GQAL Level 2 Certificate in Learning Support
Qualification summary
a) provide a direct and practical response to the workforce remodelling agendas driven by the Government which re-positions LSA’s and to fill the gap between their intended vision of combining care and education provision and the present system;
b) create a flexible and responsive system of training and assessing LSA’s that will provide an appropriate qualification with currency for today and for the future school support workforce ;
c) provide formal accreditation authentically situated in the practice of LSA’s that is performance based, develops critical reflective practice that contributes to deepened professional understandings, contributes to government, LEA, school and learner needs in both workforce remodelling and educational contexts.
Qualification details
OG - Other General Qualification
Accreditation start date:
Operational start date in centres:
The structure of the award ensures opportunities for progression from NQF Level 3 and 4. Progression is achieved through the General Graded Examination structure. This syllabus provides for three grades each progressively differentiated by outcome. Progression beyond NQF Level 4 into Foundation Degrees and Higher Education is under consideration.
The aim is to extend the remit of the qualification into levels 4 and 5 of the framework in terms of performance based Foundation and Undergraduate degrees accredited by the GQAL for advanced LSA’s in teaching and learning support or with a direct route into our existing UG degrees in Education Studies and Childhood and Youth Studies (University of Exeter accredited) and then into PGCE routes for those wishing to pursue teaching.
No specific job occupation
-
14 Preparation for Life and Work
-
14.1
Foundations for Learning and Life
See AttachmentS MARKED x
• Mentors undertake a number of formative observations and reviews with candidates to monitor progress and help decide when the candidate is ready for formal assessment.
• Two assessments are undertaken by mentors after internal standardisation training within the team.
• The final assessment is then carried out by an independent assessor.
All formal assessments will involve
1. Observation of the candidate (20-30mins) working within a job or project role.
2. A review of candidate’s diary and/or questions to confirm understanding
3. The use of 5 constructs to assess performance
4. Marks awarded on a 5 point scale to indicate the extent to which each construct or criterion is achieved.
5. On the final assessment, completion of a marking sheet for input and electronic transfer of marks to the Graded Qualifications Alliance office.
The use of mentors to provide assessment information that contributes to the final assessment and the focus on observed performance are innovative. Research shows that the approach is welcomed because of its practicality and its ability to value both practical performance and underpinning knowledge in ways that are responsive to context.
Programmes of Study that are differentiated by grade and arranged as a series of modules that allow the learner to engage with a repertoire of content appropriate to the level of criticality, responsibility, complexity and depth, breadth and originality of understanding required. Assessment is of performance in relation to the Programme of Study as a whole and to the expectations of mastery at the Grade for which the learner is entered. In common with other General Graded Awards there are no separate units but an award may be treated as a 'unit' for the purposes of credits awarded for successful completion.