Level 3 Award in Working to Safeguard Vulnerable Children and Young People
|
|
- Claud Hubbard
- 6 years ago
- Views:
Transcription
1 Level 3 Award in Working to Safeguard Vulnerable Children and Young People Qualification Specification ProQual 2012
2 Contents Page Introduction 3 The Qualifications and Credit Framework (QCF) 3 Qualification profile and rules of combination 4 Credit transfer / Exemptions / Recognition of Prior Learning 5 Centre requirements 5 Support for candidates 6 Assessment 6 Internal quality assurance 7 Adjustments to assessment 7 Results enquiries and appeals 7 Certification 8 Learning Outcomes and Assessment Criteria 9 2
3 Introduction This qualification, developed by subject experts, is aimed at frontline workers who work directly with vulnerable children and young people, for example, care home workers, social workers, special needs teachers and assistants, staff working with young offenders. The awarding body for this qualification is ProQual Awarding Body and the regulatory body is the Office of Qualifications and Examinations Regulation (Ofqual). The specification for the qualification has been approved by the Welsh Government for use by centres in Wales and by the Council for the Curriculum Examinations and Assessment (CCEA) for use by centres in Northern Ireland. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. This qualification has been accredited onto the Qualifications and Credit Framework (QCF), and provides a progression route to discipline related qualifications. Qualifications and Credit Framework (QCF) The key features of the QCF are that all qualifications consist of a combination of one or more units, each of which has a level and a credit value. Achievement of units of QCF credit can be banked in a national database and may count towards more than one qualification according to rules of combination. The level of a qualification is determined by the level of the majority of credit in the units that make it up. A credit is equivalent to 10 notional learning hours. A unit may be worth any whole number of credits. A qualification is called an Award if it includes up to 12 credits, a Certificate if it includes credits and a Diploma if it includes 37 credits or more. The terms Award, Certificate and Diploma refer only to size of qualification, and have no bearing on the level or contents of the qualification. Each unit is allocated a number of Guided Learning Hours (GLH) which gives an indication of the approximate number of hours when a trainer/tutor/teacher/assessor is available to give specific guidance towards the learning aim being met. 3
4 Qualification Profile Qualification title Ofqual qualification number 600/6807/3 Level Level 3 Credit value 10 Guided learning hours 69 Assessment Qualification start date 1 October 2012 Qualification end date ProQual Level 3 Award in Working to Safeguard Vulnerable Children and Young People (QCF) Pass or fail Internally assessed and verified by centre staff External quality assurance by ProQual verifiers Entry Requirements There are no formal entry requirements for this qualification. Centres should carry out an initial assessment of candidate skills and knowledge to identify any gaps and help plan the assessment. Rules of Combination To be awarded certification for the qualification candidates must achieve 10 credits by completing all of the Mandatory units. Mandatory Units Unit Reference Unit Credit Unit Title Number Level Value R/502/5049 Safeguard Vulnerable Young People 3 3 L/601/7509 Contribute to Safeguarding Children, Young People and Vulnerable Adults 3 3 A/601/1334 Provide Information and Advice to Children and Young People 3 3 T/504/3320 Law and Risk of Physical Intervention When Working with Young People and Vulnerable Adults 2 1 4
5 Credit Transfer / Exemptions / Recognition of Prior Learning The QCF offers the opportunity for learners to transfer credit between qualifications and awarding organisations. All awarding organisations in the QCF accept the credit offered by all other QCF awarding organisations. The conditions under which credit may be transferred between qualifications are set by the rules of combination for that qualification. If a unit falls within the rules of combination for a qualification, then a learner can count credit achieved through that unit toward the qualification, irrespective of the awarding organisation that entered the credit in the learner record. Candidates with certificated achievements outside the QCF can claim exemption from units in QCF qualifications that are of equal value. Exemptions can be planned by awarding organisations and included in the rules of combination, or requested individually by candidates. Candidates may also request credit for non-certificated skills, knowledge or understanding that they already possess, to avoid repetition. This is called recognition of prior learning and is the process to follow if learners can demonstrate they meet the assessment criteria of that particular unit. Centre Requirements Centres must be approved to offer this qualification. If your centre is not approved please complete and submit form ProQual Additional Qualification Approval Application. Staff Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who are currently working in the environment. Assessors/Internal Quality Assurance For each competence-based unit centres must be able to provide at least one assessor and one internal verifier who are suitably qualified for the specific occupational area. Assessors and internal verifiers for competence-based units or qualifications will normally need to hold appropriate QCF assessor or verifier qualifications, such as: Award in Assessing Competence in the Work Environment (QCF) Award in Assessing Vocationally Related Achievement (QCF) Certificate in Assessing Vocational Achievement (QCF) Award in the Internal Quality Assurance of Assessment Processes and Practices (QCF) Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practices (QCF) 5
6 Support for Candidates Materials produced by centres to support candidates should: enable them to track their achievements as they progress through the learning outcomes and assessment criteria; provide information on where ProQual s policies and procedures can be viewed; provide a means of enabling Internal and External Quality Assurance staff to authenticate evidence Assessment This qualification is competence-based, candidates must demonstrate the level of competence described in the units. Assessment is the process of measuring a candidate s skill, knowledge and understanding against the standards set in the qualification. The qualification must be internally assessed by an appropriately experienced and qualified assessor. Assessors must: be occupationally competent be able to provide evidence of their recent experience in the sector hold an assessor qualification be able to demonstrate a commitment to continual professional development Each candidate is required to produce a portfolio of evidence which demonstrates their achievement of all of the learning outcomes and assessment criteria for each unit. The QCF Qualifications Candidate Guide gives guidance on putting together a portfolio of evidence and other information about completing their qualification. Evidence can include: observation report by assessor, assignments/projects/reports, professional discussion, witness testimony, candidate product, worksheets, record of oral and written questioning, Recognition of Prior Learning Please refer to the QCF Qualifications Candidate Guide or the Assessor Guide to Portfolios of Evidence for more information. Learning outcomes set out what a candidate is expected to know, understand or be able to do. Assessment criteria specify the standard a candidate must meet to show the learning outcome has been achieved. Learning outcomes and assessment criteria can be found from page 9 onwards. 6
7 Internal Quality Assurance An internal quality assurance verifier confirms that assessment decisions made in centres are made by competent and qualified assessors, that they are the result of sound and fair assessment practice and that they are recorded accurately and appropriately. Adjustments to Assessment Adjustments to standard assessment arrangements are made on the individual needs of candidates. ProQual s Reasonable Adjustments Policy and Special Consideration Policy sets out the steps to follow when implementing reasonable adjustments and special considerations and the service that ProQual provides for some of these arrangements. Centres should contact ProQual for further information or queries about the contents of the policy. Results Enquiries and Appeals All enquiries relating to assessment or other decisions should be dealt with by centres, with reference to ProQual s Enquiries and Appeals Procedures. 7
8 Certification Candidates who achieve the required credits for the qualification will be awarded: A certificate listing all units achieved with their related credit value, and A certificate giving the full qualification title - ProQual Level 3 Award in Working to Safeguard Vulnerable Children and Young People (QCF) Claiming certificates Centres may claim certificates for candidates who have been registered with ProQual and who have successfully achieved the required number of credits for a qualification. All certificates will be issued to the centre for successful candidates. Unit certificates If a candidate does not achieve all of the units/credits required for a qualification, the centre may claim a unit certificate for the candidate which will list all of the units/credits achieved. Replacement certificates If a replacement certificate is required a request must be made to ProQual in writing. Replacement certificates are labelled as such and are only provided when the claim has been authenticated. Refer to the Fee Schedule for details of charges for replacement certificates. 8
9 Learning Outcomes and Assessment Criteria R/502/5049 Safeguard vulnerable young people Learning Outcome - The learner will: 1 Be able to meet legal, organisational and professional requirements for safeguarding and protecting vulnerable young people 2 Be able to respond appropriately to vulnerable young people at risk 3 Be able to assist young people with safeguarding their own welfare 4 Understand how to share information about young people while respecting their rights to privacy and confidentiality Assessment Criterion - The learner can: 1.1 Identify and explain the relevant legislation and regulations which relate to working with vulnerable young people in own setting 1.2 Work in accordance with professional codes of practice and organisational policies when dealing with vulnerable young people 1.3 Explain the nature, extent and boundaries of own role in safeguarding vulnerable young people 1.4 Explain the roles and responsibilities of others in own organisation and other agencies in relation to safeguarding vulnerable young people 2.1 Explain how to respond respectfully and confidentially to vulnerable young people at risk and adjust own communication between situations to different needs, contexts and ages 2.2 Use organisational systems for identifying, recording and reporting possible risks, including possible abuse 2.3 Explain the importance of taking prompt action and following safeguarding procedures 3.1 Enable young people to identify hazards associated with their lifestyle and environment and their associated risks 3.2 Enable young people to identify sources of support and actions they can take to address risks identified 3.3 Assist young people to develop practices which safeguard their own welfare consistent with their age, interests and abilities 3.4 Help young people to establish clear and concise ground rules for maintaining their physical and emotional safety 4.1 Explain the importance of keeping individual records, how to access and use this information in line with national and local policy and guidelines on recordkeeping 4.2 Explain the ethics of consent and confidentiality and explain the tensions between an individual s rights and the organisation s responsibility to individuals 4.3 Explain how to deal with issues of confidentiality and who has the right of access to information and images that have been recorded 9
10 Learning Outcome - The learner will: Assessment Criterion - The learner can: 4.4 Explain the tensions that may exist between individual's rights regarding consent and confidentiality and the organisation's responsibility to individuals 4.5 Explain the law and good practice guidelines on consent and how these apply when a young person is at risk of harm to self or others Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. 10
11 L/601/7509 Contribute to safeguarding children, young people and vulnerable adults Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand their organisation s policies, procedures and practices for safe working with children, young people and vulnerable adults 2 Understand the importance of working in partnership with other organisations to safeguard children, young people and vulnerable adults 3 Understand how to respond to evidence or concerns that a child or young person has been abused or harmed 1.1 Explain their organisation s policies and practice for safe working that protect children, young people and vulnerable adults and adults who work with them 1.2 Describe their own role at work in contributing to safeguarding children, young people and vulnerable adults 1.3 Describe how their organisation s safe working practices comply with legislation that covers data protection, information handling and sharing 2.1 Explain the importance of safeguarding children, young people and vulnerable adults 2.2 Explain child protection within the wider concept of safeguarding. 2.3 Explain the importance of a person centred approach 2.4 Explain what is meant by partnership working in the context of safeguarding 2.5 Describe the roles and responsibilities of the different organisations that may be involved when a child, young person or vulnerable adult that has been abused or harmed 3.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding 3.2 Describe the actions their organisation expects them to take if a child or young person or vulnerable adult alleges harm or abuse 3.3 Explain the rights that children, young people, vulnerable adults and their families have in situations where harm or abuse is suspected or alleged 11
12 Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. 12
13 Unit A/601/1334 Provide information and advice to children and young people Learning Outcome - The learner will: Assessment Criterion - The learner can: 1 Understand the role of practitioners in providing information and advice to children and young people 2 Be able to establish and address the information and advice needs of children and young people 3 Be able to provide children and young people with appropriate information and advice to enable them to make informed choices 1.1.Explain the importance of providing accurate and up to date information and advice to children and young people 1.2.Explain the role of practitioners in providing impartial information and advice to children and young people 2.1 Encourage the participation of and engagement with children and young people to establish their information and advice needs 2.2 Select information from appropriate sources that will best meet the needs of the young person 2.3 Verify the accuracy and currency of information before presenting it to the young person 2.4 Explain approaches to managing situations when the child and young person s choices are different to those of their carers 3.1 Explain why it is important to provide opportunities for children and young people to make informed choices 3.2 Evaluate with the young person the choices available to them 3.3 Demonstrate in own practice how to check that the young person has understood the range of options available to them. 3.4 Record the interaction with the young person following all organisational procedures and legal requirements Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who are currently working in the environment. Learning Outcomes 2 and 3 must be assessed in a real work environment. 13
14 T/504/3320 Law and risks of physical intervention when working with young people and vulnerable adults Learning Outcome - The learner will: 1 Understand the difference between restrictive and non-restrictive physical intervention 2 Understand the law relating to disengagement and physical intervention when working with young people and vulnerable adults 3 Know the risk factors associated with physical intervention Assessment Criterion - The learner can: 1.1 Define the term physical intervention 1.2 Define the term restrictive intervention in terms of low-level restrictive and highly-restrictive interventions 1.3 Define the term non-restrictive intervention 2.1 Explain the concepts of reasonable force, necessity and proportionality 2.2 Explain how legislation and guidance relating to disengagement and physical intervention impacts upon work with young people and vulnerable adults 3.1 Describe the factors that increase the likelihood that physical intervention will be required 3.2 Describe the individual factors which may increase the risk of injury 3.3 Describe the situational factors which may increase the risk of injury 3.4 Describe how to reduce risks associated with physical intervention Assessment There must be valid, authentic and sufficient for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Due to the nature and content of this qualification it is imperative that it is assessed by occupationally competent assessors who have recent relevant experience in this area. 14
15 ProQual Awarding Body Cave House Annie Med Lane South Cave HU15 2HG Tel:
Qualification Guidance
Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationVTCT Level 3 Award in Education and Training
VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2
More informationPrinciples, theories and practices of learning and development
Principles, theories and practices of learning and development UV40800 D/502/9542 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary
More informationLevel 3 Diploma in Health and Social Care (QCF)
Level 3 Diploma in Health and Social Care (QCF) The purpose of this FAQ Level 3 Diploma in Health and Social Care (QCF) is to guide and assess the development of knowledge and skills relating to the health
More informationCORE CURRICULUM FOR REIKI
CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes
More informationAssessment Pack HABC Level 3 Award in Education and Training (QCF)
www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration
More informationDeal with substances hazardous to health
Deal with substances hazardous to health T/601/4491 Learner name: Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure
More informationEDUCATION AND TRAINING (QCF) Qualification Specification
Level 3 Award in EDUCATION AND TRAINING (QCF) Qualification Specification Qualification Recognition Number: 601/0129/5 Qualification Reference: L3AET This document is copyright under the Berne Convention.
More informationSpreadsheet software UBU104 F/502/4625 VRQ. Learner name: Learner number:
Spreadsheet software UBU104 F/502/4625 Learner name: VRQ Learner number: VTCT is the specialist awarding organisation for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering
More informationPost-16 Level 1/Level 2 Diploma (Pilot)
Post-16 Level 1/Level 2 Diploma (Pilot) Administration Handbook 2013/201 1 Options 1. Requirements for WBQ Post-16 level 1 Diploma (Pilot) Unit Core Units Total Hours Elements Hours 1 Positive Relationships
More informationBILD Physical Intervention Training Accreditation Scheme
BILD Physical Intervention Training Accreditation Scheme The BILD Physical Intervention Training Accreditation Scheme (PITAS) has long been seen as an indicator of quality and good practice for those providing
More informationPearson BTEC Level 3 Award in Education and Training
Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications
More informationBusiness skills in sport
Business skills in sport UV21530 D/502/5541 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality and Catering
More information1st4sport Level 3 Award in Education & Training
1st4sport Level 3 Award in Education & Training Qualification Specification Version 6: 8 May 2017 This document is designed to be viewed on a computer and contains hyperlinks which will not be available
More informationExam Centre Contingency and Adverse Effects Policy
Exam Centre Contingency and Adverse Effects Policy Contents 1. Aims of the Joint Contingency Plan 2. Communications 3. Background and ownership 4. Disruption of teaching time centre is closed for an extended
More informationSpecification. BTEC Specialist qualifications. Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF)
Specification BTEC Specialist qualifications Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF) Supplementary information For first teaching September 2010 Edexcel,
More informationP920 Higher Nationals Recognition of Prior Learning
P920 Higher Nationals Recognition of Prior Learning 1. INTRODUCTION 1.1 Peterborough Regional College is committed to ensuring the decision making process and outcomes for admitting students with prior
More informationNCFE - Level 3 Award in Education and Training
NCFE - Level 3 Award in Education and Training Assignment Brief Assignment - Group A Roles, Responsibilities and Relationships in Education and Training 1 Roles, Responsibilities and Relationships in Education
More informationMerchandise plants and other relevant products
Merchandise plants and other relevant products UV21396 J/502/0771 Learner name: VRQ Learner number: VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy, Hospitality
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationChiltern Training Ltd.
Chiltern Training Ltd. Information Breakfast Session Agenda: Breakfast and Networking. Welcome Chiltern Training Courses Information Presentation. Evaluation and Networking. Chiltern Training Ltd Independent
More informationPractice Learning Handbook
Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social
More informationBusiness. Pearson BTEC Level 1 Introductory in. Specification
Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory
More informationInformation Pack: Exams Officer. Abbey College Cambridge
Information Pack: Exams Officer 1 To be a community energized by a love of learning and the pursuit of outstanding achievement for all Each individual student achieves excellence by achieving significant
More informationAn APEL Framework for the East of England
T H E L I F E L O N G L E A R N I N G N E T W O R K F O R T H E E A S T O F E N G L A N D An APEL Framework for the East of England Developing core principles and best practice Part of the Regional Credit
More informationPOST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013
POST-16 LEVEL 1 DIPLOMA (Pilot) Specification for teaching from September 2013 Contents Page 1. Introduction and Rationale 3 1.1 Qualification Title and Codes 3 1.2 Rationale 3 1.3 Structure of the Qualification
More informationSTUDENT AND ACADEMIC SERVICES
STUDENT AND ACADEMIC SERVICES Admissions Division International Admissions Administrator (3 posts available) Full Time, Fixed Term for 12 months Grade D: 21,220-25,298 per annum De Montfort University
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationVOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009
Requirements for Vocational Qualifications VOCATIONAL QUALIFICATION IN YOUTH AND LEISURE INSTRUCTION 2009 Regulation 17/011/2009 Publications 2013:4 Publications 2013:4 Requirements for Vocational Qualifications
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationCourse Specification Executive MBA via e-learning (MBUSP)
LEEDS BECKETT UNIVERSITY Course Specification Executive MBA via e-learning 2017-18 (MBUSP) www.leedsbeckett.ac.uk Course Specification Executive MBA via e-learning Faculty: School: Faculty of Business
More informationPresentation Advice for your Professional Review
Presentation Advice for your Professional Review This document contains useful tips for both aspiring engineers and technicians on: managing your professional development from the start planning your Review
More information2. YOU AND YOUR ASSESSMENT PROCESS
BTEC Apprenticeship Assessment Workbook Level 2 Team Leading Task 8d Carry out some research into organisations that may represent employees or provide support in relation to workplace situations. List
More informationAccreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students
Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making
More information2007 No. xxxx EDUCATION, ENGLAND. The Further Education Teachers Qualifications (England) Regulations 2007
Please note: these Regulations are draft - they have been made but are still subject to Parliamentary Approval. They S T A T U T O R Y I N S T R U M E N T S 2007 No. xxxx EDUCATION, ENGLAND The Further
More informationASSISTANT DIRECTOR OF SCHOOLS (K 12)
Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools
More informationNewcastle Safeguarding Children and Adults Training Evaluation Framework April 2016
1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding
More informationPAPILLON HOUSE SCHOOL Making a difference for children with autism. Job Description. Supervised by: Band 7 Speech and Language Therapist
PAPILLON HOUSE SCHOOL Making a difference for children with autism Job Description Post Title: Speech and Language Therapist Band / Grade: Band 6 equivalent Hours: Full time / Part time Location: Papillon
More informationInformation Sheet for Home Educators in Tasmania
HOME EDUCATION ASSOCIATION, Inc. PO Box 245 Petersham NSW 2049 1300 72 99 91 www.hea.edu.au admin@hea.edu.au Information Sheet for Home Educators in Tasmania How the Draft Tasmanian Education Bill 2016
More informationSchool Experience Reflective Portfolio
School Experience Reflective Portfolio Primary PGCE Name Year of Entry Organisation of the Reflective Portfolio You will continue to make contributions to the RP throughout all 3 School Experiences. Set
More information1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.
National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to
More informationSTUDENT ASSESSMENT BOOKLET
STUDENT ASSESSMENT BOOKLET CHC33015 CERTIFICATE III IN INDIVIDUAL SUPPORT W O R K I N G I N C O M M U N I T Y S ERVICES F o r c l a s s r o o m - b a s e d s t u d e n t s C H C C O M 0 0 5 C o m m u n
More informationIUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct
IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations
More informationClassroom Teacher Primary Setting Job Description
Classroom Teacher Primary Setting Job Description Christian Ethos To work with the Headteacher and colleagues to create, inspire and embody the Christian ethos and culture of this Church Academy, securing
More informationEXAMINATIONS POLICY 2016/2017
EXAMINATIONS POLICY 2016/2017 Contents Exam responsibilities. Qualifications offered. Exam series. Exam timetables. Entries, entry details and late entries. Exam fees. Equality Legislation. Access arrangements.
More informationCurriculum for the Academy Profession Degree Programme in Energy Technology
Curriculum for the Academy Profession Degree Programme in Energy Technology Version: 2016 Curriculum for the Academy Profession Degree Programme in Energy Technology 2016 Addresses of the institutions
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationLismore Comprehensive School
Lismore Comprehensive School Caring and Learning Together Examinations Policy Policy for External Examinations As a school we in Lismore want our pupils to leave with relevant qualifications in preparation
More informationGCSE English Language 2012 An investigation into the outcomes for candidates in Wales
GCSE English Language 2012 An investigation into the outcomes for candidates in Wales Qualifications and Learning Division 10 September 2012 GCSE English Language 2012 An investigation into the outcomes
More informationCOSCA COUNSELLING SKILLS CERTIFICATE COURSE
COSCA COUNSELLING SKILLS CERTIFICATE COURSE MODULES 1-4 (REVISED 2004) AIMS, LEARNING OUTCOMES AND RANGES February 2005 page 1 of 15 Introduction The Aims, Learning Outcomes and Range of the COSCA Counselling
More informationto Club Development Guide.
Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure
More informationWOODBRIDGE HIGH SCHOOL
WOODBRIDGE HIGH SCHOOL EXAM POLICY 2017-2018 The 11-19 Exam Policy The purpose of this exam policy is: to ensure the planning and management of exams is conducted efficiently and in the best interest of
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More informationDirectorate Children & Young People Policy Directive Complaints Procedure for MOD Schools
Directorate Children & Young People Policy Directive 3.2.8 Complaints Procedure for MOD Schools Version 2.0 January 2017 Preface Authorisation 1. This DCYP Policy Directive has been authorised for use
More informationDIPLOMA IN REIKI. The basis of all good Reiki treatment routines lies in a complete knowledge by the Therapist of the
DIPLOMA IN REIKI The main aim of the Diploma in Reiki is to enable Candidates to gain the practical and theoretical skills necessary to provide Reiki treatments for the purposes of relaxation and stress
More informationSpecial Educational Needs and Disability (SEND) Policy
Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and
More informationOECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW
OECD THEMATIC REVIEW OF TERTIARY EDUCATION GUIDELINES FOR COUNTRY PARTICIPATION IN THE REVIEW JUNE 2004 CONTENTS I BACKGROUND... 1 1. The thematic review... 1 1.1 The objectives of the OECD thematic review
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationThe Isett Seta Career Guide 2010
The Isett Seta Career Guide 2010 Our Vision: The Isett Seta seeks to develop South Africa into an ICT knowledge-based society by encouraging more people to develop skills in this sector as a means of contributing
More informationKnowle DGE Learning Centre. PSHE Policy
Knowle DGE Learning Centre PSHE Policy Knowle DGE Learning Centre PSHE POLICY Our Mission Staff and Governors of the Learning Centre believe that young people at Knowle DGE will DISCOVER new learning opportunities
More informationRecognition of Prior Learning (RPL) Policy
Recognition of Prior Learning (RPL) Policy Scope This policy is applicable to Kaplan Business School Pty Ltd, (KBS) and applies to individuals enrolled in KBS courses. Purpose Recognition of Prior Learning
More informationProfessional Experience - Mentor Information
Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood
More informationMandatory Review of Social Skills Qualifications. Consultation document for Approval to List
Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1
More informationChapter 2. University Committee Structure
Chapter 2 University Structure 2. UNIVERSITY COMMITTEE STRUCTURE This chapter provides details of the membership and terms of reference of Senate, the University s senior academic committee, and its Standing
More informationProgramme Specification (Postgraduate) Date amended: 25 Feb 2016
Programme Specification (Postgraduate) Date amended: Feb 06. Programme Title(s): Sc and Postgraduate Diploma in Software Engineering for Financial Services, Sc Software Engineering for Financial Services
More informationOCR Teaching in the Lifelong Learning Sector Qualification Units
OCR Teaching in the Lifelong Learning Sector Qualification Units Unit 25 Level 5 Developing and Managing Resources within the Lifelong Learning Sector Level 5 QCA Accreditation Number J/500/9902 Unit description
More informationAccounting & Financial Management
Accounting & Financial Management Your Guide to Academic and Professional Success School Leaver with minimum 3 x C at A-Level or equivalent and IELTS of 6.0 2-year undergraduate degree programme at the
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationCELTA. Syllabus and Assessment Guidelines. Third Edition. University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom
CELTA Syllabus and Assessment Guidelines Third Edition CELTA (Certificate in Teaching English to Speakers of Other Languages) is accredited by Ofqual (the regulator of qualifications, examinations and
More informationRecognition of Prior Learning (RPL) Procedure - Higher Education
Recognition of Prior Learning (RPL) Procedure - Higher Education Version: 6.4 Effective Date: 5 August 2016 Procedure Code: PR-030 Related Policy Code: ACA-001 Related Policy Name: Educational Pathways
More informationSpecial Educational Needs and Disability (SEND) Policy. November 2016
Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with
More informationExaminations Officer Part-Time Term-Time 27.5 hours per week
SULLIVAN UPPER SCHOOL, HOLYWOOD Examinations Officer Part-Time Term-Time 27.5 hours per week 1. INTRODUCTION AND TITLE OF THE POST Sullivan Upper School wishes to recruit an enthusiastic individual who
More informationDigital Media Literacy
Digital Media Literacy Draft specification for Junior Cycle Short Course For Consultation October 2013 2 Draft short course: Digital Media Literacy Contents Introduction To Junior Cycle 5 Rationale 6 Aim
More informationSetting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training
Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)
More informationSomerset Progressive School Planning, Assessment, Recording & Celebration Policy
Policy Number: Originator: Neil Gage,/ Jason Goddard Issue Number: Authoriser: Jason Goddard Issue Date: 01/04/2017 Service Type: Education Next Review Due: 01/04/2018 Policy Location: Keys PCE 1: Aim
More informationPROGRAMME SPECIFICATION KEY FACTS
PROGRAMME SPECIFICATION KEY FACTS Programme name Foundation Degree in Ophthalmic Dispensing Award Foundation Degree School School of Health Sciences Department or equivalent Division of Optometry and Visual
More informationThe Keele University Skills Portfolio Personal Tutor Guide
The Keele University Skills Portfolio Personal Tutor Guide Accredited by the Institute of Leadership and Management Updated for the 2016-2017 Academic Year Contents Introduction 2 1. The purpose of this
More informationWoodlands Primary School. Policy for the Education of Children in Care
Woodlands Primary School Policy for the Education of Children in Care Written by Rita Tarrant-Blick Ratified by Governors Summer 2017 Date for Review Summer 2020 Signed Chair of Governors Signed Headteacher
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More informationReviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND
Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects
More informationVersion Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 All Staff in NAS schools, NAS IT Dept Head of Operations - Education
Schools E-Safety Policy Document Title Schools E-Safety Policy Reference Number Version Number 3 Date of Issue 30/06/2009 Latest Revision 11/12/2015 Distribution All Staff in NAS schools, NAS IT Dept Owner
More informationWEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE. Exams Policy
WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE Exams Policy Policy reviewed May 2016 Signed WEST HATCH HIGH SCHOOL EXAMINATIONS POLICY Contents 1. Exam responsibilities 2. The statutory tests and qualifications
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More information2 di 7 29/06/
2 di 7 29/06/2011 9.09 Preamble The General Conference of the United Nations Educational, Scientific and Cultural Organization, meeting at Paris from 17 October 1989 to 16 November 1989 at its twenty-fifth
More informationSpecial Educational Needs School Information Report
Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support
More informationSpecial Educational Needs & Disabilities (SEND) Policy
Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016
More informationSpecial Educational Needs Policy (including Disability)
Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS
More informationProgramme Specification
Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science
More informationResearch Update. Educational Migration and Non-return in Northern Ireland May 2008
Research Update Educational Migration and Non-return in Northern Ireland May 2008 The Equality Commission for Northern Ireland (hereafter the Commission ) in 2007 contracted the Employment Research Institute
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award M.Sc. 4 Programme Title Industrial and Commercial Biotechnology 5 UCAS/Programme
More informationARLINGTON PUBLIC SCHOOLS Discipline
All staff members of the Arlington Public Schools have authority to maintain the orderly behavior of students. Students in Arlington Public Schools are expected to demonstrate responsibility and self-discipline
More informationJazz Dance. Module Descriptor.
The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,
More informationDRAFT DRAFT SOUTH AFRICAN NURSING COUNCIL RECOGNITION OF PRIOR LEARNING IMPLEMENTATION GUIDELINES AND QUALITY ASSURANCE STANDARDS PREPARED BY:
DRAFT SOUTH AFRICAN NURSING COUNCIL RECOGNITION OF PRIOR LEARNING IMPLEMENTATION GUIDELINES AND QUALITY ASSURANCE STANDARDS DRAFT PREPARED BY: JOINT EDUCATION TRUST SECTION 1: PURPOSE PREAMBLE Since 1994,
More information3 of Policy. Linking your Erasmus+ Schools project to national and European Policy
1 2 3 of Policy Linking your Erasmus+ Schools project to national and European Policy 1 2 what is policy? Policy is the set of values and objectives that guide the work of organisations or bodies. This
More informationCONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS
CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS Introduction Background 1. The Immigration Advisers Licensing Act 2007 (the Act) requires anyone giving advice
More informationINTRODUCTION TO TEACHING GUIDE
GCSE REFORM INTRODUCTION TO TEACHING GUIDE February 2015 GCSE (9 1) History B: The Schools History Project Oxford Cambridge and RSA GCSE (9 1) HISTORY B Background GCSE History is being redeveloped for
More information