Progressions

• Successful completion of the OTHM Level 3 Diploma in Reflexology provides learners with the opportunity for workplace and academic progressions to a wide range of relevant undergraduate programmes including OTHM Level 3 and 4 beauty diplomas.

Description

The OTHM Level 3 Diploma in Reflexology consists of 5 mandatory units for a combined total of 50 credits. The main aim of the qualification is to enable learners to gain the necessary practical and theoretical skills in order to provide reflexology treatments to the general public and to gain employment in the beauty/complementary therapy industry.

Successful completion of this qualification will equip learners with the underpinning knowledge and skills required to succeed in employment or further studies.

Entry requirements

The OTHM Level 3 Diploma in Reflexology qualification can be offered to learners from age 16. It is recommended that learners hold a Level 2 Diploma in Beauty Therapy or equivalent qualification.

OTHM does not specify entry requirements for these qualifications. OTHM ensures that learners admitted to the programme have sufficient capability at the right level to undertake the learning and assessment.

OTHM centres must ensure learners are recruited with integrity onto appropriate qualifications that will meet their needs, enable and facilitate learning and achievement enable progression. The qualification is offered in English.

English requirements: If a learner is not from a majority English-speaking country must provide evidence of English language competency.

Equivalences

OTHM qualifications at Level 3 represent practical knowledge, skills, capabilities and competences that are assessed in academic terms as being equivalent to GCE AS/A Levels.

Qualification structure

The OTHM Level 3 Diploma in Reflexology consists of 5 mandatory units for a combined total of 50 credits, 370 hours Total Qualification Time (TQT) and 250 Guided Learning Hours (GLH) for the completed qualification.

Duration and delivery

• Our courses are meticulously designed to ensure the best learning experience for our students.

Teaching Staff:

Our teaching staff is vital to your education, and we uphold the following standards:

• Qualifications: Our team of educators, which includes those responsible for developing and delivering course content, are highly qualified in their respective fields. They not only possess subject-specific knowledge but also hold accredited academic qualifications relevant to their core expertise.
• Subject Knowledge: We ensure that our teaching team possesses the required subject knowledge and holds academic qualifications at the relevant level, allowing them to deliver high-quality program content specific to the subject and at the required level.
• Currency of Practice: We verify the currency of their practice by evaluating how teachers and educators maintain and update their knowledge, skills, and competence. This includes processes like revalidation, peer review, appraisal, or recognition from relevant authorities.
• Best Practices: Our teaching staff follows standard best practices, which include:
• Holding a postgraduate teaching qualification, such as a Post Graduate Certificate in Education (PGCE) or equivalent.
• Being occupational experts with qualifications, knowledge, and understanding relevant to the course content.
• Understanding the qualification's structure, content, and learning outcomes.
• Possessing recent and relevant industry experience in the specific area they teach.
• Undertaking activities contributing to their Continuing Professional Development (CPD).
• Additional Requirements: Those delivering units and/or observing and assessing practice for specific qualifications must have access to appropriate guidance and support and participate in ongoing program quality assurance processes.

Our center ensures the qualifications of our teaching staff through a thorough approval process, which includes reviewing CVs and teaching certificates. Any changes in staff qualifications are promptly reported to the relevant authorities.

Please note that while TAQA qualifications are valued for our center staff, they are not currently a requirement for the qualification.

Assessors:

• Assessors at our center are selected based on their ability to meet the occupational competence criteria specified for the qualifications they assess.
• Assessors follow best practices, including:
• Holding a suitable, relevant assessor qualification or working towards one.
• Being occupational experts with qualifications, knowledge, and understanding relevant to the course content.
• Understanding the assessment process.
• Undertaking activities contributing to their Continuing Professional Development (CPD).
• Possessing recent and relevant industry experience in the specific area they assess.
• Having credible experience in assessment within a teaching and/or training environment.

Assessors must assess learners' work in accordance with the assessment and grading requirements specified in the qualification.

Internal Quality Assurers (IQA):

• Our center maintains a rigorous internal quality assurance system.
• IQAs ensure that assessment decisions are consistently applied between assessors, and learners' work meets the required standard. Each assessor's work is checked and confirmed by the IQA, and assessment decisions are standardized to ensure fairness, validity, and reliability.
• IQAs observe assessors during assessments, review assessment decisions based on evidence provided, and hold standardization meetings with the assessment team to ensure consistency in documentation use and interpretation of the qualification requirements.

Evidence of internal quality assurance is recorded, retained, and made available for the External Quality Assurer (EQA).

Continuing Professional Development (CPD):

• Our center supports staff members to ensure they have current knowledge of the occupational area, aligning their practices with best practices and national or legislative developments. CPD records of all staff members are available for external quality assurance.

Record Keeping:

• Our center maintains detailed records, including:
• Learners on the program, including learner names, dates of birth, contact details, assessor's name, IQA's name, and registration date.
• Assessment plans and IQA sampling plans.
• Learner assessment records, including details of who assessed what and when, the assessment methods used, the location of supporting evidence, and the assessment decision/grade awarded with supporting evidence.
• Records of internal quality assurance activity, including who internally quality assured what and when, the sample selected, its rationale, records of IQA standardization meetings, assessor and IQA competence records, monitoring records of assessor/IQA progress toward achieving the relevant assessor/internal quality assurance qualifications, and requirements for the retention of learner evidence.

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