EDI Level 2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People s Settings

Transcription

1 Vocational Qualifications EDI Level 2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People s Settings Support Support Pack Pack Effective from: 1 October 2010 Accreditation Effective from: number: 1 September 501/1439/ Version Accreditation 2 Number: 500/4380/8 Version 1 For further information contact us: Tel. +44 (0) enquiries@ediplc.com

2 Contents Assessment 1 Assessment Principles 3 Sample Questions 5 Qualification Summary 8 Rules of Combination 10 CU257P/ Understand Employment Responsibilities and Rights in Health, Social Care or CT257 Children and Young People s Settings 11 Glossary 14

3 Assessment This qualification is designed to assess the learner s knowledge only. Knowledge units (CU/CT units) For knowledge only units learners may choose to undertake the unit in one of two ways: externally set and marked multiple choice tests OR by a portfolio of evidence The following section covers: how the unit is assessed re-assessing knowledge assessment principles sample questions How are the units assessed? If a learner elects to be assessed by a portfolio of evidence for the knowledge units, the assessor should question the learner or, if appropriate, use professional discussion. Assessors must retain records of questions and answers or the focus and outcomes of professional discussion. Professional discussion, where used, must be conducted by the learners qualified, occupationally competent/knowledgeable assessors. Professional discussion must be included in learners assessment plans and thereby agreed in advance with the learner. The assessor should not use professional discussion merely to ask a set of prescribed knowledge questions. If a learner elects to be assessed by a multiple choice test for the knowledge unit then this must be carried out in accordance with the EDI examination guidance. The multiple choice tests are set and marked by EDI. Further details of the length and duration of the test is given in the table below: Unit Title Credit value Questions Time allowed CT257 Understand Employment Responsibilities and Rights in Health, Social Care or Children and Young People's Settings minutes 1

4 Verification/Certification When the required units have been completed and the assessor is satisfied that the candidate has met the national standard, a recommendation for a certificate will be made. An Internal Verifier is responsible for the quality assurance of the qualifications within the training organisation, for example the assessor's line manager. The Internal Verifier provides advice and support to the assessors and ensures that the assessors apply the standards consistently and fairly. The Internal Verifier will see the learner s portfolio of evidence during the assessment process. A Quality Advisor, who is appointed by EDI, will verify the assessment and internal verification decisions involved in the development of the learner s portfolio. The Quality Advisor will quality assure the qualification process which ensures that certification of the qualification is reliable, consistent and to the national standard, by checking the consistency of assessments made by the training provider, and across training providers. They also make visits to ensure training providers continue to meet the approval criteria. Re-assessing knowledge Some learners may begin working towards a competence qualification after achieving units from entry to the sector or induction qualifications. A close correlation exists between these entry/induction units and the mandatory units in the QCF Diploma, i.e. they share the same knowledge content. Assessors should not re-assess knowledge content, but recognise that knowledge has been assessed and achieved in the earlier unit. Only in exceptional cases, where observation of competence raises doubts about a learner s knowledge, may assessment of knowledge be repeated. Please see the glossary at the end of the pack for further guidance. 2

5 Assessment Principles 1. Introduction 1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: : Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care. 1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements 1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements. 1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles. 2. Assessment Principles 2.1. Assessment decisions for competence based learning outcomes (e.g. those beginning with to be able to ) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. 2.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions. 2.3 Competence based assessment must include direct observation as the main source of evidence 2.4 Simulation may only be utilised as an assessment method for competence based Learning Outcome where this is specified in the assessment requirements of the unit. 2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor. 2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with know or understand ) may take place in or outside of a real work environment. 2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor. 2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. 3

6 3. Internal Quality Assurance 3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions. 4. Definitions 4.1 Occupationally competent: This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. 4.2 Occupationally knowledgeable: This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. 4.3 Qualified to make assessment decisions: This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted. 4.4 Qualified to make quality assurance decisions: Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance. 4.5 Expert witness: An expert witness must: have a working knowledge of the QCF units on which their expertise is based be occupationally competent in their area of expertise have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff. 4

7 LEVEL 2 AWARD IN EMPLOYMENT RESPONSIBILITIES AND RIGHTS IN HEALTH, SOCIAL CARE AND CHILDREN AND YOUNG PEOPLE S SETTINGS SAMPLE QUESTIONS The following shows the instructions as they will appear to candidates on an actual paper. You need: this test paper; an answer sheet; an HB pencil; an eraser. You may NOT use a dictionary. Do NOT open this paper until you are told to do so by the invigilator. Try to answer ALL the questions. Instructions Make sure your personal details are entered correctly on the candidate answer sheet. Read each question carefully and choose the correct answer A, B, C or D. Enter your answers on the candidate answer sheet using an HB pencil. Make sure you only mark one answer for each question and that you completely fill the circle. If you make a mistake, make sure you erase it completely. Only complete as many answers as there are questions. At the end of the test hand the question paper, your answer sheet and all notes to the invigilator. 5

8 1 The Working Time Regulations A B C D regulate the starting and finishing time of part time staff provide regulatory training on time keeping and attendance regulate the amount of hours which can be worked in a week advise on the amount of hours which can be worked at weekends 2 Which Act will make it easier for disabled employees to establish discrimination arising from their disability? A The Equality Act 2006 B The Equality Act 2010 C The Employment Act 2002 D The Disability Discrimination Act Grievance procedures consist of three main steps. These are A B C D the initial meeting, the statement and the final meeting the hearing, the written statement and the appeal meeting the written statement, the hearing and the appeal meeting the written statement, the appeal meeting and the final statement 4 A health and social care apprenticeship enables learners to A B C D gain qualifications and workplace experience gain voluntary experience to see if they like the job gain workplace experience before they take qualifications gain qualifications before they go into a work place to work 5 The Nursing and Midwifery Council A B C D regulates social workers and social work students monitors and trains doctors and hospital consultants is responsible for patient liaison groups in local hospitals sets standards of education, training and conduct for nurses and midwives 6

9 LEVEL 2 AWARD IN EMPLOYMENT RESPONSIBILITIES AND RIGHTS IN HEALTH, SOCIAL CARE AND CHILDREN AND YOUNG PEOPLE S SETTINGS SAMPLE QUESTIONS MARK SCHEME Question Key 1 C 2 B 3 C 4 A 5 D 7

10 Qualification Summary Aims The EDI Level 2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People s Settings assesses learners knowledge and understanding of the health, social care and children and young people s sector and their role within it. It covers: statutory responsibilities and rights of employees and employers awareness of own occupational role and how it fits within the sector agreed ways of working with employers career pathways issues of public concern and how these may influence changes in the sector For learners completing an apprenticeship the unit covers the Employment Responsibilities and Rights (ERR) requirements addressing all 9 targets through a contextualised approach. The unit has a wider use however, for any worker in the health, social care and children and young people s sector. Credit The EDI Level 2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People s Settings has a credit value of 3. Progression It is anticipated that learners will take the Award as part of the apprenticeship framework in the health, social care or children and young people s sectors. Previous learning requirements There are no formal entry requirements; this qualification is open to all learners who are preparing to work, or who already work, in the Health, Social Care or Children and Young People s Settings. Guided learning hours We recommend that 24 guided learning hours (GLHs) provide a suitable course length for an average learner at this level. Guided learning hours include direct contact hours, as well as other time when candidates are completing work that has been agreed with teachers or training providers. It is the responsibility of training centres to decide the appropriate course duration, based on their candidates ability and level of existing knowledge. It is possible, therefore, that the number of GLHs can vary significantly from one training centre to another according to candidates' needs. 8

11 Learners with particular requirements We recognise that some learners will have particular requirements. EDI s policy for learners with particular requirements is stated in the Guidance notes for centres on reasonable adjustments for learners with particular assessment requirements, which is available via or by contacting Customer Support. Further information Information about EDI qualifications, assessments or other issues can be found on the EDI website or by telephoning the EDI Enquiries team on

12 Rules of Combination To achieve the EDI Level 2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People s Settings learners must gain 3 credits. To do this they must achieve the 1 mandatory unit. Mandatory Unit Unit Code Unit Title Level Credit GLH Method of Assessment CU257P/ CT257 (ERR) Understand Employment Responsibilities and Rights in Health, Social Care or Children and Young People's Settings Portfolio/EDI set multiple choice test Assessment methods The unit is assessed through a portfolio of evidence OR EDI set and marked multiple choice tests. 10

13 CU257P/ CT257 Understand Employment Responsibilities and Rights in Health, Social Care or Children and Young People s Settings Credit: 3 Level: 2 GLH: 24 Aims This unit is aimed at those working in a wide range of settings in the health, social care or children and young people s sector. It covers: statutory responsibilities and rights of employees and employers awareness of own occupational role and how it fits within the sector agreed ways of working with employer career pathways issues of public concern and how these may influence changes in the sector Learning outcomes The learner will: 1. Know the statutory responsibilities and rights of employees and employers within own area of work Assessment criteria The learner can: 1.1 List the aspects of employment covered by law 1.2 List the main features of current employment legislation 1.3 Outline why legislation relating to employment exists 1.4 Identify sources and types of information and advice available in relation to employment responsibilities and rights 2. Understand agreed ways of working that protect own relationship with employer 2.1 Describe the terms and conditions of own contract of employment 2.2 Describe the information shown on own pay statement 2.3 Describe the procedures to follow in event of a grievance 2.4 Identify the personal information that must be kept up to date with own employer 2.5 Explain agreed ways of working with employer 11

14 3. Understand how own role fits within the wider context of the sector 3.1 Explain how own role fits within the delivery of the service provided 3.2 Explain the effect of own role on service provision 3.3 Describe how own role links to the wider sector 3.4 Describe the main roles and responsibilities of representative bodies that influence the wider sector 4. Understand career pathways available within own and related sectors 4.1 Explore different types of occupational opportunities 4.2 Identify sources of information related to a chosen career pathway 4.3 Identify next steps in own career pathway 5. Understand how issues of public concern may affect the image and delivery of services in the sector 5.1 Identify occasions where the public have raised concerns regarding issues within the sector 5.2 Outline different viewpoints around an issue of public concern relevant to the sector 5.3 Describe how issues of public concern have altered public views of the sector 5.4 Describe recent changes in service delivery which have affected own area of work 12

15 Additional Guidance Law This includes Employment law and other legislation such as: Disability Discrimination Act Health and Safety Other relevant equalities legislation Sources and types of information and advice This should be internal and external where appropriate and should include details of Access to Work and Additional Learning Support. Agreed ways of working This includes policies and procedures where these exist, they may be less formally documented with micro-employers. It may cover areas such as: data protection grievance procedures conflict management anti-discriminatory practice equality and diversity health and safety Effect This should include the effect of following good practice and consequences of non-compliance. How own role links to the wider sector This may include reference to relevant Codes of Practice, National Occupational Standards etc in own area of work. Representative bodies This may include government departments, professional bodies, trade unions, sector skills councils, regulatory bodies, consumer groups etc. Next steps This should include training and development. Issues of public concern This may include media stories, local or national strategies, closures, government drivers, economic issues. 13

16 Glossary Questions Assessors should ask open questions; that is questions where the learner has to give an answer (other than yes or no ). Assessors should also be careful to avoid complicated questions which may confuse the learner. It is important that assessors record assessment decisions after they have questioned the learner. They must record enough information to justify the decisions they make. This does not mean that assessors must record, word for word, the questions put to the learner and the answers the learner gives. However, assessors must record enough information about what they asked and how the learner replied to allow the assessment to be verified. In some circumstances, assessors may be able to infer some knowledge and understanding from observing learner practice. They may ask questions to confirm understanding and/or cover any outstanding areas. Questions may be asked orally or in writing but, in both cases, a record must be kept of the questions and responses. Professional discussion Professional discussion is a structured, planned and in depth discussion recorded by the assessor. It allows the learner to present evidence of competence and to demonstrate skills, knowledge and understanding through discussing the evidence and showing how it meets the requirements of the qualification. The assessor should guide the discussion by using open questioning, active listening and knowledge of the standards. Recognition of prior learning (RPL) Recognition of Prior Learning (RPL) is a process of using an individual s previous achievements to demonstrate competence within QCF. This is not a new process but expands on previously described terms like the accreditation of prior learning (APL), the recognition of experiential learning or the validation of informal learning by incorporating all types of prior learning and training. The Regulatory arrangements for the Qualifications and Credit Framework define RPL as follows: A method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning. In the context of the QCF, the definition of RPL is quite specific and relates to assessment leading to the award of credit. Assessment for RPL is conducted against the learning outcomes and assessment criteria of a unit and is subject to exactly the same quality assurance requirements as any other kind of assessment within the QCF. RPL is the process of documenting, assessing, validating and certificating learning gained outside the formal education and training system. The RPL process is relevant where an individual has previously learnt something but has never received formal recognition for this learning through a qualification or other form of certification. Within the QCF an individual is able to claim that he or she knows or can do something already and does not need to attend a course to learn it again. If the learner can prove this claim (through assessment of relevant evidence), then credit can be awarded for that achievement in the same way as any other credits. RPL refers to an opportunity for learners to present competence or knowledge evidence which comes from a period prior to their registration for a particular qualification. The evidence presented e.g. certificates, witness testimonies etc, will need to provide sufficient detail to allow the assessor to apply an RPL assessment process. 14

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