GQAL Level 1 Award in Personal Employability, Achievement and Reflection for Learning (Pilot)
Qualification summary
Recognition of achievement for learners in relation to cognitive, emotional, behavioural and social development.
Emphasis is placed on the practical and applied performance of these skills, qualities and attributes in the contexts (e.g. cultural, social, vocational, educational) in which learning is taking place in order to ensure that learning, performance and assessment are situated in settings that are relevant and meaningful to the learner. The innovative approaches to both learning and assessment that have been developed for this award mean that is accessible to learners who may be excluded from mainstream provision or marginalised as well as those who are in schools, colleges and other more formal settings. This is an important benefit as it ensures that :
• awards are not categorised as being appropriate for one ‘type’ of learner;
• content, delivery and assessment is within contexts that are accessible and relevant to the needs of learners;
• awards may be used to recognise mastery of performance developed through other programmes with similar outcomes (e.g. SEB, SEAL).
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 Entry Level to NQF Level 3. Progression is achieved through the General Graded Examination structure. This syllabus provides for five grades (Pre-Entry, Entry, NQF Level 1, NQF Level 2 and NQF Level 3), each progressively differentiated by outcome. Progression beyond NQF Level 3 is envisaged as both method of delivery and assessment constructs enable extensions of this award into the proposed Employability Awards being developed by Exeter University. Progression into vocationally related qualifications at comparable and higher levels than this award will also be possible for learners and especially those who undertake this award in vocational contexts. The social, emotional and behavioural skills, qualities and attributes developed through this award have applications that apply in all sectors and are of direct relevance to learners.
No specific job occupation
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14 Preparation for Life and Work
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14.1
Foundations for Learning and Life
Grade 1: P/M/D, Grade 2: P/M/D, Grade 3: P/M/D
See Attachment Summary
There are three stages to assessment. 1 (Involved Assessor) 2. (Involved Assessor) 3. Final (Independent Assessor). All stages use the same assessment scheme, constructs and materials. Stages 1 & 2 gather assessment information, stage 3 reviews this and is an independent observation of performance. Directly relevant references are noted on attachments. Note also that all Grade information is relevant.
Please note:
Level 1 includes Grades 1, 2, 3 of these awards
There are no units to combine - as with all Graded Examinations each grade is a stand alone unit. The programme of study defines what must be mastered at the Grade entered for. The assessment is of the extent of that mastery and is conducted by an Independent Assessor on a single occasion. A more detailed explanation is given b elow.
The qualification is structured as series of Grades arranged to reflect increasing levels of progressive mastery. Each Grade is differentiated by demand, outcome(s) and expectations of performance. Each Grade has a published Programme of Study that forms the basis of preparation for assessment. A Programme of Study states:
1. The requirement for assessment;
2. What the learner must master;
3. Guidance to teachers/mentors on how to meet the requirements;
4. Examples of questions or tasks the assessor/examiner will use in the examination.
Programmes of Study 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.
All GQAL performance mastery awards use common processes (paper-based, e-assessment as files using email or disc for transfer or web-based services) for the recording of assessment scores, and software for checking, standardisation, quality assurance, monitoring, auditing and archiving.