sltraininganddevelopment

National Apprenticeship Week - 2026

Thu, 12 Feb 2026 11:52:13 GMT

Don't forget the Trainers, Coaches and Assessors!

National Apprenticeship Week is a time to celebrate the power of Apprenticeships – the opportunities they create, the skills they develop, and the positive impact they have on individuals, employers, and the wider economy. Each year, the focus is rightly placed on Apprentices and the employers who invest in them. But behind every successful Apprenticeship journey is a group of professionals whose contribution is just as vital : the Apprenticeship Trainers, Coaches and Assessors (on-programme and End Point Assessors (EPA).

The Hidden Drivers of Apprenticeship Success

Apprenticeships are not simply about completing a programme or achieving a qualification. They are about growth, confidence, competence, and long-term career development. Apprenticeship Trainers, Coaches and Assessors are the people who turn a job related Standard (of knowledge, skills and behaviours) into a meaningful learning experience .

They bridge the gap between theory and practice, helping Apprentices apply their learning in real workplace contexts. They ensure that standards are met, progress is sustained, and potential is fully realised. Without their expertise, guidance and dedication, Apprenticeships would struggle to deliver the high-quality outcomes that employers and learners expect.

More Than Teaching, Coaching and Mentoring

The structure of Apprenticeships demand far more than traditional teaching. Apprenticeship Coaches and Trainers often act as mentors, motivators, and problem-solvers . They support Apprentices through challenges such as balancing work and study, building confidence, adapting to professional expectations, and overcoming personal barriers.

This human element is crucial . A well-timed conversation, constructive feedback, or tailored support plan can be the difference between an apprentice disengaging and an Apprentice thriving. Trainers and Coaches are often the first to spot when something isn’t working and the first to step in with solutions.

Ensuring Quality and Standards

End Point Assessors (EPA) play a critical role in maintaining the integrity and credibility of Apprenticeships. They ensure that Apprentices meet occupational standards and are genuinely competent in their roles. This protects not only the value of the Apprenticeship Standard but also the reputation of the Apprenticeship route as a whole. Let's not forget the Internal Quality Assurers (IQA) too, they play a fundamental part in the quality assurance of Apprenticeships.

End Point Assessors help ensure consistency, fairness, and quality across programmes. Their professional judgement and attention to detail underpin the trust that employers place in Apprenticeships as a reliable workforce development pathway.

With changes to the way Apprenticeships are going to be assessed coming in 2026 there will be more emphasis on the assessment decisions made by the ' on-programme Assessors '. These Assessors will be making judgements that can contribute to the overall completion of an Apprenticeship, as part of the 'new' Apprenticeship Assessment format.

Impact Beyond the Apprenticeship Programme

The influence of Apprenticeship Trainers, Coaches and Assessors often extends far beyond the end-point assessment. Many Apprentices credit these professionals with shaping their confidence, career aspirations , and approach to lifelong learning. We all remember a great teacher from our school days. The skills, habits, and mindset developed during an Apprenticeship can last a lifetime.

In this way, Trainers, Coaches and Assessors don’t just support individual learners – they contribute to stronger organisations, more skilled industries, and a more resilient workforce.

A Week to Say Thank You

As we celebrate National Apprenticeship Week 2026 , it’s important to recognise and thank the professionals working behind the scenes . Their commitment, adaptability, and passion are central to the success of Apprenticeships across all sectors.

This week is not only about highlighting opportunities, but also about acknowledging the people who make those opportunities work. Apprenticeship Trainers, Coaches and Assessors are the backbone of the Apprenticeship system – and their impact deserves to be celebrated.

How we help Apprenticeship Trainers, Coaches, Assessors and IQAs.

We work with Employers, Training Providers, Colleges and End Point Assessment Organisations to support and develop their staff through a range of teaching, training, assessing and quality assurance qualifications . Clients include Jet2.com, First Intuition, Windsor Forest College Group and Highfield Assessment.

The Level 3 (AET) and Level 4 (CET) Education and Training qualifications are ideal for those Apprenticeship Trainers and Coaches who are involved in the delivery of Apprenticeship Programmes. The Level 3 suite of Assessor qualifications are also relevant to these roles (even more so as the Apprenticeship Assessment process evolves during 2026).

With the current focus on shifting the assessment of some components back to those who deliver the Apprenticeship programmes there will be more emphasis on providers ensuring quality through teaching, learning and assessment. The Level 4 range of Internal Quality Assurance (IQA) qualifciations give the perfect insight and understanding of quality assurnace processes.

All of these qualifications are available via our blended-learning or online programmes, can be started at ay time, come with unlimited support and guidance and will enable Apprenticeship Trainers, Coaches, Assessors and IQAs the opportunity to carry out their role as qualified professionals. Visit our qualification pages for more information or to book a free consultation.

Why training should not just tick a box

Mon, 15 Dec 2025 15:04:44 GMT

Training is not just a tick-box exercise: why it truly matters

We had some feedback from our of our Level 3 Award in Education and Training (AET) learners recently, see below. It sparked a discussion about how often people think about training being put in place, just because.......

In many industries and organisations, training is often seen as something that has to be done - an annual compliance module (most commonly now an e-learning module), a mandatory induction, or a quick refresher before an audit. It’s easy to fall into the mindset that training is simply a task to complete, a requirement to tick off the list. But this approach misses the true purpose and power of learning and development and supporting individuals in their professional development.

Training is not a tick-box exercise. It is an investment - one that shapes organisational culture, improves performance, and empowers people to do their best work.

Training can offer so many benefits to organisations and individuals

1. Training Builds Capability, Not Just Compliance

Compliance matters, but capability matters more. Effective training equips staff with the knowledge, skills, and behaviours they need to navigate real situations - not just pass a quiz. When training is done well, it creates confident, competent employees who can apply learning in meaningful ways.

2. It Improves Performance and Productivity

When people fully understand how and why they should do something, they can then perform better. Training that goes beyond box-ticking offers practical tools, clear examples, and opportunities to practise. This leads to improved performance, fewer errors and smoother processes, benefiting the whole organisation.

3. Quality Training Supports Positive Culture

Training isn’t just about learning tasks; it’s about creating shared values and expectations. A culture of continuous learning encourages staff to take ownership of their development, seek improvement, and embrace innovation. This leads to higher engagement, better teamwork, and sharing practice.

4. It Reduces Risk and Strengthens Safeguarding

Many organisations provide training in areas such as health and safety, safeguarding, data protection, or quality assurance. When these topics are treated as tick-box activities, risk increases. Genuine, high-quality training helps people understand how to identify issues, prevent harm, and make informed decisions—protecting both individuals and the organisation.

5. It Shows That People Matter

When an organisation invests in meaningful training, it sends a powerful message to staff. Employees who feel supported and developed are more motivated, loyal and satisfied in their roles. This can improve retention and reduce the costs and disruption associated with high turnover.

6. It Drives Continuous Improvement

Tick-box training focuses on completing the minimum. True learning focuses on growth. When training includes reflection, feedback and opportunities to review practice, it supports continuous improvement. Getting people together to talk about working practices and share how they do tings can be very powerful.

Turning Training Into Something That Counts

To shift training away from a tick-box mentality, organisations should:

Make learning relevant – link training to real work tasks, relevant challenges and ways to solve problems.
Encourage reflection – help staff think about what they’ve learned and how to apply it.
Provide opportunities to practise – through scenarios, discussion or guided tasks.
Embed training into everyday culture – not just annual modules or updates.
Evaluate impact, not completion – what changed as a result of the training?

When we move beyond tick-boxes, training becomes a driver of quality, confidence, and growth .

How we can help with your CPD

We support individuals, employers, training providers, colleges, Awarding Organisations and End Point Assessment Organisations with their learning and development needs by providing bespoke, engaging structured training sessions and qualifications designed to train, educate and empower individuals.

Our programmes are tailored to meet individual or organisational needs, align with current regulatory standards, ensuring that practitioners remain compliant while enhancing their professional practice.

For more information get in touch or visit our qualification pages on our website .

Assessment planning is important - is it taking place properly?

Thu, 09 Oct 2025 14:12:56 GMT

Are Assessors planning their assessment effectively?

The Importance of Planning Assessments in Qualifications and Workplace Competency-Based Training

Effective assessment planning is a cornerstone of quality assurance in both regulated qualifications and workplace competency-based assessment. Whether assessing learners working towards a vocational qualification or evaluating employees’ skills in a practical setting, thoughtful planning ensures that assessments are fair, valid, reliable, and aligned to the required standards.

Ensuring Fairness and Consistency

Assessment planning helps ensure that all learners are given equal opportunities to demonstrate their competence. A well-structured plan identifies the types of evidence required, the assessment methods to be used, and the timing and context of each activity. This promotes consistency across different learners and Assessors, reducing the risk of bias or inconsistency in judgement. In competency-based settings, where workplace realities can vary, careful planning ensures that assessment decisions are applied fairly and consistently across different job roles and environments.

Meeting Learning Outcomes and Standards

Assessment planning ensures that each assessment opportunity maps directly to the required learning outcomes or performance criteria. This alignment is crucial for Awarding Organisation compliance and for maintaining the credibility of qualifications. For workplace assessments, planning helps link assessment activities directly to job competencies, ensuring that the evidence gathered reflects genuine occupational performance rather than simulated ability.

Supporting Learner Progress and Engagement

Clear assessment planning gives learners confidence and direction . When learners understand what is expected, how they will be assessed, and when, they can better prepare and engage with the process. A transparent plan helps reduce anxiety and creates a more collaborative and supportive environment between the assessor and the learner.

Promoting Efficiency and Quality Assurance

From an organisational perspective, effective assessment planning improves efficiency by avoiding duplication and ensuring that resources—such as time, venues, and observation opportunities—are used effectively. It also supports robust internal quality assurance (IQA) by providing a clear audit trail of how assessment decisions were made and evidenced. This documentation is essential for external quality assurance (EQA) and maintaining the integrity of the qualification or training programme.

Adaptability and Flexibility

In workplace settings, assessment planning allows for flexibility while maintaining structure. Assessors can plan for natural work activities that generate authentic evidence, ensuring assessments are both practical and realistic. Good planning also allows for contingencies—such as changes in workload, shifts, or operational priorities—so that assessment can continue without compromising quality or fairness.

Using Technology to Enhance Assessment Planning

The use of digital tools and software is transforming the assessment planning process, making it more efficient, transparent, and accessible. Electronic portfolios (e-portfolios), learner management systems (LMS), and assessment planning apps allow assessors to map criteria, schedule activities, and track learner progress in real time. These platforms make communication between assessors, learners, and quality assurers more streamlined, ensuring everyone has access to up-to-date records and feedback.

Technology also supports remote and blended assessment approaches, enabling evidence to be collected and verified securely, even when learners are working across different locations or shifts.

How SL Training and Development Can Help

At SL Training and Development , we support Assessors, Trainers, and Quality Assurers in developing the knowledge and skills needed to plan, deliver, and quality assure assessments effectively. Through qualifications such as the Level 3 Certificate in Assessing Vocational Achievement (CAVA), plus the suite of Assessor qualifications and ongoing professional development, we help ensure that assessment practice meets awarding body standards and reflects best practice across all learning and workplace environments.

We also provide guidance on developing CPD plans and maintaining robust evidence records, helping Trainers, Assessors and IQAs to demonstrate their commitment to quality and continuous improvement during internal and external quality assurance processes.

For more information get in touch or visit our qualification and CPD pages on our website .

CPD for Trainers, Assessors and IQAs

Wed, 27 Aug 2025 11:32:53 GMT

CPD for Trainers, Assessors and IQAs: Starting the Academic Year Strong

As the summer break and holidays draw to a close and a new academic year begins, Trainers, Assessors and IQAs are not only preparing to support their learners but also looking at their own professional growth. Continuing Professional Development (CPD) is an essential part of maintaining standards, staying current with industry changes, and ensuring that learners receive the best possible experience.

CPD is a professional responsibility for all Trainers, Assessors and IQAs delivering regulated qualifications. Awarding Organisations, regulators such as Ofqual, and professional standards frameworks emphasise the requirement for all practitioners to maintain their competence and ensure that their knowledge and skills remain current.

Why CPD Matters at the Start of the Year (and at anytime!)

The beginning of the academic year is the perfect time to reflect, reset, and refocus . CPD helps Trainers, Assessors and IQAs to:

Stay Current – Whether it’s new qualifications, assessment methods, or sector regulations, CPD ensures knowledge and practice remain up to date.

Refresh Skills – After the summer break, CPD offers the opportunity to revisit key skills, sharpen delivery techniques, and explore innovative approaches to teaching, assessment and internal quality assurance.

Plan Development – Starting the year with a CPD plan means you can set clear goals, track progress, and evidence your commitment to professional growth.

Model Good Practice – By actively engaging in CPD, Trainers, Assessors and IQAs demonstrate to learners the value of lifelong learning.

Practical Ways to Engage in CPD

CPD doesn’t always have to mean attending lengthy courses or conferences. Effective professional development can take many forms:

Short Courses & Webinars – Quick, focused, bite-sized sessions to update knowledge on specific topics.

Reading & Research – Keeping up with Awarding Organisation and regulatory updates, or sector publications.

Qualifications - Undertake a new qualification.

Peer Observations – Observing colleagues’ teaching, assessment or IQA practice can inspire fresh ideas.

Reflective Practice – Regularly reviewing your own sessions and assessment decisions to identify improvements.

Technology Updates – Exploring new digital tools that can enhance training delivery or streamline assessment.

Creating a CPD Action Plan

To get the most from your CPD this year, create a simple plan :

Identify Strengths and Gaps – Be honest about what’s working well and what could be developed further.

Set SMART Goals – Specific, Measurable, Achievable, Relevant, and Time-bound objectives give your CPD focus.

Schedule Regular Activities – Build CPD into your calendar so it doesn’t get pushed aside by busy workloads.

Record Evidence – Keep a log of all CPD activities and their impact. This is vital for EQA monitoring, audits, appraisals, or professional recognition.

Final Thoughts

For Trainers, Assessors and IQAs, CPD is not just a requirement—it’s an investment.

Starting the academic year with a clear plan for professional development sets the tone for growth, confidence, and excellence in practice. By committing to ongoing learning, you not only enhance your own skills but also inspire and empower the learners you support.

How we can help with your CPD

At SL Training and Development , we support Trainers, Assessors and IQA's in meeting Awarding Organisation / Accreditation Body requirements for CPD by providing structured training, standardisation sessions, and qualifications designed to maintain both occupational and Trainer. Assessor and IQA competence.

For more information get in touch or visit our qualification and CPD pages on our website .

Why Standardisation of Assessment Practice is So Important

Mon, 04 Aug 2025 14:13:23 GMT

Standardisation of assessment practice

In any high-quality education or training environment, consistency is key—especially when it comes to assessment. Whether you're delivering regulated, accredited qualifications, workplace training, or Apprenticeship Standards, the standardisation of assessment practice ensures fairness, accuracy, and credibility for all involved.

But what does standardisation actually mean in this context—and why is it so crucial?

What is Standardisation?

Standardisation refers to the process of aligning assessment decisions and practices across a team of Assessors or Trainers. The aim is to make sure that no matter who the Assessor is, or where the learner is based, the judgments made about evidence and competence are consistent, fair, and in line with qualification requirements (also applying the VARCS principles).

It typically involves regular meetings, comparison of learner evidence, discussion of assessment decisions, and agreement on best practices.

The Key Benefits of Standardisation

1. Consistency Across Assessors

Without standardisation, learners might receive different outcomes for similar pieces of work depending on who assesses them. Standardisation ensures that all Assessors apply the same criteria in the same way, so learners are treated fairly and equitably.

2. Quality Assurance

Standardisation supports internal quality assurance (IQA) processes by creating a shared understanding of what “competent” looks like. This builds confidence that the organisation is meeting Awarding Organisation, Accreditation Body or regulatory requirements and maintaining the integrity of the qualification.

3. Increased Confidence for Learners

Learners benefit from knowing that their work will be assessed fairly and consistently, regardless of the individual Assessor. This builds trust in the assessment process and the value of the qualification they are working towards.

4. Professional Development for Assessors

Standardisation meetings offer Assessors the opportunity to learn from each other, share best practice, and develop their own skills. This collaborative environment can also help identify areas for training and development within the assessment team. Assessors can often work in isolation so having regular opportunities to standardise with other Assessors will enable them to develop their practice.

5. Support for Remote and Workplace-Based Assessment

With many assessments now taking place remotely or in workplace settings, standardisation is more important than ever. It ensures that distance, location, or delivery method doesn’t affect the validity of the assessment decision.

6. Improved Learner Outcomes

Ultimately, consistent and fair assessment supports better learner outcomes. When Assessors apply criteria correctly and consistently, learners receive accurate feedback that helps them progress and achieve.

Standardisation in Practice

Effective standardisation isn’t just a tick-box exercise. It should be an embedded part of the quality assurance cycle, with clear procedures, documented outcomes, and regular opportunities for Assessors to engage with each other.

Some common activities include :

Reviewing and comparing learner portfolios
Moderation of assessment decisions
Calibration exercises (e.g., marking the same evidence separately and comparing outcomes)
Discussions around borderline decisions
Sharing practice, ways of working and ideas
Sharing updates on qualification standards or changes from awarding organisations

In addition, those responsible for quality assurance (either internal or external) should also be carrying out regular standardisation activities to ensure their practice is consistent and messages are clear when supporting Assessors and Trainers.

Final Thoughts

In training and education, credibility matters. Learners, employers, and Awarding Organisations or Accreditation Bodies all need to know that qualifications are being delivered and assessed with integrity. That’s why standardisation isn’t optional—it’s essential .

By investing time in regular, meaningful standardisation activities, training providers can ensure that assessments are not only fair and consistent, but also supportive of a high-quality learner experience.

Want support implementing standardisation in your centre or organisation?

Whether you’re a small training provider or a national organisation, get in touch to explore practical tools and guidance for effective standardisation meetings and assessor training. Get in touch with us .

The Education and Training suite - an under-rated qualification

simon@sltraininganddevelopment.co.uk (Simon Linard) — Mon, 07 Jul 2025 16:53:37 GMT

Unlocking Professional Potential: The Benefits of the Level 4 Certificate in Education and Training (CET) for Trainers and Assessors

In the fast-evolving (constantly evolving) world of education and vocational training, credibility, capability, competence and confidence are crucial. For Trainers and Assessors already delivering learning or assessment, the Level 4 Certificate in Education and Training (CET) offers a powerful next step in professional development.

Building on the foundations of earlier qualifications like the Level 3 Award in Education and Training (AET), the Level 4 CET is designed for those who want to enhance their teaching skills, take on broader responsibilities, and deepen their impact in the learning environment.

Here’s why Trainers and Assessors should consider the CET and how it benefits their careers:

1. Enhanced Teaching Skills

The Certificate in Education and Training equips professionals with a deeper understanding of the principles and practices of teaching. It goes beyond basic delivery by introducing curriculum development , inclusive practice , and some theories of learning — giving Trainers and Assessors the ability to tailor their sessions more effectively to different learner needs.

2. Recognition of Expertise

Holding a Level 4 CET demonstrates that you're not only experienced in delivering or assessing, but that you’ve developed your practice through reflective learning and formal study. It’s a respected qualification (but sometimes ignored ahead of the Level 5) that shows you're serious about teaching, and it's often seen as a stepping stone towards qualified teacher status (QTS or QTLS), especially in the post-16 education sector.

3. Career Progression Opportunities

Many employers value the CET as evidence of advanced teaching competence . Whether you’re looking to take on more responsibility in your current role, apply for a teaching position at a college or training provider, or move into curriculum design or internal quality assurance , the CET certainly helps you stand out .

* An often forgotten fact - you can achieve the IQA units via the completion of the CET *

4. Improved Learner Outcomes

Better teaching equals better learning. By applying the strategies and methods learned on the CET , Trainers and Assessors are better able to motivate, support, and challenge their learners. This not only improves outcomes but also strengthens the trainer - learner relationship.

5. Increased Confidence and Professional Satisfaction

CET learners often end up feeling more confident and capable in the classroom or workplace training setting. The structured reflection, feedback, and development planning embedded in the course help you grow professionally — and make your work more rewarding.

6. Blending Teaching and Assessment

For those already working as Assessors, the CET can broaden your role into teaching. It allows you to move from assessing learners to actively delivering and facilitating learning — especially useful in work-based learning, Apprenticeships, and vocational qualifications.

Who Should Take the CET?

Workplace Trainers, Apprenticeship Coaches, College Tutors or anyone delivering structured learning

Trainers and Assessors who hold the Level 3 AET and want to progress with their professional development

Assessors who want to begin teaching or develop their skills further

Experienced professionals seeking formal recognition - get a qualification for what you do!

Staff in colleges, private training providers, or adult education settings

It is also a perfect qualification if you want to stand out from others and enhance your employability opportunities .

Final Thoughts

The Level 4 Certificate in Education and Training is more than just a qualification:

It is a step towards becoming a well-rounded, reflective, and highly effective educator . If you’re serious about delivering high-quality learning and advancing in the education and training sector, the CET offers the knowledge and recognition to get you there.

If you are ready to take your professional practice to the next level, now might be the perfect time to enrol on the CET and invest in your future as a teaching, training and assessment professional.

How we can help

If you would like to learn more about the Level 4 CET or need the qualification as part of your job role we offer it via a range of options - online, group courses or one to one learning programmes.

So if you want to know more about education and training, develop your own knowledge and skills and gain your Level 4 Certificate in Education and Training qualification get in touch with us or visit our teaching qualifications page .

Why industry experts make excellent Trainers

simon@sltraininganddevelopment.co.uk (Simon Linard) — Thu, 15 May 2025 12:50:45 GMT

Encouraging Workplace Experts to Become Trainers

Many businesses and organisations are recognising the value of developing internal expertise by encouraging experienced employees to become Trainers or Instructors. Workplace experts, with their hands-on knowledge and practical insights, are well-positioned to support the learning and development of colleagues. Gaining the Level 3 Award in Education and Training (AET) provides formal recognition of their ability to deliver effective training sessions.

This qualification equips individuals with foundational skills in teaching and training, including lesson planning, instructional techniques, and learner engagement. It serves as a stepping stone for workplace professionals who want to share their knowledge and contribute to workforce development in a structured, impactful way. Most importantly it allows for confidence to be built around the delivery of training sessions, combining training skills with the existing knowledge of an industry expert.

By investing in the AET qualification, businesses not only recognise and reward employee expertise but also build a sustainable training culture that nurtures internal talent and improves organisational performance.

The benefits of 'growing your own' Trainers

Investing in qualified workplace and Trainers (and Assessors - see this post for more about developing workplace Assessors ) is crucial for maintaining training integrity, ensuring compliance, and fostering employee development.

Organisations that 'grow their own' Trainers and Instructors, develop them and prioritise the completion of qualifications such as the AET can benefit from huge cost savings to the business. There will be no need to buy-in third party training specialists who might not meet the needs of the business. Having 'in-house' Trainers creates more opportunities and flexibility in the delivery of training courses, updates and refreshers, whilst using the expertise of existing employees.

It also provides Trainers and Instructors with a recognised qualification that can often be more recognised than a 'Train the Trainer' programme. Many industries now set the AET as a benchmark qualification to delivery sector specific, mandatory training courses, to ensure regulatory requirements are met.

Why the Award in Education and Training?

The Level 3 Award in Education and Training (AET) is an entry-level teaching and trining qualification designed for individuals who want to work as Trainers or Instructors in workplace training environments (it is not sector specific).

Key Features:

No teaching or training experience required – ideal for beginners

Focuses on essential teaching skills such as lesson planning, inclusive learning, and assessment methods

Comprises units covering:

Roles and responsibilities in education and training
Planning and delivering inclusive teaching sessions
Principles and practices of assessment

Who It's For:

Workplace professionals looking to share their expertise through structured training
Those transitioning into a training or instructional role within their organisation
Individuals aiming to enter the Further Education and Skills sector

Benefits:

Equips professionals with the confidence and competence to deliver effective training.
Recognised nationally (and internationally) across various sectors.
Serves as a foundation for further teaching qualifications (e.g., Level 4 Certificate in Education and Training).

How to find out more

Investing in qualified workplace Trainers is crucial for maintaining training integrity, ensuring compliance, and fostering employee development.

To find out more about our training qualifications for workplace Trainers visit our dedicated Training qualifications page .

Some of the organisations that have benefitted from working with us to provide the Level 3 Award in Education and Training (AET) qualification to their staff include - easyJet, David Lloyd Clubs and Menzies Aviation.

Loot at the fun an easyJet group of Trainers had when they were completing their Level 3 AET with us!

Assessing in the Workplace

simon@sltraininganddevelopment.co.uk (Simon Linard) — Wed, 09 Apr 2025 15:02:22 GMT

The Importance of Assessor Qualifications in Workplace Training

In today's fast-evolving business landscape, employers need effective workplace training as it is essential for maintaining a competitive edge. A critical component of this training process is the use of workplace assessment. Workplace Assessors are technical experts and industry professionals responsible for evaluating employees' competencies and ensuring training programmes meet industry standards. To maintain credibility and effectiveness, it is imperative that workplace Assessors possess a recognised assessing qualification .

Ensuring Training Quality and Consistency

Qualified Assessors can bring a structured and standardised approach to workplace training and assessment. Their knowledge of assessment and technical expertise ensures that assessments are fair, consistent, and aligned with industry best practices, standards and regulatory requirements. Regulated, recognised assessing qualifications enable Assessors to be trained to accurately measure employees' competency, skills and knowledge, fostering an environment of continuous learning and professional development.

Compliance with Industry Standards and Regulations

Many industries have specific regulations that mandate Assessor qualifications to ensure training programmes meet required legal and professional standards. For example, sectors such as healthcare, construction, and transport require compliance with Awarding Organisations and Accreditation Bodies. Having properly qualified Assessors helps organisations mitigate risks associated with non-compliance, protecting both employees and the company.

Enhancing Employee Development and Retention

When employees are assessed by qualified professionals, they receive constructive feedback that aids their growth. A well-structured assessment process boosts confidence, enhances skill development, and improves job satisfaction. In turn, this leads to higher retention rates and a more competent workforce .

Key Qualifications for Workplace Assessors

To be an effective workplace Assessor , industry professionals should obtain a relevant assessing qualification that is recognised within their industry / sector. Common qualifications include:

Certificate in Assessing Vocational Achievement (CAVA) – widely recognised in vocational training and Apprenticeships
Workplace Assessor Awards (e.g. Award in Assessing Competence in the Work Environment) – ensuring competence in assessment processes for workplace assessing
Industry-Specific Certifications – depending on the sector, additional qualifications may be required to assess technical skills.

Summary

Investing in qualified workplace Assessors is crucial for maintaining training integrity, ensuring compliance, and fostering employee development. Organisations that prioritise Assessor qualifications create robust training programmes that lead to long-term success. By upholding high assessment standards, businesses can enhance their workforce's capabilities and maintain a competitive advantage in their respective industries.

To find out more about our assessing qualifications for workplace Assessors visit our dedicated Assessor qualifications page .

The benefits of using professional discussion as an assessment method

simon@sltraininganddevelopment.co.uk (Simon Linard) — Wed, 12 Mar 2025 13:26:36 GMT

Using Professional Discussion as an Assessment Method: A Guide for Assessors

Professional discussion is an effective and versatile assessment method that allows learners to demonstrate their knowledge, skills, and links to competencies in a structured, yet flexible, manner. This method is widely used across various industries, particularly in vocational and competency-based education, where learners need to showcase practical expertise beyond written work and evidence.

What is Professional Discussion?

Professional discussion is a structured, yet conversational, assessment technique in which an Assessor and a learner engage in a guided dialogue to assess the learner’s knowledge, understanding and competency against predetermined assessment criteria. This method enables learners to elaborate on their experiences, reflect on their learning, and provide real-world examples to validate their skills.

Unlike traditional assessments, professional discussions focus on verbal articulation of knowledge, allowing Assessors to probe deeper into learners’ understanding and clarify any uncertainties in real time. This technique is particularly useful for evaluating soft skills, decision-making, and professional judgments, which may not always be evident in written assessments.

Benefits of Professional Discussion as an assessment method

1. Authentic Assessment of Competency

Professional discussion provides a platform for learners to demonstrate real-world application of their knowledge and skills. It allows Assessors to gain insights into the learners' knowledge and overall competency in a given field.

2. Flexibility and Inclusivity

Unlike rigid written assessments, professional discussions can be tailored to suit different learning styles and abilities. This method accommodates learners who may struggle with traditional exams or written work but excel in verbal communication.

3. Enhanced Reflection and Critical Thinking

Engaging in professional discussions encourages learners to reflect on their experiences, analyse their decisions, and articulate their thought processes. This deepens their understanding and strengthens their ability to apply knowledge effectively.

4. Immediate Clarification and Feedback

One of the major advantages of professional discussions is the ability to clarify doubts and misconceptions in real time. Assessors can ask follow-up questions, seek further elaboration, and provide immediate feedback, making the assessment more dynamic and interactive.

5. A Comprehensive Assessment Record

Professional discussions can be recorded or documented through detailed notes, providing a comprehensive record of the assessment. This ensures transparency and accountability while allowing for future reference and internal / external quality assurance.

Best practices for conducting a Professional Discussion

1. Prepare Clear Criteria and Guidelines

Ensure that the discussion is aligned with predefined assessment criteria. Clearly outline the expected competencies and provide learners with guidance on what they need to demonstrate during the discussion.

2. Create a Comfortable Environment

A professional yet relaxed setting encourages learners to communicate openly and confidently. Reducing anxiety helps them articulate their thoughts more effectively.

3. Use Open-Ended Questions

Encourage critical thinking by using open-ended questions that require more than just yes/no answers. Examples include:

"Can you describe a time when ....."

"How do you ensure ......"

"What steps do you take to ......"

4. Actively Listen and Probe for More Depth

Listening attentively and asking follow-up questions ensures that learners provide comprehensive and relevant responses. Probing deeper helps Assessors gauge the depth of understanding and practical application of knowledge.

5. Record and Document the Discussion

Depending on assessment policies, discussions can be audio or video recorded (with consent) or documented through detailed notes. This provides an accurate assessment record and supports validation or quality assurance processes.

Summary

Professional discussion is a valuable assessment method that goes beyond written tests to evaluate real-world competency. By incorporating structured conversations into the assessment process, Trainers / Tutors and Assessors can gain deeper insights into learners’ capabilities, promote reflective learning, and create a robust record of assessment. When conducted effectively, professional discussions enhance both the assessment experience and the credibility of competency evaluations.

The Importance of Internal Quality Assurance in Education and Training

simon@sltraininganddevelopment.co.uk (Simon Linard) — Wed, 05 Mar 2025 11:17:54 GMT

Internal Quality Assurance of Training and Qualifications

In today’s fast-paced industries, the quality of training and qualifications is paramount. Internal Quality Assurance (IQA) plays a vital role in ensuring that learners receive high-quality education and training that meets industry standards and regulatory requirements. This article explores the importance of IQA, its key principles, and best practices for implementing an effective internal quality assurance system.

The Importance of Internal Quality Assurance

IQA ensures that training programs are consistent, reliable, and aligned with the required competencies and learning outcomes. Effective internal quality assurance:

Maintains the credibility and integrity of qualifications and the assessment process.

Ensures compliance with regulatory bodies and Awarding Organisations.

Identifies areas for improvement within training programmes and the assessment process.

Enhances the learning experience by providing a structured and supportive environment.

Builds trust among learners, employers, and Awarding Organisations / Accreditation Bodies.

Key Principles of Internal Quality Assurance

To implement a robust IQA process, each Training Provider, College or organisation must consider to several key principles:

1. Standardisation

Ensuring that assessment methods, assessment or grading criteria, and learning outcomes are applied consistently across all learners and there is consistency amongst Trainers and Assessors.

2. Transparency

Maintaining clear and open communication with all stakeholders, including learners, Assessors, and Awarding Organisations and regulatory bodies.

3. Fairness and Objectivity

Providing unbiased and consistent assessment practices to ensure all learners are treated equitably.

4. Continuous Improvement

Using feedback mechanisms, internal reviews, standardisation and data analysis to refine training programmes and assessment methods continually.

5. Compliance and Accountability

Meeting the requirements set by Awarding Organisations, regulators, and industry standards while maintaining accurate records of assessments and outcomes.

Best Practices for Effective IQA

Implementing an effective internal quality assurance system involves several best practices:

1. Developing a Clear IQA Strategy

Organisations should outline their IQA policies, objectives, and procedures in a structured framework to guide Assessors and Trainers.

2. Training, Supporting and Developing Assessors and Trainers

Regular training and professional development for Assessors and Trainers ensure that they stay updated on best practices, assessment methodologies, and regulatory changes.

3. Regular Internal Quality Assurance Activities and Reviews

Conducting regular internal quality assurance helps identify areas for improvement and ensures compliance with standards and working practices.

4. Gathering and Acting on Feedback

Learners, Assessors / Trainers, and employers should be encouraged to provide feedback on the training and assessment process, which can be used to enhance the effectiveness of the training and assessment processes.

5. Standardisation Meetings

Holding regular standardisation meetings with Assessors and Trainers ensures that assessment decisions are consistent and align with organisational, qualification criteria and industry standards.

6. Use of Technology

Utilising digital tools for tracking assessments, maintaining records, and monitoring learner progress can enhance the efficiency and accuracy of the IQA process.

Conclusion

Internal Quality Assurance is a fundamental component of delivering high-quality qualifications and training. By implementing a structured and effective IQA system, Training Providers and Employers can ensure compliance, enhance learning outcomes, and maintain the credibility of their qualifications / assessment processes.

A commitment to continuous improvement, standardisation, and transparency is essential for fostering a culture of quality and excellence in training and education.

Internal Quality Assurance Qualifications

If you would like to learn more about internal quality assurance or need an IQA qualification as part of your job role we offer the full suite of IQA qualifications:

Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (knowledge award)

Award in the Internal Quality Assurance of Assessment Processes and Practice (full IQA qualification)

Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (Lead IQA)

So if you want to know more about internal quality assurance, fully qualify as an IQA or gain your Lead IQA qualification get in touch with us or visit our IQA qualifications page .

Black Friday 2024

simon@sltraininganddevelopment.co.uk (Simon Linard) — Fri, 29 Nov 2024 10:57:23 GMT

Get 20% off any of our qualifications!

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Level 5 Teaching and Training qualification - the future

simon@sltraininganddevelopment.co.uk (Simon Linard) — Tue, 30 Jan 2024 11:33:29 GMT

What we currently have

The Level 5 Diploma in Education and Training (known as the DET) is the current, up to date Level 5 teaching qualification. This was introduced in 2014 and replaced the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS). The DET sits within the Education and Training suite of qualifications, alongside the Level 3 Award in Education and Training (AET) and the Level 4 Certificate in Education and Training (CET).

The Level 5 Diploma in Education and Training has been and still is a very flexible and valuable qualification for vocational Teachers, Trainers and Tutors to gain, opening up opportunities for employment and linked to QTLS. The structure of the qualification units provides bespoke pathways for learners to follow, based on their own role or how they want to develop.

The new Level 5 qualification

The Level 5 Diploma in Teaching (Further Education and Skills) is on the way. This sits on the new framework for teaching qualifications and will be available from September 2024. It is mapped to the Occupational Standards and mirror the Level 5 Apprenticeship route - Learning and Skills Teacher .

There is a lot of information available on the Education and Training Foundation (ETF) website relating to changes and how the qualification is being developed. Awarding Organisations will be given the ownership of the qualification as it is completely new and not an update to the DET.

The key facts

Respected Author and sector expert Ann Gravells provided a recent update on the key facts that relate to the new Level 5 qualification - this information comes from her January 2024 newsletter.

The Diploma in Education and Training (DET) Level 5 is due to be phased out from September 2024. In its place comes the Diploma in Teaching (Further Education and Skills) Level 5+. At the moment, this is going by the acronym DiT.
Centres can register learners on the current DET until 31st August 2024.
The DiT qualification includes 250 hours on placement (150 teaching hours with age 14+ and 100 other duties e.g. meetings/CPD) at two locations, and includes 20 hours of virtual teaching. There will be 10 observations to groups of at least 10 learners.
Two local mentors will be needed to support the learner: a subject specialist mentor and a pastoral support mentor.
Level 2 maths and English are an entry requirement.
Awarding organisations (AOs) will write the qualification specification and unit content. Guidance will therefore differ between AOs.
The DfE confirmed that qualifications created under this framework will be eligible to receive public funding from 1 September 2024 (subject to completion of required Student Loans Company processes).
The DiT does not include the Minimum Core, which still applies to the current CET and DET qualifications.
The qualification content will be based on the Occupational Standards from the Learning and Skills Teacher Apprenticeship.
Your awarding organisation will be able to give you more details. Please contact them to find out if they will be offering it.

https://campaign.emailblaster.cloud/NzQ2Ng/256.html

Ann will be co-writing a new text book for the Diploma in Teaching.

A summary of the Level 5

The Level 5 Diploma in Teaching (Further Education and Skills) will consist of 5 unit and optional units.

Here are the mandatory units:

Teaching my subject
Learners and learning
Teachers and teaching
Professional practice
Education technology

These units will be supported by a range of optional units. One key development is that Awarding Organisations will have the opportunity to develop their own optional units to cover the unit credits required. This could lead to the qualification looking slightly different depending on the Awarding Organisation as they will write their own qualification specifications and optional units.

Do you need to update?

No . There is no need to update your qualification, whichever Level 5 teaching qualification you hold will still be recognised, you are still qualified and can still meet industry requirements relevant to the sector you work in. If you are currently working towards the existing Level 5 Diploma in Eduction and Training (DET) qualification it will also be recognised once you complete it.

How we can help

We will post regularly on our social media to keep up to date with the developments and blog again once the qualifications near their release.

If you would like to undertake any of the existing Education and Training qualifications we can help! The Level 3 Award in Education and Training (AET) , Level 4 Certificate in Education and Training (CET) or Level 5 Diploma in Education and Training (DET) are all available. Alternatively you could take your existing qualification and move up a level to gain a higher level qualification.

Whatever your needs we are here to help. If you have any questions or would like to talk through the options available to you please get in touch .

Updated - Why now is a good time to become an End Point Assessor

Wed, 06 Sep 2023 10:43:49 GMT

Have you ever thought of becoming an End Point Assessor?

Now is a great time to become an Assessor , particularly an End Point Assessor for Apprenticeships.

Apprenticeships and the assessment of Apprenticeships had a huge overhaul and is currently booming as the transition to end point assessment has lead to huge demand for Assessors.

The role of an End Point Assessor?

The role of the End Point Assessor is to carry out assessments once an Apprentice has completed their training programme; to confirm their knowledge and competence based on their job role. Sometimes known as Independent End Point Assessor ; an End Point Assessor kicks into action when the Apprentice is ready for their final assessments, this is agreed with their Employer and Training Provider, then they move into the end point assessment process.

As an End Point Assessor you would be totally independent from the Apprentice and would be sent to their workplace to assess them, through an observation, a professional discussion or other methods defined by the Apprenticeship Standard they are working on. Some End Point Assessment activities are conducted remotely so you could be assessing from the comfort of your own home or office, whilst others are carried out in the workplace.

Who does an End Point Assessor work for?

The work you carry out as an End Point Assessor is on behalf of an End Point Assessment Organisation (EPAO) who are approved to provide, plan and conduct End Point Assessments. The EPAO is responsible for recruiting, training and supporting End Point Assessors so they can go out and carry out assessments.

EPAO's are being approved to offer new Apprenticeship Standards on a regular basis, so their need to recruit End Point Assessors is ongoing.

What type of work is available?

But to the world-wide pandemic the Apprenticeship sector, like all others industries, needed to adapt for a period of time, but with more 'normal practice' being resumed there is now a huge demand for End Point Assessors across a wide range of industries.

Full time roles are being advertised, along with part-time / associate roles, so if you're just testing the water or wanting to add a little extra income each month an associate role could be ideal for you. We work closely with a number of End Point Assessment Organisations so can help.

Do I need a qualification?

Yes you do, though this does depend on the End Point Assessment Organisation (EPAO) recruitment requirements. Most are looking for current industry experience (based on what you want to / can assess) and either an Assessor qualification (such as the Level 3 Certificate in Assessing Vocational Achievement - CAVA) or a suitable alternative. If you do not hold an assessing qualification we have a very suitable alternative - Level 3 Award in Undertaking End Point Assessment . This qualification will give you all the knowledge and understanding you need to take on an End Point Assessor role and be ready to work with an End Point Assessment Organisation (EPAO).

We are one of the few Training Providers in the country to be approved to offer this qualification, so get in touch for more information.

Can I work as an End Point Assessor alongside my current job?

If you are still working in an industry, you're an ideal person to become an End Point Assessor; as you'll have up to date knowledge about the sector your work in and know your job inside out, so could assess someone doing a similar job, right? Simple. When I talk about industry I mean any industry, as there is literally an Apprenticeship Standard for every job role you can think of, if not, one is probably in development.

What are TQT and GLH?

simon@sltraininganddevelopment.co.uk (Simon Linard) — Thu, 05 Jan 2023 18:06:16 GMT

Total Qualification Time and Guided Learning Hours?

T his article sets out to explain the purpose of Total Qualification Time (TQT) and Guided Learning Hours (GLH) that are set out within qualifications.

Learners often say “how long will it take to complete the qualification?”. The answered to this is often dependent on the individual learner, their prior experience and knowledge, the for mat of the course delivery and any specific individual needs. There are two key factors that do contribute to the answer of this question – TQT and GLH.

Total Qualification Time (TQT)

TQT is an estimate of the total number of hours it would take an average learner to achieve and demonstrate the necessary level of attainment to be awarded with a qualification, both under direct supervision (forming guided learning hours) and without supervision (all other time).

The requirements to deliver this qualification differ depending on the units chosen.

G uided Learning Hours (GLH)

The hours that are categorised as GLH can be a little more complicated:

Face-to-face delivery (learning delivered by a teacher, trainer, tutor, instructor or other appropriate member of a training team)

e-learning with a teacher or trainer present / available in real-time (the learner and teacher / trainer can be either remote or in the same physical place

Invigilated assessment (external tests sat under controlled or open-book conditions)

Internal assessment carried out by the learner with a teacher, trainer or assessor present / available in real-time (the learner and teacher / trainer / assessor can be either remote or in the same physical place).

GLH are not classed as unsupervised learning hours such as:

Unsupervised learning such as e-learning that the learner carries out unsupervised and with no real-time support from a teacher or trainer.

GLH cannot be linked to assessment tasks carried out by the learner (usually within their own time and to work towards completing the assessments tasks for the qualification) without a teacher or trainer present. An example of this would be the working on their portfolio of evidence or writing assignments at home. Finally, GLH are not met through any additional further study, research, revision and training activities that the learner does unsupervised.

S ome key facts

TQT and GLH values are advisory and assigned to a qualification as guidance.

TQT and GLH values come from the Awarding Organisation who have developed the qualification, are advisory and assigned to a qualification as guidance (this is to help the provider of the qualification plan a programme of delivery).

Here is an example of how TQT and GLH might look for a qualification:

The total qualification time for this qualification is 120 hours and of this 48 hours are recommended as guided learning hours.

We hope that helps and clears up some of the myths around TQT and GLH. Important to remember; it impact they delivery team and the learners, so planning is vital.

The future of assessing and quality assurance qualifications

Fri, 05 Feb 2021 19:12:24 GMT

An update on Assessor, IQA and EQA qualifications

An update from the Education and Training Foundation has given some clear guidance on the future of the Level 3 Assessor, Level 4 Internal Quality Assurance and Level 4 External Quality Assurance suite of qualifications.

Following a recent survey of Awarding Organisations (AOs) on whether to update the assessor and quality assurance suite of qualifications, the Education and Training Foundation (ETF) has issued a letter to suggest that these qualifications are extended with a view to reviewing them for 2024.

This decision has been made on account of the current COVID-related disruption in the sector as well as the anticipated review of initial teacher education qualifications (ITE) and the development of standards by the Institute for Apprenticeships and Technical Education for 2024.

How will this impact you?

The good news is there will be no significant impact on your if you either hold or are working towards one of the assessing or quality assurance qualifications. If you were waiting on an update to the standards before starting a qualification the wait will go on until the consultation takes place in 2024.

My thoughts are that the delay in an update makes sense and it will be aligned with the planned update for teacher training qualifications ( AET, CET, DET ) so everything can be reviewed in 2024 with any new versions of these qualifications coming out at a similar time. This will / should avoid any confusion about these qualifications over the coming two years.

In the meantime our programmes are fully available to anyone wanting to undertake an Assessor , Internal Quality Assurance (IQA) or External Quality Assurance (EQA) qualification. To find out more check out our qualifications page .

The current situation with assessing qualifications

Tue, 21 Apr 2020 13:31:08 GMT

What is current?

There seems to be a great deal of confusion about the current qualifications available for assessors, with lots of mixed and sometimes inaccurate information provided to people. This post sets out to clarify a few things:

What is current? What no longer exists? Do you need to update? How you can upgrade.

The qualifications available

At present there is suite of assessing qualifications available, with specific pathways for different types of assessing. These pathways include routes into assessments that are either completed in the workplace, or a vocational context - such as a course or training programme.

The current assessing qualifications:

Level 3 Award in Understanding the Principles and Practices of Assessment

Level 3 Award in Assessing Competence in the Work Environment

Level 3 Award in Assessing Vocationally Related Achievement

Level 3 Certificate in Assessing Vocationally Related Achievement

There may be industry specific assessor training you may need to undertake to be approved and accredited to assess, it is worth looking at your own sector for this, but if it's qualification you need the list above is perfect.

What no longer exists

The A1 (Assessing Candidates Using a Range of Methods) qualification no longer exists , so you can't take it!

Lots of people still think this qualification is in circulation but it ceased to be offered back in 2010 (when the list above were introduced).

Similarly the D32 / D33 (D32 Assess Candidate Performance. D33 Assess Candidates Using Different Sources of Evidence) units no longer exist.

TAQA is not a qualification

Just to be clear, TAQA (Training, Assessment, Quality Assurance) is not a qualification .

It is the name (acronym) name used by one of the large Awarding Organisations to group the current suite of assessing and quality assurance qualifications together, but it is not a qualification.

So you can't 'get your TAQA' but you can get a training, assessing, internal or external quality assurance qualification.

Do you need to update?

You probably don't need to update if you hold an assessing qualification (D32/D33, A1 or one of the current qualifications), although there are a couple of "depends" based on what you assess.

If you would like to upgrade your qualification and would like a shiny, new, up to date qualification, we can help.

We provide a variety of options, either through using Recognition of Prior Learning and providing you with a programme based on your experience, or through our range of qualifications delivered online, face to face or via blended learning. To find out more and for a free consultation contact us .

The Education and Training Foundation (who have taken ownership of the standards / qualifications from LSIS and previously LLUK) have recently announced that the review of the current qualifications has been postponed (due to COVID19) and registrations have been extended to July 2021 .

CPD is King / Queen

Regardless of the qualification you hold, you must maintain your continuous professional development (CPD) and remain up to date with current teaching, training and assessment practice. By maintaining your professionalism and keeping up to date (ensuring that you evidence it) the historic qualification you took can remain acceptable.

Good and varied CPD can enable you to remain up to date - read the current assessing standards, attend an update event or Awarding Organisation assessment training day, read books and publications, talk to other Assessors or just make sure that if you are currently assessing to you receive support, guidance and updates from an IQA (Internal Quality Assurer).

The current state of Teaching and Training qualifications

Fri, 15 Nov 2019 14:33:13 GMT

What is current?

Whats is current? What no longer exists? Do you need to update? How you can upgrade or gain a new qualification.

There seems to be some confusion

There seems to be a great deal of confusion about the current qualifications available for teachers, trainers and assessors , with lots of mixed and sometimes inaccurate information provided.

This post sets out to clarify a few things.

What qualifications are current

Which qualifications no longer exists

The current qualifications

The current suite (though these were actually introduced in 2014) are Education and Training qualifications.

The levels range from Level 3 to Level 5:

Level 3 Award in Education and Training (AET)
Level 4 Certificate in Education and Training (CET)
Level 5 Diploma in Education and Training (DET)

All of these qualifications are Ofqual Regulated and recognised through the UK and worldwide .

What no longer exists

PTLLS (Petals, peetals or other ways it's been pronounced) has certainly gone, which is a shame really as I had to educate a lot of people about it and convince them it had nothing to do with floristry!

This also applies to the other qualifications that had Lifelong Learning Sector in their title - CTLLS and DTLLS no longer exist. Don't worry or panic if you hold these, they are still relevant and recognised .

There are still industry and governing body specific 'train the trainer' courses out there and a whole range of generic 'train the trainer ' courses, but non of these are nationally recognised qualifications or provide a detailed insight into teaching, training and tutoring within education and training. However, it is worth looking at your own sector to get clarification on what is required, but if it's qualifications you're after those in the list above are current.

Do you need to update?

No . There is no need to update your qualification, whichever teaching qualification you hold will still be recognised, you are still qualified and can still meet industry requirements relevant to the sector you work in.

You will be required to provide evidence of your own Continuous Professional Development (CPD) to show how you have progressed your knowledge and skills since becoming qualified and what you have done to ensure your knowledge is current.

Fancy an upgrade?

If you would like to update your existing qualification we can help!

We can help you upgrade your existing PTLLS to Level 3 Award in Education and Training (AET) , or CTLLS to Level 4 Certificate in Education and Training (CET) , or DTLLS to the Level 5 Diploma in Education and Training (DET) .

Alternatively you could take your existing qualification and move up a level to gain a higher level qualification.

Whatever your needs we are here to help. If you have any questions or would like to talk through the options available to you please get in touch .

Why now is a good time to become an End Point Assessor

Wed, 02 Oct 2019 13:38:07 GMT

Have you ever thought of becoming an End Point Assessor?

Now is a great time to become an Assessor , particularly an End Point Assessor for Apprenticeships.

Apprenticeships and the assessment of Apprenticeships has had a huge overhaul and is currently in transition to a new era.

The role of an End Point Assessor?

The role of the End Point Assessor is to carry out assessments once an Apprentice has completed their training programme; to confirm their industry knowledge and competence. Sometimes known as Independent End Point Assessor ; an End Point Assessor kicks into action when the Apprentice is ready for their final assessments, this is agreed with their Employer and Training Provider, then they move into the end point assessment process. As an End Point Assessor you would be totally independent from the Apprentice and would be sent to their workplace to assess them, through an observation, a professional discussion or other methods defined by the Apprenticeship Standard they are working on. Some End Point Assessment activities are conducted remotely so you could be assessing from the comfort of your own home or office.

Who does an End Point Assessor work for?

What type of work is available?

Do I need a qualification?

Can I work as an End Point Assessor alongside my current job?

The DCS impact

Wed, 14 Aug 2019 13:44:12 GMT

What is one of the most common questions an EQA is asked?

Whilst carrying out my work as an External Quality Assurer (for the Awarding Organisation NCFE) I often get asked a lot of questions and for advice, I'm always happy to provide an answer or give advice. Can you guess the number one question I get asked as an External Quality Assurer (EQA)?

When do we get DCS?

There are a couple of variations to that questions - do we have DCS now? and how quickly can we get DCS? Direct Claims Status (DCS) is awarded by an Awarding Organisation to recognise the quality of delivery, assessment and internal quality assurance for a qualification, its a quality mark or quality standard. It is usually earned by demonstrating quality over a period of time.

So why am I getting asked that question?

It is because an organisation (a college or a training provider) want to be able to certificate freely , as soon as their learners complete, in a hurry if necessary, and also shout about having it (it's a status thing you know).

Are there any shortcuts to DCS?

Yes there can be and it's those shortcuts that create problems in terms of quality dropping, high levels of certifications and sometimes learners being wrongly certificated.

What's the rush?

I know the answer, Training Providers / Colleges / Schools want to certificate on demand . That's fine, I understand that, but what about taking the opportunity to showcase what they do, get feedback for what they do, or just have the chance to speak with an EQA to check everything is ok. I also understand having DCS is a convenience, it can ease funding pressures and even help win contracts or funding. My fear is the 'dark side' of DCS and the ease in which is can be abused. Yes you deserve credit for what you do and this reflects the quality of your assessment and quality assurance, but DCS has been abused by some.

What happens when you get DCS?

It means you are good. Good at the way you offer a particular qualification. It also means you might not see an EQA or be subject to the EQA process (more remote EQA is now taking place) for a long period of time, this could be good as you're free to certificate as you go.

What happens to the 'poor' providers?

There are some poor quality providers out there , what if they have DCS? What if they are certificating on a whim and do not give quality a second thought? Some Awarding Organisations give DCS straight away, with a view to maintaining it or losing it.... others set requirements, such as two EQA visits, with a specific number of completed learners to sample and a positive EQA report with no actions. Whatever you do and wherever you are with DCS never lose sight of the quality of what you do - delivery, support, assessment, quality assurance.

SL Training and Development gets good feedback from EQAs

I was recently called by one of my EQA's (for our Level 3 End Point Assessment ) qualification, who gave me some fantastic verbal feedback to go alongside the report he was writing. He felt that our approach, assessment and quality assurance of the qualification is excellent and he wanted to tell me. I was delighted of course, and looked forward to his written report too. So this all came about because the qualification is new and we didn't have DCS at the point of EQA. This meant I was able to receive this feedback and all pass it on to the rest of the team.

Ofqual are interested in DCS

Ofqual are currently in the process of conducting a review and consultation on Direct Claims Status so it will be interesting to see the outcome and plans for the future and how Awarding Organisations may need to adapt their External Quality Assurance approach.

Don't be in a hurry to get DCS

So don't be in a hurry to get DCS , the feedback you get from an EQA can be so helpful, both in terms of developing what you do and providing you with confirmation that you do a great job. My stance on DCS, don't compromise standards (see what I did there). Also, get it, look after it and don't let anyone think you've got it via a short cut.

How do I become an EQA?

Thu, 01 Aug 2019 13:45:45 GMT

Becoming an EQA

The second most common question I get asked ( if you didn't read my post on the most asked question you can here ) when I carry out my role as an External Quality Assurer (EQA) is:

how do I do what you do?

Which equates to - How do I become an EQA?

What is needed to be an EQA

We have to get some key parts in order first. To be able to gain a role as an External Quality Assurer it comes down to three things:

You and your expertise
Holding an EQA qualification
Being in a position to carry out EQA activities

Who does an EQA work for?

If you are going to be an EQA you need to attach yourself to an Awarding Organisation , for regulated qualifications, or an Accreditation Body for non-regulated programmes.

You can work for an Awarding Organisation or Accreditation Body; either full time, part time or on a freelance basis. The Awarding Organisation or Accreditation Body you work for will provide you with a contract and work to carry out external quality assurance services on their behalf (Point 3).

Why an EQA needs to be a specialist

You need to be an expert in your specialist area , this will be a vocational area - such as business, hairdressing, sport, retail or plumbing. There are hundreds of vocational areas; you must be a specialist, with experience in a particular vocational area to enable to you provide expert support whilst in the role on an EQA.

You will need to be an experienced Assessor and Internal Quality Assurer , ideally with experience of assessing and quality assuring the qualifications you want to EQA. You'll need an in-depth understanding of assessment principles and practice, internal quality assurance processes and extensive knowledge of the qualification specification / learning outcomes, assessment criteria you want to EQA.

Being a specialist in a vocational area means you can advise centre's (Point 1) on the qualifications they offer, technical content and all aspects of assessment and internal quality assurance.

As part of all of the above you will need to ensure your own professional development / CPD is up to date, enabling you to support he centres you work with (EQAs are often seen as a source of a wide range fo knwoeldge

The EQA qualification

You 'usually' need to hold an EQA qualification (Point 2). This is not always the case as some Awarding Organisations will take you on if you are working towards the qualification, hold Unit 1 of the qualification or they may enforce a requirement that you achieve it within the first XX number of months you work for them.

Our Level 4 External Quality Assurance suite of qualifications are available for you right now, if you are thinking of getting involved in EQA or are currently in a role and need to obtain the qualification.

What is needed to be an EQA

You will need to be in a position to carry out EQA duties (Point 3), so once you are working for an Awarding Organisation or Accreditation Body you will be supporting after a number of approved centre's (this could be schools, colleges, training providers or employers) and carrying out external quality assurance activities on their behalf.

There are lots of EQA job opportunities out there, we can help if you want to gain an EQA qualification .

5 ways to use your Smart Phone for (assessing, IQA, teaching and training)

Tue, 09 Jul 2019 13:41:49 GMT

Utilising your smartphone is a fantastic way to support you in your role as a Teacher, Trainer or Assessor. When is comes to assessment you have an excellent tool, that is always close by and could be used to make your life and your learners lives easier. Consider these 5 tips to make use of your smartphone:

Use Video
Take Photos
Use the Notes Application
Record Verbal Discussions
Use a File Sharing Applications

Use Video

Use video to record a learner completing a task, such as a presentation, demonstrating their competence or participating in a discussion. Share the recording with them so they can review how they did and then use it for their own evaluation.

Take Photographs

Take photographs of the learners participating in activities, exercises, practical tasks or whilst carrying out their job role. This can be used as supporting evidence for other assessment tasks.

Use the Notes Application

Use the notes application to record your meetings with the learners, either through through written notes or voice dictation. Email the notes to yourself so you can put them onto the necessary assessment records or documents you use or add them to an e-portfolio.

Audio record discussions

Carry out verbal discussions with your learners to assess knowledge and understanding. Rather than ask them to write responses to a series of written questions, plan a verbal question / answer or professional discussion with them. Make sure you tell them the topics you plan to discuss so they can prepare. Capture your discussion as a voice recording and share it with them. Extra tip - try recording your feedback and provide this to your learner so they can access the audio and listen to your feedback.

Use file sharing applications

Use a file sharing Application (such as Dropbox or Google Drive) to store all of your assessment documents, qualification information and teaching / training resources so you'll always have them whilst on the move or in the classroom. This is also somewhere for you to store all of your video, audio and photographic evidence from the points listed above.

I'm a First Aid Trainer / Assessor - do I need an assessing qualification?

Fri, 17 May 2019 13:35:08 GMT

Do I need an Assessor qualification?

No, there is currently no requirement to hold a full assessing qualification to assess first aid qualifications but this could easily change in the future. It is important that you understand assessment , by starting to think about taking a specific assessing qualification will help.

Do I need a Teaching qualification to teach First Aid?

You do need a teaching / training qualification , such as the Award in Education and Training (AET) or predecessors like PTLLS, along with other regulatory requirements to enable you to deliver qualifications.

You'll be encouraged by your Awarding Organisation to either attend one of their CPD days or work towards an assessing qualification.

How do I get approved to asses first aid?

Many of the first aid Awarding Organisations have agreed and designed a Continuous Professional Development (CPD) day to cover assessment and IQA of first aid courses and then allow you (rightly or wrongly) to assess but more importantly IQA off the back of a half day of information sharing event. So if you have attended or plan to attend one of those CPD days they will enable you to assess and or IQA. However, it would be good practice to undertake an assessing qualification as you'll only scratch the surface of assessment and IQA in a one day CPD event.

Future-proof yourself

To future-proof yourself and show your commitment to professional development have a look at our range of assessing qualifications and find the one that is right for you. As a minimum, the Level 3 Award in Understanding the Principles and Practices of Assessment would be a good choice to complete and give you a unit that will contribute towards a full assessing qualification.

Do I need an IQA qualification to quality assure First Aid courses?

Sat, 11 May 2019 12:41:49 GMT

Is an IQA qualification needed?

No, there is no requirement to hold an Internal Quality Assurance (IQA) qualification to enable you to internally quality assure first aid course, at the moment. This could change in the future, so it is worth considering undertaking an IQA qualification.

Many of the first aid Awarding Organisations have agreed and designed a Continuous Professional Development (CPD) one day course for first aid IQAs. It aims to cover the assessment and IQA (half a day for each aspect) of first aid qualifications and then allows you (rightly or wrongly) to assess, but more importantly IQA, off the back of a half day of information sharing event.

So if you have attended or plan to attend one of those CPD days they will enable you to assess and or IQA for that Awarding Organisation.

Good practice would be to undertake an internal quality assurance qualification as you'll only scratch the surface of IQA in a one day workshop. As a minimum, the Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice would be useful.

Do I need to be experienced?

You do need to be experienced in the delivery and assessment of first aid courses and have a good understanding of the assessment requirements for each of the various first aid qualifications.

As an IQA you are required to support Trainers / Assessors, this means you'll be advising them on their assessment practice, answering queries they may have and checking the accuracy of their assessments against the first aid qualification requirements. With that in mind it is vital that you are experienced and able to provide good levels of advice and guidance to the Trainers / Assessors your support.

Future-proof yourself

To future-proof yourself and show your commitment have a look at our range of IQA qualifications and find the right one for you.

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