[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-164699-105":53,"doc-detail-164699-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","apprenticeship-curriculum-template-guidance-document","Apprenticeship Curriculum Template - Guidance Document","","Guidance document for an apprenticeship curriculum (optional trade) defining key concepts used across the program. It outlines an assessment strategy to ensure validity, reliability, and fairness, and explains how assessable outcomes are supported by evidence. It clarifies roles such as the awarding body and presents learning outcome structures under NSQF level descriptors. 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It also ensures tools generate sufficient evidence for all assessable learning outcomes.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What are assessable outcomes under NSQF-based qualifications?",{"text":113,"@type":109},"Assessable outcomes are the knowledge, skills, and aptitudes gained through formal, non-formal, or informal learning. Learners must demonstrate these through formal assessment against assessment criteria.",{"name":115,"@type":106,"acceptedAnswer":116},"How are training blocks structured in the apprenticeship curriculum?",{"text":117,"@type":109},"Block I uses instructor-led training with theory and practical sessions at the training provider’s premises. Block II is delivered at the employer location, largely hands-on, with inputs and guidance from on-site mentors and supervisors.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},164699,1788159267,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":76,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":125,"read_time":47},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","GUIDANCE DOCUMENT\nfor APPRENTICESHIP CURRICULUM\n(OPTIONAL TRADE)\nKEY TERMS IN THE APPRENTICESHIP CURRICULA\nAssessment strategy:\nAn assessment strategy sets out the way in which an awarding body will ensure that the assessments used for a qualification are appropriate for the aims and outcomes of the qualification and ensure that assessment is valid, reliable, and fair. It ensures that the assessment tools which are used generate sufficient evidence for all the assessable learning outcomes of the qualification. The strategy should include assessments which integrate different outcomes and ensure that that the amount of assessment to be undertaken is manageable.\nAssessable Outcomes\nThe knowledge, skills and/or aptitudes an individual has acquired because of formal, non-formal or informal learning are known as learning outcomes. In the NSQF, qualifications are based on specific outcomes, accompanied by assessment criteria, which learners will have to demonstrate through a formal assessment. These are called “assessable outcomes”.\nAwarding body\nAn awarding body is the body which creates a qualification, sets the assessment norms for the qualification, and makes the final decision to award the qualification and issue certificates to successful learners. Awarding bodies are ultimately responsible for ensuring that the qualification is offered by suitable institutions or organizations and that no unjustified or fraudulent certificates are issued. They may also be called certifying bodies or certifying institutions\nBlock I\nThis is a training block done in the Instructor-Led training approach, with theory and practical sessions. The training sessions may be held at training provider’s\npremises.\nBlock II\nThis is a training block done at the Employer location. This is largely hands-on with inputs/ guidance provided by the on-site mentors and supervisors. The employer may conduct instructor-led sessions in classrooms/ workshops and may also look at new age – technology-based performance support tools for additional support.\nLevel Descriptors\nThe levels of the NSQF are defined by statements of typical learning outcomes known as level descriptors. These are organized in X domains which represent different kinds of learning outcome. These are: process, professional knowledge, professional skill, core skill, and responsibility. Each level requires more complex knowledge, skills, and aptitudes. In the NSQF qualifications must be given a level by matching the assessable outcomes with the level descriptors.\nNOS and QP\nNational Occupational Standards (NOS) or Occupational Standards (OS) defines one key function in a job role. NOS specify the standard of performance an individual must achieve when carrying out a function in the workplace. These Occupational Standards are combined to a set, which is called Qualification Pack (QP).\nNSQF\nThe National Skills Qualification Framework (NSQF) organizes qualifications according to a series of levels of knowledge, skills, and aptitude. These levels are defined in terms of learning outcomes which the learner must possess regardless of whether they were acquired through formal, non-formal or informal learning.\nProgression\nIn the NSQF, progression means going on from a qualification to work or further study. Progression pathways may lead from one qualification to other qualifications at the same NSQF level or at a higher level. Sets of qualifications can be designed to ensure that individuals can easily move from qualification to qualification in the Framework.\nQualification\nIn the NSQF, a qualification is the formal outcome of an assessment and validation process. A qualification is awarded when an awarding body determines that an individual has achieved the assessable outcomes to the standards set in assessment criteria. Qualifications which meet the requirements of the NSQF are entered in the National Qualifications Register. Evidence that qualifications meet these requirements is gathered in a Qualificatio","cbCaiizJ73vFUseT","https://ap.wps.com/l/cbCaiizJ73vFUseT","docx",113762,13,"English","# Course Details\n## Module Details\n## Glossary\n## Acronyms\n## Annexure 1: Tools and Equipment List\n## List of Tools and Equipment\n## Classroom Aids\n## Annexure 2: Assessment Strategy\n## Annexure 3: Mode of Training","[{\"question\":\"What is the purpose of an assessment strategy in an apprenticeship qualification?\",\"answer\":\"It describes how an awarding body ensures assessments align with qualification aims and outcomes, and remain valid, reliable, and fair. It also ensures tools generate sufficient evidence for all assessable learning outcomes.\"},{\"question\":\"What are assessable outcomes under NSQF-based qualifications?\",\"answer\":\"Assessable outcomes are the knowledge, skills, and aptitudes gained through formal, non-formal, or informal learning. Learners must demonstrate these through formal assessment against assessment criteria.\"},{\"question\":\"How are training blocks structured in the apprenticeship curriculum?\",\"answer\":\"Block I uses instructor-led training with theory and practical sessions at the training provider’s premises. Block II is delivered at the employer location, largely hands-on, with inputs and guidance from on-site mentors and supervisors.\"}]","Apprenticeship Curriculum Template - Guidance Document | DOCX"]