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TRAINING STRUCTURE
1. TRAINING
• Based on indicative content
• Organised by authorised centre : Prison authority,
arts organisation, education or training college, etc.
• Covers levels 3-5 (initially*)
• Delivered in appropriate format: formal classes, workshops, tutorials, online, etc.
* Level 6 planned to be developed later

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TRAINING STRUCTURE
3. ASSESSMENT
2. TASK EVIDENCE
• PRESENTATION METHOD: Written, ICT, video, audio
• SOURCES: Experiences, especially of prisons; literature (printed & online);
interviews with staff, artists & inmates; documentaries, etc.
• Initially by accredited assessors at delivery centre
• Moderated through evidence sampling by accrediting organisation
(The College of Teachers)

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ACCREDITATION PROCESS
2. TRAINING ORGANISED BY
ACCREDITED CENTRE
3. STUDENTS ENROL ON
TRAINING COURSE
4. CENTRE RUNS COURSE
IN SELECTED FORMAT
5. CENTRE ASSESSES
STUDENT WORK
6. THE COLLEGE OF TEACHERS
MODERATES CENTRE ASSESSMENTS
7. STUDENTS AWARDED QUALIFICATION
1. CENTRE REGISTERED &
ACCREDITED BY THE
COLLEGE OF TEACHERS

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ACCREDITATION FRAMEWORK
MODULE 1 (CORE)
Preparing to deliver artistic, creative and therapeutic
activities in a prison context
MODULE 2 (CORE)
Critical thinking related to delivering artistic, creative
and therapeutic activities to prisoners
MODULE 3 (ELECTIVE)
Delivering artistic, creative and therapeutic
activities to prisoners

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TCOT Professional Practice Award (Level 3)
(A level equivalent)
Content must reflect evidence based on a range of theory and practice.
The course comprises 40 hours of notional learning time to include direct input,
planning and implementation of practical tasks and a final assignment.
Content should be divided into 3 modules with 4 required practical tasks in total.
Tasks apply topic knowledge to develop understanding and practical skill.
The final task is a reflection on learning with a personal development plan (2,000 words)
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES

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TCOT Certificate of Educational Studies (Level 4)
(HE Certificate equivalent)
Content must reflect evidence based on a range of theory and practice.
The course comprises 80 hours of notional learning time to include direct input,
planning and implementation of practical tasks and a final assignment.
Content should be divided into 3 modules with 5 required practical tasks in total.
Tasks apply theoretical knowledge to develop understanding, critical reflection & skills.
The final task compares and evaluates 2 theoretical views in a practical application
(on at least one occasion) that reflects experience (3,000 words).
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES

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TCOT Advanced Certificate of Educational Studies (Level 5)
(HE diploma/ foundation degree equivalent)
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,
planning and implementation of practical tasks and a final assignment.
Content should be divided into 3 modules with 6 required practical tasks in total.
Tasks apply theoretical knowledge to develop understanding, critical reflection & skills.
The final task employs theoretical views, evaluated for strengths and weaknesses in a
practical application (on more than one occasion) that reflects experience (3,500 words).
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES

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TCOT Advanced Certificate
of Educational Studies
Level 5
160 hours
6 practical tasks
The final assignment
= 3,500 words
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES
TCOT Certificate of
Educational Studies
Level 4
TCOT Professional
Practice Award
Level 3
40 hours 80 hours
5 practical tasks4 practical tasks
The final assignment
= 2,000 words
The final assignment
= 3,000 words

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Licentiate of TCOT (Level 6)
(Graduate Honours level: 3 years equivalent of working/engaging role in education)
Content reflects evidence from an extensive range of theoretical discipline that
underpin educational practice.
The course comprises 5,000 hours learning: direct input, planning &
implementation of practical tasks + final assignment
Content should be divided into 3 modules with 8 required practical tasks.
Tasks apply a range of theoretical knowledge to develop understanding & skills
with critical reflection from work experience.
An application of theoretical ideas & evaluation by stakeholders (4,000 words)
THE COLLEGE OF TEACHERS
ACCREDITATION GUIDELINES

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TASKS
Candidates must select 1 task from each of the 4 categories for Level 3,
plus 1 task from another category for level 4,
plus 1 task from each of 2 other categories for level 5
A. BACKGROUND
C. PRACTICE
B. RATIONALE
D. REFLECTION

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TASK A2
Identifying the impact of artistic, creative & therapeutic activities on prisoners
TASK A1
Identifying the specific conditions/problems of working with prisoners
A. BACKGROUND
B. RATIONALE
TASK B1
Identifying the learner’s critical position & rationale for working with
prisoners and where & how these aims are best placed
TASK B2
Identifying the level of critical thinking to be expected in a prison
environment: from the learner, the prison service, the participants, &
what obstacles to critical thinking are to be faced

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TASK C2
identifying methods for developing art-form skills with prisoners
TASK C1
Identifying and applying the skills needed to deliver artistic, creative &
therapeutic activities with prisoners
C. PRACTICE
D. REFLECTION
TASK D1
Reflecting on the impact of artistic, creative & therapeutic activities
interventions with prisoners
TASK D2
Comparing the delivery of artistic, creative & therapeutic activities
within and outside the prison context

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ASSESSMENT CRITERIA
CREDIT LEVEL DESCRIPTORS
SETTING
•Operational context
•Autonomy & responsibility for actions
PERFORMANCE & PRACTICE
•Adaptation to context
•Performance
•Team & organisational working
•Ethical awareness & application
KNOWLEDGE & UNDERSTANDING
•Knowledge & understanding
COGNATIVE SKILLS
•Conceptionalisation & Critical Thinking
•Problem Solving, Research & Enquiry
•Synthesis & Creativity
•Analysis & evaluation
PERSONAL & ENABLING SKILLS
•Personal evaluation & development
•Interpersonal & communication skills

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ASSESSMENT CRITERIA
TASK A1
Identifying the specific conditions/problems of working with prisoners
ASSESSMENT CRITERIA (Level 3)
SETTING (Operational context):
Identifies specific conditions relating to working with inmates in a prison
environment using a given range of techniques and information sources
KNOWLEDGE & UNDERSTANDING:
Understands & demonstrates some awareness of current issues relating to
delivering arts to prisoners
COGNATIVE SKILLS (Synthesis & creativity):
Collects information to assist in identifying solutions to problems relating to
delivering arts to prisoners in a familiar context

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ASSESSMENT CRITERIA
ASSESSMENT CRITERIA (Level 4)
TASK A1
Identifying the specific conditions/problems of working with prisoners
SETTING (Operational context): Identifies a range of conditions relating to
working with inmates in a prison environment using a range of techniques
and information sources
KNOWLEDGE & UNDERSTANDING: Understands & demonstrates a broad
awareness of the current issues relating to delivering arts to prisoners
COGNATIVE SKILLS (Synthesis & creativity): Collects information from a variety
of sources to assist in identifying a variety of solutions to problems relating to
delivering arts to prisoners in familiar contexts

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ASSESSMENT CRITERIA
ASSESSMENT CRITERIA (Level 5)
TASK A1
Identifying the specific conditions/problems of working with prisoners
SETTING (Operational context): Identifies a wide range of different conditions
relating to working with inmates in a prison environment using a wide range
of techniques and information sources
KNOWLEDGE & UNDERSTANDING: Understands & demonstrates a detailed
awareness of the various issues relating to delivering arts to prisoners
COGNATIVE SKILLS (Synthesis & creativity): Collects information from a wide
variety of sources to assist in identifying a wide range of solutions to problems
relating to delivering arts to prisoners in familiar and unfamiliar contexts

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ASSESSMENT CRITERIA
(Level 5)
SETTING : … a wide range of
different conditions … a
wide range of techniques …
KNOWLEDGE : … a
detailed awareness of
the various issues …
COGNATIVE SKILLS:
… from a wide variety of
sources … a wide range of
solutions … in familiar
and unfamiliar contexts
(Level 4)
SETTING: … a range of
conditions … a range of
techniques …
KNOWLEDGE: … a broad
awareness of the
current issues …
COGNATIVE SKILLS:
… from a variety of
sources … a variety of
solutions … in familiar
contexts
(Level 3)
SETTING: … specific
conditions …a given
range of techniques …
KNOWLEDGE: …
some awareness of
current issues …
COGNATIVE SKILLS:
Collects information …
identifying solutions …
in a familiar context

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FOR FURTHER INFORMATION CONTACT
The College of Teachers,
Institute of Education,
20 Bedford Way,
London WC1H 0AL
+44 (0)20 7911 5536
www.collegeofteachers.ac.uk