Candidate Learning Log NCFE Level 2 Award in Support Work in Schools 501/0247/3 Candidate Name:... Centre Number:... Centre Name:... Signatures Candidate:... Date:... Tutor/Assessor:... Date:... Internal Moderator*:... Date:... External Moderator*:... Date:... * for completion if part, or all, of the has been by the Internal and/or External Moderator
Contents Page No. Section 1: Overview 1 - About this qualification 1 - What you need to cover 1 - Tracking your 2 - How your is checked 2 - How you get your certificate 2 - Opportunities for further education and training 3 Section 2: Planning and tracking your assessment 4 - Completing your learning log 4 - Example unit 5 - Unit 01 Child and young person development 6 - Unit 02 Safeguarding the welfare of children and young people 8 - Unit 03 Communication and professional relationships with children, young people and adults 11 - Unit 04 Equality, diversity and inclusion in work with children and young people 15 - Unit 05 Schools as organisations 18 - Unit 06 Schools as organisations 21 Section 3: information 25 - support requirements 25 - Appeals or complaints 25 - Malpractice 25 About NCFE 26 - Enquiries 26 - Equal Opportunities 26 - Data Protection 26
Section 1 - Overview About this qualification Thank you for choosing an NCFE qualification. This learning log is yours to keep and is a place to record your progress. The NCFE Level 2 Award in Support Work in Schools has been accredited by the regulators for England, Wales and Northern Ireland 1 and is part of the Qualifications and Credit Framework (QCF). Its Qualification Accreditation Number is 501/0247/3. This qualification has been supported by The Training and Development Agency (TDA) the Standard Setting Body for the training and development of the school workforce. What you need to cover This qualification is made up of a set of learning outcomes and assessment criteria that describe what you need to be able to do, and things you need to know to achieve your qualification. The qualification consists of 4 mandatory units and 2 optional units. Mandatory units Unit 01 Child and young person development Unit 02 Safeguarding the welfare of children and young people Unit 03 Communication and professional relationships with children, young people and adults Unit 04 Equality, diversity and inclusion in work with children and young people Optional units Unit 05 Unit 06 Schools as organisations Schools as organisations To achieve the Level 2 Award in Support Work in Schools you must achieve the 4 mandatory units and one optional unit. You must provide to show that you meet all the learning outcomes and assessment criteria defined in the units. 1The qualifications regulators ( regulators ) are Ofqual in England, DCELLS in Wales and CCEA in Northern Ireland. 1
Section 1 - Overview Tracking your During your course your Tutor/Assessor will ask you to carry out work either in the classroom, in your workplace or at home which you ll keep as of your learning. The work you produce () will be assessed by your Tutor/Assessor to make sure you ve covered everything in sufficient detail. Your could be made up of a combination of: written work or class notes products or samples of practical work case studies simulated activities or role play work placement diaries learning logs video or audio recordings other appropriate formats suggested by your Tutor/Assessor When all of your is gathered together in a file or folder, this becomes your portfolio. Your centre and Assessor may have systems that they use to plan and monitor your assessment. These may be computer-based (eg using e-portfolio software) or paper-based (using forms or checklists). These systems are designed to show how each piece of meets which learning outcomes and assessment criteria. How your is checked After your Tutor/Assessor has assessed your work, another member of staff - the Internal Moderator - will review it. An External Moderator from NCFE will visit your centre. The External Moderator s role is to make sure your work has been assessed to NCFE s requirements. They ll do this by checking a sample of candidates portfolios which may include yours. They also may wish to talk to you about the content of the course and the work you re doing. How you get your certificate Once you ve built up your portfolio of and your Tutor/Assessor and the Internal and External Moderators are satisfied it meets the standards, you ll be awarded the NCFE Level 2 Award in Support Work in Schools. 2
Section 1 - Overview Your centre will send a signed certificate claim form to NCFE when they and the External Moderator have signed off your completed portfolio. NCFE will send your certificate to your centre within 10 working days of us getting this form. Your centre will either forward the certificate to your home address, or tell you that it s available for you to collect it. Opportunities for further education and training After successfully completing this qualification, you may like to go on to further study in the same or a similar subject. This might include: NCFE Level 2 Certificate in Supporting Teaching and Learning in Schools NCFE Level 2 Certificate in Supporting the Wider Curriculum in Schools NCFE Level 3 qualifications in Supporting Teaching and Learning in Schools NCFE Level 3 Certificate in Cover Supervision of Pupils in Schools This qualification also allows progression into the workforce. 3
Section 2 - Planning and tracking your assessment Completing your learning log This section of the log will help you keep track of the work you ve done and the work you still need to do to finish your portfolio. It will also help your Tutor/Assessor, Internal and External Moderators find their way around your portfolio so they can assess it or check it. Your Tutor/Assessor will make sure you re completing your log correctly. Overleaf is a sample similar to those you ll find in the rest of this log. Use the columns to write down what you ve put in your portfolio and to show your Tutor/Assessor and the Internal and External Moderators where it s located. You and your Tutor/Assessor and/or an independent witness must sign and date the individual pieces of work in your portfolio. Once you ve completed your portfolio, your Tutor/Assessor will sign the front of the log, to show that they re satisfied you ve completed it correctly. 4
Section 2 - Planning and tracking your assessment Example unit Customer Care The learning outcomes of the qualification are shown here. This column is for the Internal or External Moderator to sign if they sample your portfolio. The assessment criteria are listed in this column. You will: Understand customer care 1.1 Demonstrate effective customer care 1.2 Identify the benefits of good customer care Observation on placement 3 21, 24 Report 2 7 1.3 Describe the effects of poor customer care Project 8-11 6 In this column, write down what you have put in your portfolio (eg letter to client; report). In this column, write the location of the within your portfolio. This directs your Assessor to the correct piece of. You can complete this for any additional work you d like to use as. 5
Unit 01 Child and young person development You will: Know the main stages of child and young person development 1.1 Describe the expected pattern of children and young people's development from birth to 19 years, to include: a) physical development b) communication and intellectual development c) social, emotional and behavioural development 1.2 Describe with examples how different aspects of development can affect one another 6
Unit 01 Child and young person development You will: Understand the kinds of influences that affect children and young people s development 2.1 Describe with examples the kinds of influences that affect children and young people s development including: a) background b) health c) environment 2.2 Describe with examples the importance of recognising and responding to concerns about children and young people s development You will: Understand the potential effects of transitions on children and young people s development 3.1 Identify the transitions experienced by most children and young people 3.2 Identify transitions that only some children and young people may experience eg bereavement 3.3 Describe with examples how transitions may affect children and young people s behaviour and development 7
Unit 02 Safeguarding the welfare of children and young people You will: Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety 1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e- safety 1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people 8
Unit 02 Safeguarding the welfare of children and young people You will: Know what to do when children or young people are ill or injured, including emergency procedures 2.1 Identify the signs and symptoms of common childhood illnesses 2.2 Describe the actions to take when children or young people are ill or injured 2.3 Identify circumstances when children and young people might require urgent medical attention 2.4 Describe the actions to take in response to emergency situations including: a) fires b) security incidents c) missing children or young people 9
Unit 02 Safeguarding the welfare of children and young people You will: Know how to respond to or concerns that a child or young person has been abused, harmed or bullied 3.1 Identify the characteristics of different types of child abuse 3.2 Describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies 3.3 Describe actions to take in response to or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying 3.4 Describe the actions to take in response to concerns that a colleague may be: a) failing to comply with safeguarding procedures b) harming, abusing or bullying a child or young person 3.5 Describe the principles and boundaries of confidentiality and when to share information 10
Unit 03 Communication and professional relationships with children, young people and adults You will: Know how to interact with and respond to children and young people 1.1 Describe how to establish respectful, professional relationships with children and young people 1.2 Describe with examples how to behave appropriately for a child or young person s stage of development 1.3 Describe how to deal with disagreements between children and young people 1.4 Describe how own behaviour could: a) promote effective interactions with children and young people b) impact negatively on interactions with children and young people 11
Unit 03 Communication and professional relationships with children, young people and adults You will: Know how to interact with and respond to adults 2.1 Describe how to establish respectful, professional relationships with adults 2.2 Describe the importance of adult relationships as role models for children and young people You will: Know how to communicate with children, young people and adults 3.1 Describe how communication with children and young people differs across different age ranges and stages of development 3.2 Describe the main differences between communicating with adults and communicating with children and young people 3.3 Identify examples of communication difficulties that may exist 12
Unit 03 Communication and professional relationships with children, young people and adults You will: Know how to communicate with children, young people and adults 3.4 Describe how to adapt communication to meet different communication needs 3.5 Describe how to deal with disagreements between a) the practitioner and children and young people b) the practitioner and other adults 13
Unit 03 Communication and professional relationships with children, young people and adults You will: Know about current legislation, policies and procedures for confidentiality and sharing information, including data protection 4.1 Identify relevant legal requirements and procedures covering confidentiality, data protection and the disclosure of information 4.2 Describe the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this 4.3 Identify the kinds of situations when confidentiality protocols must be breached 14
Unit 04 Equality, diversity and inclusion in work with children and young people You will: Understand the importance of promoting equality and diversity in work with children and young people 1.1 Identify the current legislation and codes of practice relevant to the promotion of equality and valuing of diversity 1.2 Describe the importance of supporting the rights of all children and young people to participation and equality of access 1.3 Describe the importance and benefits of valuing and promoting cultural diversity in work with children and young people 15
Unit 04 Equality, diversity and inclusion in work with children and young people You will: Understand the impact of prejudice and discrimination on children and young people 2.1 Describe ways in which children and young people can experience prejudice and discrimination 2.2 Describe the impact of prejudice and discrimination on children and young people 2.3 Assess how own attitudes, values and behaviour could impact on work with children and young people 2.4 Describe the importance of promoting anti-discriminatory practice in work with children and young people 2.5 Describe how to challenge discrimination 16
Unit 04 Equality, diversity and inclusion in work with children and young people You will: Understand inclusion and inclusive practices in work with children and young people 3.1 Describe what is meant by inclusion and inclusive practices 3.2 Describe features of an inclusive setting for children and young people 3.3 Describe how inclusion works in own sector of the children s workforce 17
Unit 05 Schools as organisations You will: Know the different types of schools in the education sector 1.1 Identify the main types of state and independent schools 1.2 Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance You will: Know how schools are organised in terms of roles and responsibilities 2.1 Describe roles and responsibilities of: a) school governors b) senior management team c) other statutory roles eg SENCO d) teachers e) support staff 2.2 Describe the roles of external professionals who may work with a school eg educational psychologist 18
Unit 05 Schools as organisations You will: Understand how schools uphold their aims and values 3.1 Define the meaning of: a) aims b) values 3.2 Describe with examples how schools may demonstrate and uphold their aims 3.3 Describe with examples how schools may demonstrate and uphold their values You will: Know about the laws and codes of practice that affect work in schools 4.1 Identify the laws and codes of practice affecting work in schools 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement You will: Know about the range and purpose of school policies and procedures 5.1 Describe why schools have policies and procedures 5.2 Identify the policies and procedures schools may have relating to: a) staff b) pupil welfare c) teaching and learning 19
Unit 05 Schools as organisations You will: Know about the wider context in which schools operate 6.1 Identify the roles and responsibilities of national and local government for education policy and practice 6.2 Describe the role of schools in national policies relating to children, young people and families 6.3 Describe the roles of other organisations working with children and young people and how these may impact on the work of schools 20
Unit 06 Schools as organisations You will: Know the structure of education from early years to post-compulsory education 1.1 Summarise entitlement and provision for early years education 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance 1.3 Explain the post 16 options for young people and adults You will: Understand how schools are organised in terms of roles and responsibilities 2.1 Explain the strategic purpose of: a) school governors b) senior management team c) other statutory roles eg SENCO d) teachers e) support staff roles 2.2 Explain the roles of external professionals who may work with a school eg educational psychologist 21
Unit 06 Schools as organisations You will: Understand school ethos, mission, aims and values 3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices 3.2 Evaluate methods of communicating a school s ethos, mission, aims and values You will: Know about the legislation affecting schools 4.1 Summarise the laws and codes of practice affecting work in schools 4.2 Explain how legislation affects how schools work 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: a) general bodies such as the Health and Safety Executive b) school specific regulatory bodies 22
Unit 06 Schools as organisations You will: Understand the purpose of school policies and procedures 5.1 Explain why schools have policies and procedures 5.2 Summarise the policies and procedures schools may have relating to: a) staff b) pupil welfare c) teaching and learning d) equality, diversity and inclusion e) parental engagement 5.3 Evaluate how school policies and procedures may be developed and communicated 23
Unit 06 Schools as organisations You will: Understand the wider context in which schools operate 6.1 Summarise the roles and responsibilities of national and local government for education policy and practice 6.2 Explain the role of schools in national policies relating to children, young people and families 6.3 Explain the roles of other organisations working with children and young people and how these may impact on the work of schools 24
Section 3 - information NCFE is a leading provider of nationally recognised qualifications and is committed to delivering exceptional customer service. We re based in Newcastle upon Tyne. If you d like to know more about us please visit our website at www.ncfe.org.uk. support requirements NCFE recognises that you might require additional support in order to achieve your qualification. This might be if you ve a permanent or temporary disability, medical condition or specific learning need. Your Tutor/Assessor will discuss the most appropriate method of support to meet your needs and may need to notify NCFE of the support they re going to give you. This could be facilities to support reading or writing needs, hearing, visual or physical impairment; facilities to support a medical condition or temporary injury; or facilities to support you if your first language isn t English. For more information your Tutor/Assessor will be able to provide you with a full copy of NCFE s Reasonable Adjustments and Special Considerations Policy, or you can download it from www.ncfe.org.uk. Appeals or complaints If you ve any queries or problems with your qualification you should first talk to your Tutor/Assessor, the Internal Moderator or another member of staff at your centre. If you ve got a complaint about the way your work has been assessed, or the support you ve been given, use your centre s own appeals or grievance policy (ask your Tutor/Assessor for a copy). For more information your Tutor/Assessor will be able to provide you with a full copy of NCFE s Appeals and Enquiries about Results Policy, or you can download it from www.ncfe.org.uk. Malpractice Malpractice is used to describe something a person does when they intentionally mislead somebody. An example may be copying somebody else s work and passing it off as your own. Whenever we re notified about a suspected or actual case of malpractice, we ll work with the centre to find out if and why malpractice happened and what we can do to sort it out. If your centre suspects you ve been involved in malpractice, we won t be able to issue your certificate during the investigation. If we prove that malpractice has happened, you may have part of your assessment disallowed or, in serious cases, your final results may be void. This means you won t receive a certificate or, if we ve already issued you one, we ll ask that you return it straight away. For more information your Tutor/Assessor will be able to provide you with a full copy of NCFE s Malpractice Policy, or you can download it from www.ncfe.org.uk. 25
About NCFE Enquiries Any enquiries relating to this qualification should be addressed to: NCFE Citygate St James Boulevard Newcastle upon Tyne NE1 4JE Tel: 0191 239 8000 Fax: 0191 239 8001 E-mail: educationandtraining@ncfe.org.uk Website: www.ncfe.org.uk Equal Opportunities NCFE fully supports the principle of equal opportunities and opposes all unlawful or unfair discrimination on the grounds of ability, age, colour, culture, disability, domestic circumstances, employment status, gender, marital status, nationality, political orientation, racial origin, religious beliefs, sexual orientation and social background. NCFE aims to ensure that equality of opportunity is promoted and that unlawful or unfair discrimination, whether direct or indirect, is eliminated both in its own employment practices, and in access to its qualifications. You can download a copy of NCFE s Equal Opportunities Policy from www.ncfe.org.uk. Data Protection NCFE is registered under the Data Protection Act and committed to maintaining the highest possible standards when handling personal information. NCFE is a registered charity (Registered Charity No. 1034808) and a company limited by guarantee (Company No. 2896700). All the material in this publication is copyright. NCFE Issue 1, September 2010. All information contained in this publication is correct at the time of printing. 26