to choose the appropriate level Award/Certificate/Diploma: this relates to the size of the qualification as described in the Total Qualification Hours. As a general guide, Award is up to 130 hours, Certificate is up to 360 hours, Diploma is greater than 360 hours The word organisation is IQ nomenclature to signify a customised qualification.  Qualification Description Include here the aims of the qualification, its target audience (industry professions etc), benefit to learners, if directly based on NOS or other standards. .  Objective and Purpose This is a clear statement of the intended purpose of the qualification, both for the learner, and in relation to the sector. Also indicate the intended age range, typically 16-18 years or 19+ although other age ranges may be required to meet, for example, health and safety regulations. Also indicate the geographical coverage that may apply.eg this qualification is valid in England, Wales and Northern Ireland, or only valid in Australia List of objectives (select only one): a) preparing learners to progress to a qualification in the same subject area but at a higher level or requiring more specific knowledge, skills and understanding, (b) preparing learners to progress to a qualification in another subject area, (c) meeting relevant programmes of learning, (d) preparing learners for employment, (e) supporting a role in the workplace, or (f) giving earners personal growth and engagement in learning List of purposes (select only one., A1 or B2 etc): A. Recognise personal growth and engagement in learning A1 Recognise development of skills for life A2 Recognise development of knowledge and/or skills to operate independently and effectively in life, learning and work A3. Recognise development of personal skills and/or knowledge A4. Recognise development of employability skills and/or knowledge B. Prepare for further learning or training and/or develop knowledge and/or skills in a subject area B1. Prepare for further learning or training GCSE , Access to HE, or Pre-U qualification B2. Develop knowledge and/or skills in a subject area C. Prepare for employment C1. Prepare for employment in a broad occupational area C2. Prepare for employment in a specific occupational area D. Confirm occupational competence and/or 'licence to practice' D1. Confirm competence in an occupational role to the standards required D2. Confirm the ability to meet a licence to practice or other legal requirements made by the relevant sector, professional or industry body E. Updating and continuing professional development (CPD) E1. Update knowledge and/or skills relating to legal, technical, process or best practice changes/requirements E2. Develop knowledge and/or skills in order to gain recognition at a higher level or in a different role E3. Develop knowledge and/or skills relevant to a particular specialization within an occupation or set of occupations  Entry requirements List any prior qualification, knowledge, skills or understanding which the learner is required to have before taking the qualification.  Sector If possible, choose which of one of the following sectors your qualification belongs to. Write down the sector and the relevant number, and delete the rest 1 - Health, Public Services and Care 1.1 - Medicine and dentistry 1.2 - Nursing, and subjects and vocations allied to medicine 1.3 - Health and social care 1.4 - Public services 1.5 - Child development and well being 2 - Science and Mathematics 2.1 - Science 2.2 - Mathematics and statistics 3 - Agriculture, Horticulture and Animal Care 3.1 - Agriculture 3.2 - Horticulture and forestry 3.3 - Animal care and veterinary science 3.4 - Environmental conservation 4 - Engineering and Manufacturing Technologies 4.1 - Engineering 4.2 - Manufacturing technologies 4.3 - Transportation operations and maintenance 5 - Construction, Planning and the Built Environment 5.1 - Architecture 5.2 - Building and construction 5.3 - Urban, rural and regional planning 6 - Information and Communication Technology (ICT) 6.1 - ICT practitioners 6.2 - ICT for users 7 - Retail and Commercial Enterprise 7.1 - Retailing and wholesaling 7.2 - Warehousing and distribution 7.3 - Service enterprises 7.4 - Hospitality and catering 8 - Leisure, Travel and Tourism 8.1 - Sport, leisure and recreation 8.2 - Travel and tourism 9 - Arts, Media and Publishing 9.1 - Performing arts 9.2 - Crafts, creative arts and design 9.3 - Media and communication 9.4 - Publishing and information services 10 - History, Philosophy and Theology 10.1 - History 10.2 - Archaeology and archaeological sciences 10.3 - Philosophy 10.4 - Theology and religious studies 11 - Social Sciences 11.1 - Geography 11.2 - Sociology and social policy 11.3 - Politics 11.4 - Economics 11.5 - Anthropology 12 - Languages, Literature and Culture 12.1 - Languages, literature and culture of the British isles 12.2 - Other languages, literature and culture 12.3 - Linguistics 13 - Education and Training 13.1 - Teaching and lecturing 13.2 - Direct learning support 14 - Preparation for Life and Work 14.1 - Foundations for learning and life 14.2 - Preparation for work 15 - Business, Administration, Finance and Law 15.1 - Accounting and finance 15.2 - Administration 15.3 - Business management 15.4 - Marketing and sales 15.5 - Law and legal services  Guidance on Delivery Include here any guidance that will help learners understand how the course is to be delivered, for example whether there is any e-learning, or on-site learning.  Assessment This section of the specification describes how the learner is to be assessed. Units are usually assessed separately, but this is not compulsory. Each assessment method must be described; eg Unit 1 is assessed by a 30 question multiple choice test and Unit 2 is assessed by a 3000 word assignment, set by the centre, internally marked and externally marked by IQ.  Progression If appropriate, indicate her what progression opportunities exist for the learner as a result of gaining tis qualification  Tutor requirements Include here a description of the qualifications and experience required for tutors/trainers delivering this course.  Centre requirements This section is for any specialised centre requirements necessary to undertake the delivery of this qualification e.g for a brick laying qualification centres must be able to provide suitable facilities  Qualification Structure Overview This section is a summary of the content of the qualification, in tabular form. Use the table structure below. See next section for details of Units, and Hours. Structure Unit title (Compulsory Units) GLH TQT Level 1. 2. 3. etc Unit title (Optional Units) 4. 5. etc. Rules of Combination List any rules about units that must be achieved in order to achieve the whole qualification, for example. To achieve the qualification learners must achieve each Compulsory unit and two Optional units. Levels of Attainment Give the overall level of attainment that can be achieved by a learner. For example, the qualification may be Pass or Fail, or it may have some grades such as Pass, Merit, Distinction. The detail of how any grades are achieved is usually found in the Assessment section. Barred units if any  Qualification Content For the knowledge, skills and understanding, and the criteria against which learners attainment is measured, IQ has adopted the Learning Outcomes (LOs), Assessment Criteria (ACs) and Taught Content approach. Learning outcomes are grouped into logical sets that are called Units. A qualification may have only one Unit. Each Learning Outcome has associated with it a set of Assessment Criteria. These are what the learner needs to do in order to demonstrate that they can be awarded the qualification. Typically, a Unit will have between 2 and 6 Learning Outcomes, and a Learning Outcome will have between 2 and 5 assessment criteria. Many awarding organisations allow you to access their specifications and it is often useful to see how other qualifications are worded. The example below is one Learning Outcome from one unit of the Level 2 Customer Service qualification. You need to do this for each Learning Outcome of each Unit using the suggested template at the end of this guide. Unit 1: Delivery of effective customer service Insert a brief unit description here: Total Qualification Time: insert the time for this unit (see guidance below) Learning Outcome 3 - The learner will: Assessment Criteria - The learner can: Indicative Contents: Understand principles of responding to customers problems or complaints 3.1 Identify common causes of customer problems and complaints Common causes of customer problems/ complaints: Waiting too long to be served, being passed between staff members, inexperienced staff, misleading/ incomplete/ unavailable information, faulty products, failure to follow up on queries, poorer service compared to competitors etc. 3.2 Identify different methods of communication Verbal/ body language in person: covering: tone, volume, nodding, smiling, active listening; including: shop floors, visits and product fairs. In writing: email, memos, formal letters dealing with customers problems and information leaflets. Phone calls: staff on standby/ making follow up calls; extension numbers, accessing computerised information during calls etc. 3.3 Describe the importance of adapting methods of communication and behaviour to meet the individual needs of customers Addressing individual customers: Lack of technical knowledge, linguistic ability, age group, hearing impairment, cultural differences and mood (impatient, angry, upset etc.). Importance of adapting communication: Speaking clearly/ with suitable terminology improves understanding, remaining calm/ friendly diffuses emotional situations, adapting communication can resolve customer needs promptly and to satisfaction of customer. 3.4 Explain how the non-verbal communication of the service deliverer can affect the behaviour of the customer How non-verbal communication can effect behaviour of customer: Including: facial expression, gesturing, posture, personal space, handshakes, appearance (hairstyle, clothing etc.); effect on customer behaviour: just as important as what is said, can make them more relaxed, feel appreciated, reciprocate behaviour/ attitude of service deliverer etc. 3.5 Describe how personal presentation, approach and attitude will influence the perception of the service delivered Influence of presentation, approach and attitude on perception of service delivered: Creating a positive first impression, dressing to show commitment to core values of business (e.g. fashion designers, sports facilities etc.), uniform shows consistent service across different stores, friendly attitude conveys care for interests of customer etc. Guidance on writing the Unit Title A unit title must not repeat the qualification title, except for single unit qualifications (where both titles must be the same). A unit title should not be more than 80 characters, including spaces and punctuation Titles should use full words and avoid punctuation Unit titles should not normally include words such as initial or advanced, as difficulty is shown by qualification level. Guidance on writing Learning Outcomes: Learning outcomes describe what the learner knows, understands and/or can do. Taken together across the qualification, they represent the standard of the qualification. The level of demand (cognitive or practical) of these learning outcomes is one of the main factors that determines the level of the unit. Cross reference this with the level descriptors to check your level matches the learning outcomes. The use of the word principles is a common way of referring to knowledge about something, while the word practice is often used to indicate being able to do something. Do not write any learning outcomes that are not assessed. Guidance on writing Assessment Criteria: Assessment criteria are what the learner needs to be able to do in order to confirm that they have met the standard. They always start with a verb which is closely related to the level of the unit. For example, verbs like list, describe, give (reasons for) are generally associated with levels 1 and 2. Explain, and analyse are examples of verbs for higher level assessment criteria. Do not use any verbs that are not capable of being assessed. Guidance on Indicative Content: This is used to describe the subject content that relates to that particular assessment criterion. It is also the place where the range of knowledge or understanding can be defined. For example, in AC 3.2 above In writing: email, memos, formal letters dealing with customers problems and information leaflets provides the range of written materials to be covered.  Total Qualification Time This is usually calculated separately for each unit, then added up to give a total for the qualification. This figure is important to give learners an idea of what the time commitment is. In addition, for regulated qualifications where funding is being sought, the total qualification time is one of the factors considered by the funding agency. The total qualification time has three components that are added together: Guided Learning Time (time with a tutor) Directed Study Time (time spent carrying out related activities as directed by the tutor) Dedicated Assessment Time (time spent carrying out the assessment) GLH is the sum of Guided Learning Time (time with a tutor) Dedicated Assessment Time (time spent carrying out the assessment) For regulated qualifications IQ will need the evidence of how this was achieved (at least two practitioners must be involved In the process.  Unit Guidance This section provides an opportunity for the developer to expand and explain any aspect of the unit further and to include ideas on how the unit can be delivered and assessed. Attention should be given to the delivery and assessment needs of all potential candidates, ensuring no barriers to entry, other than those directly related to the integrity of the units i.e. does it cater for the needs of race, disability and gender.  Any relevant standards / mapping to standards or NOS or assessment strategy Go into this section  Resources and Useful websites Include any publications or web sites that would be useful to a learner Unit 1: title here Guided Learning Hours: Unit TQT: Credit: Level: Learning Outcome - The learner will:Assessment Criteria - The learner can:Indicative Contents:     QMS: Customised Qualification Development Guide Page  PAGE 4 of  NUMPAGES 15 IQA/0.3/001 | Version 12.0 | 29/02/2016 |Author DM Page  PAGE 25 of  NUMPAGES 15 IQA/0.3/001 | Version 7.0 | 21/06/2013 | Author AW Page  PAGE 15 of  NUMPAGES 15 IQA/0.3/001 | Version 12.0 | 29/02/2016 |Author DM    ()49EFHIY[cdoxyοzoddTdh!hl75B*\aJph2vvjhl7hl7Uhl7hl70J,PJhx0J,PJh!0J,PJ hl7hl7 h*h`hTdhmH nH sH tH h~HmH nH sH tH hvmH nH sH tH hTdh`mH nH sH tH (jhTdh`UmHnHsH tH u hl7h` hl7hCguhCguh / hl7h /    FG $Ifgd! $Ifgd!gd!gdztGHIJKLMNOPQRSTUVWgd!lkdm$$IfTlq t0cNcN644 layt`TWYZ[  , - T U r s 9 C D gd>gdAdgd7gd!gd!  8 9 : B ʼ~~x~x~oaVNFhgKmH sH 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