2025 - 2026

Candidate Guide
Level 5 Diploma in Cognitive Behavioural
Skills and Theory (CBT-L5)

This RQF qualification is regulated by Ofqual in England, Qualifications Wales in Wales and
CCEA in Northern Ireland.
Qualification/learning aim number: 500/8460/4

Counselling & Psychotherapy Central Awarding Body (CPCAB)

P.O. Box 1768
Glastonbury
Somerset
BA6 8YP
Tel. 01458 850 350
Website: www.cpcab.co.uk

Email: [email protected]
 CBT-L5 Candidate Guide

Contents Page

1. Introduction for Candidates 3

2. Qualification Structure 3
3. Internal Assessment 4
4. Equal Opportunities and Reasonable Adjustments 6
5. Appeals and Complaints 6
6. Additional Qualification Requirements 7
7. Candidate Feedback 8

Appendices Page

1. Candidate Learning Record (CLR) 9

2. Completion Statement 17
3. Criteria Assessment Sheet (CAS) 18

Please note:
This document, along with candidate support materials, can be downloaded from the CPCAB website.
These provide you with the information needed to enable you to maximise your learning on this course
and to complete the qualification successfully. If you need help with the accessibility of this document,
please email [email protected] with your request.

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 CBT-L5 Candidate Guide

1. Introduction for Candidates

You are undertaking a course that leads to a nationally regulated qualification awarded by the Counselling
and Psychotherapy Central Awarding Body (CPCAB) – the only nationally regulated awarding body to
specialise in the field of counselling and supervision.
This qualification is for candidates who are already working as counselling practitioners and who want to
develop their skills in Cognitive Behavioural Therapy (CBT) and use these skills as an integral part of their
work. Candidates are expected to be working with clients within a professional framework in order to
apply their learning on this course and to meet the assessment requirements.
It is designed to enhance the employability of counsellors in organisational settings and as independent
practitioners by giving them a solid grounding in CBT skills and theory. CBT is one of the National Institute
for Health and Care Excellence (NICE) recommended psychological therapies and counsellors with CBT
skills are often sought after in multidisciplinary psychological therapy teams especially NHS Talking
Therapies (formerly known as IAPT – Improving Access to Psychological Therapies).

The qualification will help you to:

➢ Practise and develop CBT skills and theory.
➢ Integrate CBT skills and theory into your existing client work.

Tip:
You will need to work with at least three different clients (minimum total of 30 hours) using a CBT
approach and to participate in group training supervision as part of the course.

2. Qualification Structure
This qualification is made up of 7 mandatory learning outcomes and associated assessment criteria. This
structure is based on the 7 processes of the CPCAB's Model.

Tip:
Think of the assessment criteria as learning tasks which you complete and then record so that your
tutor can see you have achieved the task.

To achieve the qualification, you MUST be internally assessed by your tutor as Proficient in all seven
learning outcomes.

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 CBT-L5 Candidate Guide

This qualification is eligible for fully in-person, blended or online delivery.

3. Internal Assessment
Art students keep a portfolio of their coursework which they use to show other people what they, as
artists, have learnt. In a similar way you need to keep a portfolio of your coursework, which you can use
to show your tutor what you have learnt. Keeping a portfolio of your coursework will not only provide
your tutor with evidence of your learning, but also really help you with the learning process itself.

You also need to complete your (Candidate Learning Record (CLR), which should be placed at the front
of your portfolio to signpost the evidence for each assessment criterion. The CLR has brief notes beside
each assessment criterion to help you understand what is being asked for and guidelines on how to
record your learning.
You must give two pieces of evidence for each criterion. In addition, the CLR (when complete) must
include references to the following three types of course work.1:
1. Documents – You must include a learning review, a self-review (see section below on the tutor-
assessed self-review) and two written assignments (3,000 – 3,500 words), a client record of a
minimum of 30 hours counselling with at least 3 different clients using CBT, and a supervision
record2. You might also include, for example, an audio/video recording (including verbatim
transcripts), tutorial records (when written by you) and notes on your personal development.
2. Tutor observation – You must include records of tutor feedback on (a) your counselling practice
sessions using CBT skills and (b) a case presentation. You might also include tutorial records
(when written by your tutor), and tutor feedback on group discussions (including contributions
to seminars, group-work and group training supervision).
3. Testimony – You must include records of peer feedback on your counselling practice sessions
and at least one supervisor report. You might also include, for example, peer feedback on case
presentations and group discussions (including contributions to seminars, group-work and group
training supervision), and client evaluation/feedback.

➢ See CBT-L5 Specification for a summary of minimum assessment requirements.

➢ See the CPCAB film on How to build a student portfolio.

1
Please note that if it is appropriate you can reference the same section of your portfolio, or the same piece of work, a
number of times.
2
Supervision must meet the supervision ratio requirements of their chosen professional membership association/ethical
framework
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Tip:
It is a good idea to outline possible sections in your portfolio, for example:
➢ Document: learning reviews
➢ Document: written assignments
➢ Tutor observation: tutor feedbacks on counselling practice
➢ Testimony: peer feedbacks on counselling practice
An example reference in your CLR might read: Learning review p 21, para 3, lines 3-6 (document)
Peer feedback Sheet No. 6, line 29 (testimony)

CPCAB recommends that you attach a Criteria Assessment Sheet (CAS) to any work you hand in to your
tutor for assessment. Your tutor can use the CAS to tell you which criteria you have met and to give you
helpful feedback throughout the course. In this way you can gradually collect evidence as you go along
and keep track of what evidence you still need to look out for.

Self-review
Towards the end of your course your tutor will support you to complete a self-review of your learning. A
template document is available on the CPCAB website. This will allow you to reflect on what you have
learnt and show your understanding of CBT skills and theory in practice. Your tutor will assess your self-
review and provide you with feedback on how you are progressing towards competence in all 7 areas. If
you need to undertake any specific activities to address areas for development your tutor’s feedback
will explain how to do so.

Tip:
Meeting criteria is important, but the overall experience of learning about CBT should be much richer
than criteria. Try to keep a balance.

After you have completed your portfolio your tutor will look at the evidence you have referenced in
your Candidate Learning Record (CLR) and assess whether or not you have completed the assessment
criteria, achieved the learning outcomes and met all the other qualification requirements. They may
decide that you are not yet Proficient – and will identify what you still need to complete/achieve and
how you might work towards doing this.
➢ Your tutor will give you further guidance on developing your portfolio, the three types of
coursework and filling in the Candidate Learning Record (CLR).

The final assessment of your work is recorded on the Completion Statement at the end of your
Candidate Learning Record.

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Tip:
It is important to realise that simply presenting evidence to meet criteria may not be sufficient to
meet the overall learning outcomes and/or the qualification requirements. Your tutor may have
observed substantive evidence which indicates that a specific assessment criterion or learning
outcome has not been met despite evidence you have submitted. If that is the case, they may record
a final result of Not Proficient on the basis of contraindications.

Please note that all the work you include in your portfolio is assessable material, so it may be seen not just
by your tutor but also by all those involved in your training centre’s internal assessment process or any
associated appeal or complaint. Such people will include the internal moderator and verifier as part of
internal quality assurance (IQA) as well as the CPCAB external verifier.

4. Equal Opportunities and Reasonable Adjustments

In order to make sure that assessment is fair to all candidates, CPCAB requires all recognised centres to
have an effective candidate support system in place and to make appropriate arrangements to meet
individual assessment needs. You can ensure that your own learning and assessment needs are being
met by discussing your own needs/difficulties with your tutor, who can ensure that you receive the
appropriate support at your centre. Please talk to your centre prior to your enrolment and about any
additional support that you may need regarding learning and assessment.
Please see CPCAB’s Reasonable Adjustment Guidance for Centres.

Both CPCAB and centres are required to recognise and comply with both the spirit and the word of equal
opportunities legislation. Previous Acts were amalgamated into the Equality Act 2010.

See CPCAB’s Equal Opportunities Policy.

5. Appeals and Complaints

CPCAB are committed to maintaining standards across our recognised centres so that the public can
have confidence in us and our qualifications. We provide our own complaints and appeals policies for
the benefit of centres and candidates.
➢ Please view our policies on Complaints, Appeals and Whistleblowing on the CPCAB website.

All CPCAB approved centres are required to have a complaints and appeals procedure which is available
to candidates. Candidates must address all appeals about internal assessment or complaints about any
aspect of their learning experience on the course via the centre’s own internal complaints and appeals

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procedures. It is the centre’s responsibility to make these procedures available to candidates.

Candidates who contact CPCAB directly on these issues will normally be directed back to their centre.

6. Additional Qualification Requirements

In addition to meeting the assessment criteria and learning outcomes, you need to meet the following
additional course requirements:
Client work
You are required to undertake a minimum of 30 hours of one-to-one client work with at least three clients
using the CBT approach, although it is recognised that you may also be working with other approaches in
your client work setting. This setting must be approved by the centre and offer you the opportunity to
meet the qualification specifications. You need to keep a log of your client work.

Candidates can complete placement hours for this qualification in-person, online/telephone, or a mix of
both. The maximum amount of online placement hours will depend on the individual’s own practice
methods, and no CPCAB limit is set. Work with your centre to ensure you only undertake work in a format
where you are well prepared, competent and appropriately supported. You should maintain records of
the type of session in your client log.

➢ See CBT-L5 Guidance to Client Work Experience for more information.

Group training supervision

You are required to take part in group training supervision as part of your course. This will normally take the
form of group supervision and can be linked to the requirement for case presentations. You are
expected to present your work, receive supervisory support from your tutor and peers, learn from the
work of other candidates in the group and specifically examine the application of CBT theory and skills
to your client work. The emphasis here is on your learning, not on the client work outcome. Group
training supervision does not imply any clinical responsibility being taken by the training centre.

External supervision
In addition, you are required to have external supervision of your counselling work (which may or may
not be all within a CBT framework). Placement hours should be appropriately supervised and approved
by your tutor. You should aim to meet the supervision ratio requirements of your chosen professional
membership association/ethical framework. This varies depending on the amount of client work
undertaken and you should seek guidance from your professional membership association, placement
agency (if applicable) and centre as to how these ratios are ethically achieved. For example, the BACP
requirements for trainee counsellors in individual supervision is a minimum of 1.5 hours per calendar
month. Ratio of 8 hours counselling to 1-hour supervision, with supervision every two weeks. The BACP
formula for counting time gained through group supervision is that if a candidate is in a group of four or
less, half the time of the session can be claimed. So, if there are four people in a session of 1½ hours,
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then each person can claim 45 minutes each. If there are five or more in a session, then divide the
length of the session by the number or people present - i.e. five people in a 2½ hour session could claim
½ an hour each.

Personal tutorials
You will be offered tutorials throughout your course to support your learning, develop your practice and
help you identify learning goals. Your tutors will also take the opportunity of tutorials to raise any
concerns likely to affect the outcome of your internal assessment. You need to keep a record of your
tutorials in your portfolio.

7. Candidate Feedback
Your feedback is vital to CPCAB to ensure the ongoing quality of our qualifications. Feedback enables us
to meet our requirements as a regulated Awarding Organisation and contributes towards our annual
qualification review process. Please ensure that you complete the online feedback survey at the
conclusion of your course.

Please click on this link to access the survey - Candidate feedback.

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Appendix 1: Candidate Learning Record

Level 5 Diploma in Cognitive Behavioural Therapeutic
Skills and Theory (CBT-L5)
Instruction:

Print out (or otherwise detach) this Candidate Learning Record (CLR) and the Completion Statement
which follows it. Then insert both documents in the front of your portfolio.

Please confirm that your portfolio contains the following items (which are required in order to complete
the qualification) by ticking each box below:

☐ A client record of work with at least three clients (minimum total 30 hours) using the CBT model
☐ Clinical supervision record
☐ A supervisor report

When you have completed your Candidate Learning Record please tick the following box to confirm that
you have provided evidence all three types of coursework (i.e. documents, tutor observation and
testimony): ☐

CBT-L5
LEARNING OUTCOME: 1. Work safely, legally and ethically as a counsellor
using the CBT approach

Assessment criteria Candidate guidance to criteria Portfolio references

1.1 Work within an • Have a thorough knowledge of ethical frameworks

ethical, legal and for counselling. For example: the BACP “Ethical
Framework for the Counselling Professions”, the
professional
NCPS “Code of Ethical Practice”, the BABCP
framework for CBT “Standards of Conduct, Performance and Ethics”
work or another similar framework.
• Show that you understand ethical/ legal/
professional issues relating to protection of clients
physically and clinically in a range of contexts.
• Demonstrate ability to develop and make use of
referral routes/other sources of help for clients as
appropriate.
• Communicate the personal and professional
limitations of your practice.

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1.2 Prepare the client to • Give examples of how you have worked in a
work within a CBT collaborative and exploratory way with clients.
framework • Reflect on the relevance of setting and working to an
agenda, agreeing homework tasks, eliciting feedback
and possible time limitations.
• Explain the CBT approach to a client in roleplay and in
practice.

1.3 Use CBT strategies to • Consider the nature of risk and explore the range of
identify and manage risks which could affect clients.
risk
• Apply CBT strategies for identifying risk.
• Understand the guidance provided in NICE Guideline
NG225 and its relevance to counselling practice.
• Reflect on situations in which you have managed clients
at risk or considered how you would do so.

1.4 Research and access • Identify and implement strategies to improve own
appropriate personal clinical practice.
and professional • Discuss (in case presentation sessions) the use of
support supervision to support assessment and treatment plans.
• Report on your use of both group and individual
supervision.
• Show how you have drawn on appropriate personal
support as a practitioner.

LEARNING OUTCOME: 2. Use the CBT framework to structure the

therapeutic relationship

Assessment criteria Candidate guidance to criteria Portfolio references

2.1 Critically reflect on • Discuss the significance and nature of the working
the nature of the CBT alliance for the CBT practitioner.
therapeutic • Show an awareness of how the CBT relationship differs
relationship from other therapeutic approaches.
• Reflect on the implicit (unspoken, implied) and explicit
(clearly evident) aspects of the therapeutic relationship.

2.2 Use CBT concepts and • Use regular reviews of the case formulation to explore
the case formulation the idiosyncratic nature of the therapeutic relationship.
to establish and • Reflect on the implication(s) of your case formulation
maintain the for the therapeutic relationship.
therapeutic
• Use case examples to show how you established a
relationship
therapeutic relationship in which you carried out the
assessment process.

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2.3 Use the CBT • Reflect on how to maintain and end a working alliance
framework to that is collaborative, structured, educative and
maintain and end the exploratory.
therapeutic • Show how you have maintained a balance between
relationship structure and bond (relationship) whilst exploring issues
and educating your client.
• With reference to a CBT model, show how you have
worked within a structured framework to benefit the
client.

2.4 Use research findings • Show evidence of your having reviewed research
on relationship factors findings (on relationship factors) in order to question
to inform CBT work and deepen your understanding of CBT.
• Apply this understanding to critically evaluate your own
work.

LEARNING OUTCOME: 3. Integrate understanding of diversity in CBT work

Assessment criteria Candidate guidance to criteria Portfolio references

3.1 Use theory and • Investigate research on impact of client diversity on

research on diversity the therapeutic process.
to inform client • Relate theory on diversity to client assessment and
assessment and treatment choices.
treatment
• Apply insights from understanding social, cultural and
biological factors to inform treatment plans.

3.2 Reflect on diversity • Discuss how social, cultural and biological factors
issues that contribute influence clients’ patterns and schemas.
to clients’ patterns • Explore a range of different patterns and schemas and
and schemas practise using a selection of appropriate therapeutic
interventions.
• Use case presentations or your case study to show
that you have explored with a client the possible
origins of patterns and schemas.

3.3 Apply CBT theory to • Explore a range of behavioural and belief patterns and
work with the schemas.
idiosyncratic nature of • Reflect on the diverse experiences and possible origins
clients’ core beliefs, that contribute to the client’s patterns and schemas.
rules and assumptions
• Implement appropriate therapeutic interventions in
response to your clients’ core beliefs, rules and
assumptions.

3.4 Use research findings • Critically review research on how ‘client factors’
on client factors to influence therapeutic outcomes.
inform CBT work • Consider how clients’ own patterns of relating
influence CBT work.
• Relate understanding of the role of client factors in
therapeutic work to own client work.
• Show how insights from this learning have informed
work with individual clients.

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3.5 Reflect on diversity • Consider a range of different clients and their

issues which impact needs.
on clients accessing • Reflect on the appropriateness of CBT for meeting
CBT the above identified range of needs.

• Reflect on factors which might prevent clients

accessing CBT.

• Explore the work of organisations developed with

a vision to improve the accessibility of counselling
services, for example BAATN.

LEARNING OUTCOME: 4. Use a coherent CBT approach to work with

individual clients and their needs

Assessment criteria Candidate guidance to criteria Portfolio references

4.1 Use empirical • Reflect on and evaluate the process of collaborative

evidence and assessment both from your perspective and that of the
assessment data to client.
produce a problem list • Gather empirical evidence and use that evidence to
and initial case propose and agree an initial case formulation, a
formulation problem list and subsequent treatment plan with a
client.
• Reflect on your use of assessment tools and
techniques to identify and understand achievable
therapeutic goals and outcomes.

4.2 Share the initial case • Show that you can conduct an assessment in
formulation with the collaboration with a client and that you can work with
client and agree a that client to formulate and prioritise a problem list
treatment plan and negotiate a treatment plan.
• Give practical examples of how you used objective
data collaboratively in the therapeutic process.

4.3 Use the case • Explore the value of agreed case formulations to
formulation to guide develop a diagnosis and treatment plan (this may
the work and facilitate require reference to ICD-11/DSM 5-TR e.g. diagnosing
the client’s process of depression).
change • Use the case formulation to work with explicit
behavioural patterns, and with implicit
patterns/schema.
• Discuss the process in your case review or learning
journal.

4.4 Use ongoing • Reflect on the process of monitoring client change.

assessment to • Use assessment tools or recognised CBT inventories to
monitor client review client progress.
progress
• Using the data collected develop a reformulation and
update the treatment plan for your client(s).

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LEARNING OUTCOME: 5. Work with self-awareness as a counsellor using

the CBT approach

Assessment criteria Candidate guidance to criteria Portfolio references

5.1 Use CBT theory, tools • Reflect on the value of focusing on your own key
and techniques to automatic thoughts, beliefs and patterns of behaving.
develop own self • Use CBT tools and techniques to develop own self-
awareness awareness.

5.2 Use self-awareness in • Reflect on the difficulties and problems associated

CBT work with awareness of self in your CBT counselling work.
• Evaluate the impact of use of self in your therapeutic
work with a client.

5.3 Produce a personal • Record how you facilitated your own self exploration
case formulation to and development by producing your own case
develop formulation.
understanding of self • Evaluate the use of own case formulation to identify
behaviour/belief patterns and initiate personal
change.

5.4 Use personal case • Evaluate the process of developing a case formulation
formulation to work in collaboration with another.
on personal patterns • Record how you have used CBT tools and techniques
and schema that to bring about change in yourself.
might impact on CBT
• Suggest ways in which the personal patterns and
work
schema identified could impact on – or have impacted
on – your CBT work.

5.5 Use research findings • Research literature on role of therapist factors in

on therapist factors to therapeutic outcomes.
inform CBT work • Relate understanding of role of therapist factors in
therapeutic outcomes to own client work.
• Show how insights from this learning have informed
work with individual clients.

LEARNING OUTCOME: 6. Use CBT theory, research and techniques

coherently within counselling work

Assessment criteria Candidate guidance to criteria Portfolio references

6.1 Critically reflect on • Explain and apply key concepts of the main theories
the CBT model of informing the cognitive model of emotional disorders
emotional disorders – so as to structure your work with a client.
and mental health • Compare different cultural attitudes to defining
problems mental health/well-being.
• Reflect on the impact of such perceptions on individual
clients both from the therapist’s and the client’s
perspective.

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6.2 Use CBT theory, tools • Reflect on how you integrate CBT theory, tools and
and techniques to: techniques.
➢ structure therapeutic • Refer to work done in the learning group – e.g. discuss
work how you worked with patterns of maintenance,
➢ work with client beliefs, avoidance or compensation of maladaptive schema
behaviours and (include relevant evaluation, reflection and feedback).
schemas • Document how you have integrated CBT theory, tools
➢ work with clients and techniques – as specified in this criterion – to work
patterns of relating with individual clients.
➢ work therapeutically
with common life
problems and
common mental
health problems

6.3 Develop and evaluate • Work with clients to develop homework tasks to
homework tasks support collection of empirical evidence.
• Specifically use client tailored homework tasks to work
with a client’s issues. Reflect on the implementation
and outcome of this process. For example, consider:
➢ the client’s attitude to the agreed homework set;
➢ the client’s attention given to homework.
• In relation to using homework tasks for working
toward the client’s agreed goals, reflect on:
➢ the appropriateness of the design;
➢ outcome of completing the task(s) set;
➢ how you worked with (or might work with) non-
compliance with homework tasks.

6.4 Use research findings • Investigate research findings on the effectiveness of

on the effectiveness of treatment protocols that inform CBT work – e.g. for
treatments to inform OCD, depression, anxiety, PTSD, phobia.
CBT work • Show how you have applied research findings to work
with own clients.

6.5 Integrate concepts of • Reflect on the different understandings of

psychopathology psychopathology.
when assessing and
• Present your understanding of psychopathology in
referring clients
relation to CBT counselling practice.

• Show how your understanding of psychopathology

(supported by supervision) informs your judgement in
making decisions about assessment and referral.

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LEARNING OUTCOME: 7. Monitor and maintain professional effectiveness

as a counsellor using the CBT approach

Assessment criteria Candidate guidance to criteria Portfolio references

7.1 Use CBT supervision
• Critically reflect on your use of group or individual
to:
supervision in relation to the areas described in this
➢ evaluate the continuing
criterion.
validity of individual
• Evaluate your use of supervision to support your
client case
formulation assessment and treatment plans.
➢ support implementation
of the treatment plan
➢ support the therapeutic
relationship and the
therapeutic process
➢ identify clients with
severe or complex
mental health
problems and support
the referral process
➢ monitor personal well-
being, competence
and efficacy

7.2 Implement a clinical • Evaluate your use of an appropriate audit tool for
audit tool reviewing the progress of CBT work.

7.3 Research and plan • Reflect on the role/importance of CPD in professional

own programme for development.
Continuing • Identify own development needs with reference to
Professional specific experience as a CBT counsellor.
Development (CPD)
• Develop a plan for meeting your CPD needs.

Where do you plan to progress once you’ve finished this qualification?

Please enter corresponding number here:
1. Employment as a Counsellor (Full Time, Part Time or Self Employed)
2. Employment within Allied Professions (Full Time, Part Time or Self Employed)
3. Employment in Non Allied Professions Sector (Full Time, Part Time or Self Employed)
4. Further Study in Further Education (Counselling related subjects)
5. Further Study in Higher Education (Counselling related subjects)
6. Further Study in Further Education (Non-Counselling related subjects)
7. Further Study in Higher Education (Non-Counselling related subjects)
8. Voluntary Work – Counselling Sector
9. Voluntary Work – Allied Professions*
10. Voluntary Work – Non-Counselling/Allied Professions
11. Not in employment
12. I don’t know

*Example list of allied professions (not an exhaustive list):

• Advice and advocacy support
• Befriender role
• Care worker
• Childline administrator
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• Contact centre advisor

• Customer facing role
• Customer relations advisor
• Customer service representative/ advisor/ officer
• Family support worker
• Healthcare professionals
• Helpline operator
• Home care assistant
• Housing support worker
• Mentoring and support worker
• Promotion in current role
• Public services, including probation, substance misuse agencies and criminal justice sector
• Roles in health and social care
• Welfare and advice worker
• Youth worker

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Appendix 2: Completion Statement for CBT-L5

Completion statement for Candidate Learning Record
Level 5 Diploma in Cognitive Behavioural Therapeutic Skills and Theory
Learning Contra- Tutor signature if
outcome indications learning outcome
present Y/N has been
achieved
1 Work safely, legally and ethically as a counsellor using the CBT
approach
2 Use the CBT framework to structure the therapeutic relationship

3 Integrate understanding of diversity in CBT work

4 Use a coherent CBT approach to work with individual clients and

their needs
5 Work with self-awareness as a counsellor using the CBT approach

6 Use CBT theory, research and techniques coherently within

counselling work
7 Monitor and maintain professional effectiveness as a counsellor
using the CBT approach

To be completed by core tutor:

Where the learning outcome has not been achieved please:
(a) State clearly which learning outcome this relates to.
(b) Give specific and relevant reasons why the learning outcome has not been achieved.
(c) Record proposed course of action agreed between tutor and candidate to address/remedy concerns.
Learning Details of relevant contra-indications Proposed course of action
outcome

I declare this Candidate Learning Record to be a true and authentic record of evidence submitted in my portfolio:

Candidate name: .............................................. Candidate signature: .................................... Date: ...................

I declare that this Completion Statement is a true record of the candidate’s achievement:
I declare that this candidate has achieved all the above qualification requirements for CBT-L5:

Tutor name: ..................................................... Tutor signature: ............................................ Date: ...................

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Appendix 3: Criteria Assessment Sheet (CAS)

Candidate: .................................................................... Group: ……………………………….……….…………………...

Qualification: ................................................................ Coursework: …………………………………………………….

Candidates: In the table below, identify the criteria evidenced in the assignment concerned and cross-reference
these in the relevant page margin of your assignment.
Assessors: Grade the robustness of the evidence identified by the candidate against the Assessment Criteria:
YES (achieved) or NO (not yet achieved).
For completion by the candidate: For completion by the tutor:
Candidate reference to coursework Tutor assessment
Unit Criteria Page number YES/NO Tutor feedback
(CAST-L3 and number
TC-L4 only)

General comments:

Tutor name: Date:

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