Please note that the UKAP is accepting registrations for the Associateship.

Aims of the qualification

The Associateship of the UKAP QCF (Level 5) is designed for experienced teachers and others involved in their profession who want to extend their subject knowledge. They must demonstrate that they can take responsibility for their own sustained professional development, setting objectives for improvement and taking actions to reach those objectives.

Qualification name

Holders of the Associateship of The UKAP are entitled to wear the appropriate hood and gown and to use the designatory title of AUKAP, provided they remain as fully paid up Fellow Members, Members or Associate Members subscribing to the Code of Professional Practice.

Entry requirements

Before registering for the qualification all students should normally have had at least one year’s work experience in a relevant field and hold a qualification at a minimum of Level 4.

Responses are at English language standard: minimum L2 Literacy or IELTS Score 6.5.

Programme of study

Content must reflect evidence based on a range of theory and practice.

The course comprises 160 hours of notional learning time to include direct input, practical work-based tasks and a final assignment.

Tasks apply theoretical knowledge to develop understanding, critical reflection and skills.

The final task is:

  • a 5,000-word report of an activity relevant to the course presented as a publishable article for a journal with stakeholders' views; or
  • an e-portfolio record showing innovative practice and evaluation of this by other witnesses (10,000-word equivalent).

Assessment level descriptors* (Level 5)

Credit level descriptors define the level of complexity, relative demand and autonomy expected of a learner on completion of a module or programme of learning. They provide a description of levels of learning through a hierarchy of knowledge and skills.

Setting

Operational context

Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources.

Autonomy and responsibility for actions

Acts with limited supervision and direction, within defined guidelines accepting responsibility for achieving personal and/or group outcomes.

Knowledge and understanding

Knowledge and understanding

Has detailed knowledge of well-established theories and concepts.

Demonstrates an awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure.

Cognitive skills

Conceptualisation and critical thinking

Identifies, analyse and communicates principles and concepts recognising competing perspectives.

Problem-solving, research and enquiry

Undertakes research to provide new information and/or explore new or existing data to identify patterns and relationships.

Uses appropriate theoretical models to judge the significance of the data collected recognising the limitations of the enquiry.

Synthesis and creativity

Collects and synthesises information to inform a choice of solutions to problems in unfamiliar contexts.

Analysis and evaluation

Analyses a range of information comparing alternative methods and techniques.

Selects appropriate techniques/criteria for evaluation and discriminates between the relative relevance and significance of data/evidence collected.

Performance and practice

Adaptation to context

Identifies external expectations and adapts own performance accordingly.

Performance

Undertakes complex and non-routine performance tasks. Analyses performance of self and others suggest improvements.

Team and organisational working

Interacts effectively within a team, giving and receiving information and ideas and modifying responses where appropriate. Recognises and ameliorates situations likely to lead to conflict.

Ethical awareness and application

Is aware of personal responsibility and professional codes of conduct.

Personal and enabling skills

Personal evaluation and development

Assesses own capabilities using justifiable criteria set by self and others taking the wider needs of the context into account.

Uses feedback to adapt own actions to reach a desired aim and reviews impact.

Interpersonal and communication skills

Adapts interpersonal and communication skills to a range of situations, audiences and degrees of complexity.