The AIM Qualifications Level 4 Accreditation for “Teaching relationships and sex education” will equip learners with the attitude, knowledge, and skills to provide high-quality relationships and sex education (RSE) in creative, relevant, and effective ways. During this accreditation, you will find out more about different topics in the field and different educational approaches with a view to providing excellent RSE.
Objectives of the accreditation
This accreditation can be used flexibly to meet learner needs. Depending on the context of the learning and the needs of each individual learner, the accreditation can:
- prepare learners for employment in an educational context;
- provide key CPD (Continuing Professional Development) for workers expanding their role to include relationships and sex education;
- provide initial training for a new project starting in the field of relationships and sex education
- encourage engagement in learning.
The accreditation is designed to enable learners to:
- increase knowledge in the field of relationships and sex education;
- learn skills to teach relationships and sex education;
- learn how to monitor, evaluate and improve relationships and sex education provision;
- develop a professional attitude for working in the relationships and sex education field.
Guided learning hours and total qualification time for this Level 4 accreditation:
Guided Learning Hours (GLH) = 24. Guided Learning Hours are defined as the number of hours of supervised or directed study time required for a unit or an accreditation. Some learners may be able to achieve units in a shorter time than indicated. Others, for example, those with additional support requirements, may need longer.
Total Qualification Time (TQT) = 40. Total qualification time is defined as the number of guided learning hours (GLH) plus the time taken by the learner for private study or work experience.
The level of the units within this accreditation is linked to the latest QCF level descriptors published by Ofqual.
Knowledge descriptor (the holder…): Has practical, theoretical, or technical knowledge and understanding of a subject or field of work to address problems that are well defined but complex and non-routine. Can analyse, interpret and evaluate relevant information and ideas. Is aware of the nature of the approximate scope of the area of study or work.
Skills descriptor (the holder can…): Identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined. Review the effectiveness and appropriateness of methods, actions, and results.
(Extracted from ‘After the QCF A New Qualification Framework’ October 2015)
What this accreditation could lead to
On achievement of this accreditation, learners will be supported as a member of the Esteem network. Achievement of this accreditation may help learners to progress to employment in relationships and sex education within a statutory or voluntary organisation. Learners may progress to further study in education and public health.
In this accreditation, you are required to complete two assessments one for each unit. In both units, you will need to complete a short piece of written work and you will be required to demonstrate engagement with wider academic reading in your work. At level 4 you are expected to make direct references to suitable academic sources which you will need to correctly reference fully. Please use the APA referencing system for all work submitted for this accreditation. If you have not used APA before, this online guide and web tool can help you get started (www.citethisforme.com/uk/referencing-generator/apa).
It is a requirement that the assessment of this accreditation is conducted in English.
Assessment portfolio: two tasks
Unit 1: Relationships education; lesson plan analysis (500-word equivalent)
- Unit code: HB8/4/MR/001.
- Unit aim: To equip learners with the attitude, knowledge, and skills to provide relationships education
- Level 4, Credit 2, GLH 12, TQT 20
For this unit, you will need to select an existing relationships education session plan relevant to your work environment and critique this session plan with a written evaluation of how the session plan meets official guidance, employs learning strategies, is age-appropriate, and reflects the needs of the target group. To complete the evaluation you will need to demonstrate the following
- How the lesson plan relates to official RSE guidance such as English government guidance or the UNESCO International technical guidance on sexuality education. You will need to make direct reference to specific points within the guidance you choose to engage with.
- How you have tailored the session plan to your specific age and stage of development
- How you have included elements of self-esteem, technology, media pressure, the law, or gender attitudes within your session plan
- How you plan to make use of specific learning strategies within the session plan
Unit 2: Relationships and sex education; Critical self-reflection on teaching RSE (500-word equivalent)
- Unit code: HB8/4/MR/002
- Unit aim: To equip learners with the attitude, knowledge, and skills to provide relationships and sex education
- Level 4, Credit 2, GLH 12, TQT 20
For the assessment of this unit, you will need to facilitate an interactive relationships and sex education activity and write a critical self-reflection on that experience. During the 24 hours of training, you will have the chance to practice the delivery of relationship and sex education materials, in the form of an example micro-teach. Your written critical self-reflection can be about this experience during the training or you may choose to reflect on a separate educational experience. For this critical reflection, you should choose an established reflective model such as Kolbs reflective cycle, Gibbs reflective cycle, or Greens Pastoral cycle to structure your work. You should explain in the introduction to your reflection which reflective model you will be referring to.
Further advice and guidance on the assessments will be provided on the training and you can contact your trainer by email before your assignment deadlne for any additional support and guidance you might need.
We will issue you with an attendance certificate after the course along with your member login.
Please note that the accreditation process may take several months. You will have 2 weeks after your course to complete your assignments, which will go through two levels of marking and then external quality assurance. Only then will your results be communicated to you and your accreditation certificate issued.