Portfolio of Short Courses

Safety Training

This 1 day training course is aimed at staff that are required to facilitate and participate in confined space entry work procedures and practices.

This 1 day training course is aimed at those responsible for managing and involved in the maintenance of buildings and associated plant, thereby ensuring the health and safety of maintenance workers and others who may encounter asbestos in the workplace.

This 0.5 day training course is aimed at employees that are required to work at height as part of the roles and responsibilities.

This 2 day training course is aimed at all staff and contractors due to work on site during turnaround periods. The course will cover all aspects of turnaround safety and can be tailored to include client-specific requirements.

Management and Leadership Training

This 3-day course is aimed at supervisors, foremen and site managers seeking to gain a thorough understanding of supervisory and management principals to effectively lead, supervise and safely manage staff.

This service provision is aimed at Senior Management who seek to ‘future proof’ their department and/or organisation. This is achieved via the development of a bespoke Skills Gap Analysis Tool and the facilitation of technical interviews. The resulting Skills Gap Analysis Report enable managers to identify any current and/or future skills, knowledge or behaviour gaps within the current work force.

Learning & Development

Our Trainers Workshop replaces the old Train the Trainer Course and is designed to provide Staff with an overview of the essential skills in developing and facilitating training courses to delegates working in the engineering and construction sectors of the industry.

This qualification is intended for assessors who assess occupational competence in an individual’s work environment. It MUST include a minimum of THREE of the following assessment methods.  

  • observation of performance in the work environment  
  • examining products of work  
  • questioning the learner  
  • discussing with the learner  
  • use of others (witness testimony)  
  • looking at learner statements  
  • recognising prior learning.  

Evidence requirements and assessment guidance  

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both units. For example, a discussion for ‘Assess occupational competence in the work environment’ might provide some evidence for ‘Understanding the principles and practices of assessment’. However, it is essential that evidence for the assessment criteria in each unit is also identified individually.  

Unit 1 Understanding the principles and practices of assessment  

The aim of this unit is to assess the candidate assessor’s knowledge and understanding of the principles and practices that underpin assessment.  

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Unit 2 Assess occupational competence in the work environment  

The aim of this unit is to assess the candidate assessor’s performance in assessing occupational competence in an individual’s work environment. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for the following assessment methods:  

  • observation of performance in the work environment  
  • examining products of work  
  • questioning the learner.  

Simulations are not allowed. 

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged, and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

There must be evidence of the candidate assessor carrying out at least two assessments of two learners’ occupational competence (four assessments in total). This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else.  

This qualification is intended for those who assess vocational skills, knowledge and understanding in environments other than the work environment (for example a workshop, classroom or other training environment). It includes the following assessment methods.  

  • assessments of the learner in simulated environments  
  • skills tests  
  • oral and written questions  
  • assignments  
  • projects  
  • case studies  
  • recognising prior learning.  

 

Evidence requirements and assessment guidance  

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both units. For example, a discussion for ‘Assess vocational skills, knowledge and understanding’ might provide some evidence for ‘Understanding the principles and practices of assessment’. However, it is essential that evidence for the assessment criteria in each unit is also identified individually.  

Unit 1 Understanding the principles and practices of assessment  

The aim of this unit is to assess the candidate assessor’s knowledge and understanding of the principles and practices that underpin assessment.  

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Unit 3 Assess vocational Skills, knowledge and understanding  

The aim of this unit is to assess the candidate assessor’s performance in assessing vocational skills, knowledge and understanding in environments other than the workplace – for example, workshops, classrooms or other training environments. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods:  

  • assessments of the learner in simulated environments  
  • skills tests  
  • oral and written questions  
  • assignments  
  • projects  
  • case studies  
  • recognising prior learning.  

Simulations are not allowed. 

Other forms of evidence will be acceptable for the remaining assessment methods.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged, and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

There must be evidence of the candidate assessor carrying out at least two assessments of two learners’ skills, knowledge and understanding (four assessments in total).  

This qualification is intended for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in environments other than the workplace (for example a workshop, classroom or other training environment).  

Evidence requirements and assessment guidance  

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both units. For example, a discussion for ‘Assess vocational skills, knowledge and understanding’ might provide some evidence for ‘Understanding the principles and practices of assessment’. In the same way, if a candidate assessor is working with a learner whose learning programme involves both assessment in the work environment and assessment in a training context, they could use evidence from these assessments for ‘Assess competence in the work environment’ and ‘Assess vocational skills, knowledge and understanding’. However, it is essential that evidence for the assessment criteria in each unit is also identified individually.  

Unit 1 Understanding the principles and practices of assessment  

The aim of this unit is to assess the candidate assessor’s knowledge and understanding of the principles and practices that underpin assessment.  

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Unit 2 Assess occupational competence in the work environment  

The aim of this unit is to assess the candidate assessor’s performance in assessing occupational competence in an individual’s work environment. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for the following assessment methods:  

  • observation of performance in the work environment  
  • examining products of work  
  • questioning the learner.  

Simulations are not allowed.
 

Other forms of evidence will be acceptable for the remaining assessment methods:  

  • discussing with the learner  
  • use of others (witness testimony)  
  • looking at learner statements  
  • recognising prior learning.  

The candidate assessor’s performance evidence must be assessed by observation, examining the products of work and questioning / discussions. 

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. 

There must be evidence of the candidate assessor carrying out at least two assessments of two learners’ occupational competence (four assessments in total).  

 

Unit 3 Assess vocational skills, knowledge and understanding  

The aim of this unit is to assess the candidate assessor’s performance in assessing vocational skills, knowledge and understanding in environments other than the workplace for example workshops, classrooms or other training environments.  

There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods:  

  • assessments of the learner in simulated environments  
  • skills tests  
  • oral and written questions  
  • assignments 
  • • projects  
  • case studies  
  • recognising prior learning.  

 

Simulations are not allowed. 

 

Other forms of evidence will be acceptable for the remaining assessment methods.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

There must be evidence of the candidate assessor carrying out at least two assessments of two learners’ skills, knowledge and understanding (four assessments in total).  

This qualification is intended for those who wish to gain an understanding of the principles and practices of internal quality assurance without any requirement to practice.  

 

Evidence requirements and assessment guidance  

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both units. For example, a discussion for ‘Internally assure the quality of assessment’ might provide some evidence for ‘Understanding the principles and practices of internally assuring the quality of assessment’. However, it is essential that evidence for the assessment criteria in each unit is also identified individually.  

 

Unit 4 Understanding the principles and practices of internally assuring the quality of assessment
The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the internal quality assurance of assessment.  

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

 

Unit 5 Internally assure the quality of assessment  

The aim of this unit is to assess the candidate’s performance in assuring the quality of assessment from within an organisation or assessment centre.  

All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA’s performance. These must include:  

  • observation of performance  
  • examining products of work • questioning.  

Direct evidence of this kind may be supplemented, where necessary, by professional discussion, reflective accounts or witness testimony.  

Simulations are not allowed.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.  

Evidence must come from the Internal Quality Assurance (IQA) candidate’s performance in the work environment. There must be evidence of the IQA candidate monitoring a minimum of two assessors, each with a minimum of two candidates of their own, through components of a qualification.  

This qualification is intended for those who maintain the quality of assessment from within an organisation or assessment centre.  

Evidence requirements and assessment guidance  

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both units. . For example, a discussion for ‘Internally assure the quality of assessment’ might provide some evidence for ‘Understanding the principles and practices of internally assuring the quality of assessment’. In the same way, some evidence from ‘Internally assure the quality of assessment’ could be used for ‘Plan, allocate and monitor work in own area of responsibility’. However, it is essential that evidence for the assessment criteria in each unit is also identified individually.  

Unit 4 Understanding the principles and practices of internally assuring the quality of assessment
The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the internal quality assurance of assessment.  

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Unit 5 Internally assure the quality of assessment  

The aim of this unit is to assess the IQA candidate’s performance in assuring the quality of assessment from within an organisation or assessment centre.  

All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA’s performance. These must include:  

  • observation of performance  
  • examining products of work  
  • questioning.  

Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective  

Simulations are not allowed.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Evidence must come from the IQA candidate’s performance in the work environment. There must be evidence of the IQA candidate monitoring a minimum of two assessors, each with a minimum of two candidates of their own, through components of a qualification.  

Unit 8 Plan, allocate and monitor the quality of work in own area of responsibility  

The aim of this unit is to assess performance in leading the work of a team responsible for the internal quality assurance within an organisation or assessment centre.  

All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA’s performance. These must include:  

  • observation of performance  
  • examining products of work  
  • questioning.  

Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective  

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Evidence must come from performance in the work environment.  

This qualification is intended for those who lead a team of internal quality assurance staff.  

Evidence requirements and assessment guidance  

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both units. For example, a discussion for ‘Externally assure the quality of assessment’ might provide some evidence for ‘Understanding the principles and practices of externally assuring the quality of assessment’. However, it is essential that evidence for the assessment criteria in each unit is also identified individually.  

Unit 6 Understanding the principles and practices of externally assuring the quality of assessment
The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the external quality assurance of assessment.  

All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one assessment criterion.  

Unit 7 Externally assure the quality of assessment  

The aim of this unit is to assess performance in assuring the quality of assessment from outside an organisation or assessment centre, usually on behalf of an awarding organisation.  

All learning outcomes in this unit must be assessed using methods appropriate to the candidate EQA’s performance. These must include:  

  • observation of performance  
  • examining products of work • questioning.  

Direct evidence of this kind may be supplemented, where necessary, by professional discussion, reflective accounts or witness testimony.  

Simulations are not allowed.  

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.  

Evidence must come from performance in the work environment. There must be evidence of carrying out at least two external centre visits, including the preparation for and actions after the actual visit itself.