3628 Workplace Core Skills Handbook

Communication Numeracy Information Technology Problem Solving Working with Others

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3628 Workplace Core Skills Handbook

Communication Numeracy Information Technology Problem Solving Working with Others
All centres offering 3628 Workplace Core Skills must also have access to the Unit Specications Assessment Packs (Guidance Documents) Guide to assessing Workplace Core Skills document

2002 City & Guilds 1 Giltspur Street London EC1A 9DD England

LOC19146 01/01 N-00024248

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Contents
Introduction
Aims Core Skills Areas Levels Unit Structure Delivery Offering 3628 Core Skills

5
5 5 5 6 9 9

Quality Assurance
Denition Centre approval The role of the co-ordinator Centre staff qualications The role of the assessor The role of the internal verier The internal verication process The role of the external verier The external verication process Appeals procedure Retention of evidence Equal opportunities

11
11 11 11 12 12 12 13 13 14 14 14 14

Assessment
Location Roles of assessors The candidate portfolio Assessing evidence Authenticity of evidence Candidate independence Validity of evidence Candidate support Suggested Portfolio Structure Special needs

15
15 15 15 16 16 17 17 17 18 18

Preparing for Assessment

Responsibilities of the Centre Staff Development Candidate Induction General Planning Roles in Assessment who does what? Guidance on Design of Assessment material Learning Programmes Ensuring good assessment practice Evidence from prior achievements Sufciency of evidence Preparing for assessment - checklist

19
19 19 19 20 20 20 20 21 22 22 23

Record Keeping
General Principles Record keeping forms: Assessment plan Candidate evidence sheet Assessment checklist Summary checklist Observation record / Witness statement Tracking sheets Record of internal verier feedback to assessor Internal verication sampling matrix

25
25 26 27 28 29 30 31-34 35 36

Preparing for External verication

Purpose of external verication Process of external verication External Veriers approval for claiming certication Extra visits

37
37 37 38 38

Administration arrangements for certication

Registration Sample Form S Appendix 1 glossary of terms Appendix 2 relevant sources of information

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39 41-42 43 45

Introduction

Introduction
Aims
City & Guilds Scheme 3628 Workplace Core Skills recognises and certicates the transferable skills which underpin achievement in study and work activities. The scheme embodies the National Core Skills standards of the Scottish Qualications Authority (SQA). This handbook is written for people who are preparing to support or assess modern apprentices, employees or trainees in gaining certication for Workplace Core Skills. It gives guidance on; approval and quality assurance requirements; assessment and record keeping; external verication requirements; administration arrangements and documentation. The handbook should be used along with the unit specications and the specially written Assessment Packs for each Core Skills unit. These give detailed guidance on each unit; advice on suitable contexts and activities for assessment; exemplar assessment tasks; exemplar recording documentation. The skills assessed are above all practical, as well as theoretical: where there is overlap with other qualications - for example, in English or mathematics - the difference is that the Core Skills are concerned with the application of the language or number, and not just its study. There are ve Core Skills units, each at levels 1-4.

Core Skills Areas:

The areas of Core Skills are as follows: Communication using skills in reading, writing and speaking Numeracy using numbers and graphical information Information Technology using computers and information technology Problem Solving analysing problems, planning, organising and completing an activity to solve a problem and reviewing and evaluating how well this problem solving activity works Working with others working with others in a group to complete an activity

Levels
The levels used for the workplace assessed Core Skills are the same as those used in all SQA qualications: Access 3 Simple Designed for those who have little or no skill and experience of using the Core Skill in a workplace setting and who need support in doing so. Work would be basic and familiar, for example, at trainee level. Straightforward Designed for those who have some skill and experience of using the Core Skill in the workplace setting, for example, at assistant worker level. Routine but with some complex features Designed for those who have a reasonable level of skill and experience of using the Core Skill in the workplace setting, for example, at intermediate or supervisor level. Complex for those who have signicant skill and experience of using the Core Skill in the workplace setting, for example, at managerial level.

Intermediate 1

Intermediate 2

Higher

To help plan the best programme for each candidate, the following charts summarise what is required in each Core Skills unit at each of the four levels.

3628 Workplace-assessed Core Skills

Communication levels Skill

Reading and understanding

Access 3

Intermediate 1

Intermediate 2
Read and obtain information from a document related to your work and evaluate it. This document must either present and analyse factual content, or present sustained point of view or central argument. The document may use some complex sentences and words that are unfamiliar to you, including some specialist words which are used in your workplace

Higher
Read a complex document related to your work and get information from it. The document must contain either: a set of facts and an analysis of them; or a sustained and sophisticated argument. It will be a substantial and detailed text with complex sentences, specialist words, and concepts that may be unfamiliar to you. It is likely to have more than one purpose, eg to inform and persuade, to report and express reactions Write a well structured document or a collection of related documents totalling 700 words or more, which presents complex information, opinions or ideas Make a substantial contribution to an extended discussion on a complex topic with another person or other people; or make a presentation on a complex topic to others. The presentation should last at least ve minutes, with additional time for questions

Read and understand a Read, understand and simple document evaluate a straightforward document related to your work

Writing

Write a document of 100 words or more which conveys several pieces of information, opinions or ideas

Write a document or some related documents totalling 300 words or more, which conveys several items of information, opinions or ideas Take part in a straightforward discussion with another person or other people

Write a document or a collection of related documents totalling 500 words or more, which conveys several items of information, opinions, ideas or aspects of a subject Make a substantial contribution to an extended discussion with another person or other people; or make a presentation to others which lasts at least four minutes, with additional time for questions

Speaking

Take part in a simple discussion with another person or other people

Numeracy levels Skill

Measuring

Access 3

Intermediate 1

Intermediate 2

Higher

Read a simple scale on Read a straightforward a measuring scale on a measuring instrument or graph instruments or graphs Extract information from simple tables, graphs, charts or diagrams Communicate simple graphical information Apply a range of basic numerical skills Extract information from straightforward tables, graphs, charts or diagrams Communicate simple graphical information Apply a range of basic numerical skills Extract and interpret information from either a number of related straightforward forms or one complex form Extract and interpret information from complex graphical forms

Understanding tables, charts and diagrams

Producing tables, charts and diagrams Using number skills

Communicate graphical Communicate complex information graphical information Apply a wide range of numerical skills Apply a wide range of numerical and statistical skills

Introduction

Information technology levels Skill

Operating the computer

Access 3
Carry out some basic computer operations

Intermediate 1
Carry out some straightforward computer operations Process and output data using three types of package

Intermediate 2
Carry out a range of computer operations Process and output data using three types of package

Higher
Carry out a range of computer operations Working in a context which is not familiar, use software to produce complex information Carry out two searches to extract and present relevant information from local or remote electronic sources

Using software Process and output data using two types of package

Finding information

Extract and present familiar information from an electronic source

Carry out two simple searches to extract and present relevant information from straightforward electronic sources

Carry out two searches to extract and present relevant information from local or remote electronic sources

Problem Solving levels Skill

Investigating

Access 3
Investigate a simple problem related to the workplace

Intermediate 1
Investigate a straightforward problem related to the workplace which might be solved in several different ways. There will be a number of causes and factors to take into account. To solve the problem, you will have to carry out a number of steps (perhaps three to ve)

Intermediate 2
Investigate a nonroutine problem related to the workplace. The problem will involve either a situation which is unfamiliar, or a familiar situation where relationships between the factors in the problem need to be claried, or managing a task with more than one strand of activity

Higher
Investigate a complex problem related to the workplace. The problem is likely to involve a situation which is unfamiliar, and the analysis of complex and/or unfamiliar variables. The management of the task may involve more than one strand of activity, and there may be opportunities for you to review and adjust your original strategy Plan, organise and carry out an activity to tackle the problem Check how well the problem solving activity worked in practice

Planning and solving

Plan, organise and carry out a simple activity to tackle the problem Check how well the problem solving activity worked in practice

Plan, organise and carry out a straightforward activity to tackle the problem Check how well the problem solving activity worked in practice

Plan, organise and carry out an activity to tackle the problem Check how well the problem solving activity worked in practice

Checking and evaluating

3628 Workplace-assessed Core Skills

Unit Structure
Each unit addresses the candidate and has six parts:

1 2 3

What are Core Skills? What is this Core Skill unit all about? What should I know or be able to do before I start this unit?

is common to all units. An overview of the skills that are needed and what is involved in doing the unit. This describes entry requirements. For Access 3 it is not necessary to have any specic prior knowledge or experience before starting on a unit. For the other levels, prior knowledge and experience needed is described A list of the essential knowledge needed to complete the tasks required. This knowledge need not be separately assessed it will be demonstrated naturally as the candidate carries out the tasks. A list of tasks that have to be carried out. Candidates have to provide evidence that they can do everything in this section. A description of the evidence that should be gathered and any special conditions for this. For example, in Problem Solving, all evidence must relate to a single problem-solving activity; evidence cannot be gathered piecemeal from different problems.

What will I know when Ive achieved this unit? What do I need to do?

5 6

How will I prove that I have achieved the unit?

Specic guidance and amplication for each unit can be found in the Assessment Pack (Guidance Document). There is an assessment pack for each of the 20 workplace assessed Core Skill units. Each pack has three parts: 1 Information for assessors 2 Exemplar assessment tasks 3 Exemplar recording documentation, specic to the unit An area of Core Skills at a level constitutes a unit; each unit is available at four levels. Successful candidates who pass the internal assessment for a unit/units, receive a certicate listing each unit they have achieved. Internal Assessment Evidence is compiled by the candidate in a portfolio with the agreement of his/her assessor. It is usually supported by a logbook, which provides an index to the work and conrmation that it has been agreed as evidence. Exemplar documentation can be found in the Assessment Pack (Guidance Document) for each unit. Documentation such as Unit Specications and Assessment Packs (Guidance Document) can be downloaded from the Core Skills website (www.core-skills.org.uk). The City & Guilds Generic Logbook may be used, and is available from Publications Sales.

Introduction

Delivery
Core Skills is a framework for delivery and accreditation, so in meeting the specied scheme criteria, centres have plenty of scope to develop materials appropriate for their particular candidates. There is no set time-scale. Centres will need to estimate and regularly update the length of time each candidate will need: building underpinning knowledge, allowing for action planning, developing links with vocational schemes/activities as appropriate, any group activities required. Time is also needed for assessment, feedback, possible re-presentation of evidence and quality control. The workplace-assessed Core Skills units are designed for use with SVQs, within Modern Apprenticeships, or more generally in the workplace. This framework of ve Core Skills, at four levels, is used for all Core Skills certication in Scotland and parallels the Core Skills framework used in SQA National Qualications.

Offering 3628 Core Skills

This Handbook sets out the requirements for offering 3628 Core Skills. They may be summarised as follows: Summary Setting up and offering 3628 Core Skills In order to offer Core Skills each centre must 1 obtain centre and scheme approval from City & Guilds regional ofce (forms CAP and SAP) 2 establish internal mechanisms for co-ordination, planning, resourcing and monitoring assessment 3 establish a programme of staff development 4 contribute to quality assurance by appointing internal assessors and veriers 5 establish a programme of candidate skills development 6 carry out assessment 7 maintain appropriate records 8 provide access for external verication

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10

Quality Assurance

Quality Assurance
Denition
Quality assurance refers to the initial centre approval procedure, the centres own monitoring systems and continued monitoring by the external verier appointed by City & Guilds.

Centre approval
All centres wishing to offer 3628 City & Guilds Workplace Core Skills scheme must be City & Guilds centres and must complete and return an application form for Scheme approval from their regional City & Guilds ofce. The application form requires centres to provide details of their physical and staff resources delivery target group arrangements for assessment and verication On receiving the completed approval form, City & Guilds will appoint an external verier to scrutinise the application. The external verier will report on the application and make a recommendation as to whether or not approval should be granted. City & Guilds will notify centres in writing about the outcome of their application. This written approval must be received before a centre can offer the scheme. City & Guilds reserves the right to suspend an approved centre, or withdraw its approval from an approved centre to conduct a particular City & Guilds scheme or particular City & Guilds schemes, for reason of debt, malpractice or for any reason that may be detrimental to the maintenance of authentic, reliable and valid qualications or that may prejudice the name of City & Guilds.

The role of the co-ordinator

A co-ordinator must be appointed by each centre for 3628 Core Skills. In addition each centre must have a single named person who is the contact for the external verier and will liaise with the scheme co-ordinators when needed. The scheme co-ordinator (who may also act as internal verier) plays a key role in ensuring that the programme meets City & Guilds requirements and is delivered effectively in a centre. The appointment of a well-informed deputy co-ordinator is also strongly recommended. The co-ordinators role is to liaise with City & Guilds and other agencies as appropriate provide the centre with a policy and guidelines for the scheme* plan and manage the implementation of the scheme ensure there are adequate resources both staff and materials establish and monitor candidate support systems ensure all staff concerned with the scheme, within the centre, have access to the specications, guidance, recording documents, handbook and any other supporting literature ensure all staff carrying out assessments are familiar with and understand the specications and the conditions under which the assessments take place, and understand the aims of the scheme* ensure that the assessments are carried out and that records are kept according to City & Guilds requirements* hold internal meetings to brief all staff concerned with teaching and assessing the scheme*

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3628 Workplace-assessed Core Skills

ensure that all staff (including those at separate sites or sub-centres) take part in the process of internal verication* brief new staff thoroughly on the requirements of the scheme* arrange staff development as necessary* ensure that portfolios of evidence and recording documentation are available and clearly organised for the external verier* ensure that all City & Guilds documentation is completed when required Note: the tasks marked * may be more appropriately done by the internal verier, if the centre wishes. The co-ordinator must therefore be a senior member of staff capable of giving advice and guidance to other members of staff. He/she must know all staff involved in the assessment programme and have time available to meet them to discuss and develop an effective strategy for the scheme in the centre. It is the co-ordinator whom the external verier will contact prior to a visit to arrange a mutually convenient time. Only one Core Skills co-ordinator may be appointed for each City & Guilds centre.

Centre staff qualications

City & Guilds strongly recommend that centre staff who act as assessors and internal veriers to be qualied for assessment. This may mean to Training and Development Lead Body (TDLB) standards, or to acceptable alternatives which should be approved by the external verier. In addition, all staff teaching and assessing Core Skills must be competent and condent in the skills themselves to a level above that which they are assessing. Best practice would be for the Core Skills units themselves to be achieved.

The role of the assessor

The responsibilities of assessors are to ensure that each candidate is fully briefed on the assessment process agree an assessment action plan with each candidate assess the extent to which each candidates portfolio contains the evidence demonstrating that the requirements of the relevant Core Skills specications have been met provide each candidate with prompt, accurate and constructive feedback agree a new assessment plan if a candidate has failed to meet the requirements of the specications keep accurate and legible records meet with the internal verier and other assessors to monitor, agree and maintain standards

The role of the internal verier

Internal veriers will normally need accreditation as specied in TDLB units D33 and D34. Their responsibilities are to ensure that assessors interpret and apply the national standards in the units consistently all candidates achievement records meet the requirements of City & Guilds the assessor receives prompt, accurate and constructive feedback

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Quality Assurance

The internal verication process

Every candidates portfolio (including any records of other documentary evidence) must be available for internal and external verication. The internal verication process will require the internal verier to a before and during the assessment process examine a sample of assessment plans from every assessor b during the assessment process check the judgements being made by individual assessors check that different assessors of the same unit are making consistent judgements ensure that the records kept are accurate, and clearly cross-referenced to the evidence c when the evidence has been assessed check that the evidence is ready for the external verier, and is clearly organised This process will require opportunities for assessors to meet to exchange work under the guidance of the internal verier. Records must be kept of these meetings. At all stages of the internal verication process feedback must be given to assessors. Names of those responsible for assessment must be attached to evidence. When the internal verier samples a particular piece of work this should be indicated on the work and on the recording documents if appropriate.

The role of the external verier

City & Guilds external veriers will be accredited with TDLB units D33* and D35*. Their responsibilities are to ensure that internal veriers follow the assessment specications published by City & Guilds internal veriers interpret the national standards in the schemes consistently the centres documentation meets the requirements of City & Guilds candidates achievement records meet the requirements of City & Guilds the internal verier receives prompt, accurate and constructive feedback * Replacement D Units EMPNTO the employment NTO have revised the Assessor and Verier units. The new units are: Unit A1 Assess candidates using a range of of methods Unit A2 Assess candidates performance through observation Unit V1 Conduct internal quality assurance of the assessment process Unit V2 Conduct external quality assurance of the assessment process These should be available from September 2002.

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3628 Workplace-assessed Core Skills

The external verication process

The external verier will contact the centre co-ordinator in advance to arrange a visit and suggest an outline programme for this visit. This will include meeting assessors and internal veriers, and candidates where appropriate. The external verier will require to see dates and times of the meeting(s) held for internal verication of the scheme notes of the proceedings at those meetings notes of who assessed each candidate plans for the future monitoring of these assessors work A report on the visit will be made to City & Guilds and a copy sent for information to the centre. City & Guilds may also require centres to submit, by post, evidence of suitable candidate achievement for inspection.

Appeals procedures
Centres must ensure that they have an internal appeals procedure in place prior to the start of the 3268 Core Skills course.

Retention of evidence
Centres are required to retain the following records for each candidate for a period of 18 months from the date of nal certication: administration records; assessment records; internal verication records. Portfolios/evidence les must be available for inspection at any time up to nal certication. These documents must also be made available for inspection at the subsequent external verication visit even if the candidates have left the centre. It is suggested that the centre retain the portfolios for safekeeping but if this is not possible, centres are asked to make provision for gaining access to this evidence. Centres should make candidates aware of this requirement for quality assurance purposes. (Further details on administration can be found in the City & Guilds Directory of Assessments and Awards and Providing City & Guilds Qualications).

Equal opportunities
Assessors should bear in mind the requirements of a multi-racial and multi-cultural society. In addition, situations or tasks which explicitly or implicitly encourage sexual, racial or cultural stereotyping or discrimination must be avoided. Assessors should be sensitive to language diversity and use it positively where possible. External veriers will require evidence of the equal opportunity policy of a centre and that it is being implemented.

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Assessment

Assessment
Assessment of Core Skills at every level is through internal assessment. Internal Assessment Assessment of Core Skills is based on judgements of the evidence in a candidates portfolio. This portfolio will contain all that is required to claim certication. It is important to remember that a candidate cannot be awarded a unit until all the evidence requirements have been met.

Location
The assessment is independent of the mode of learning: it may take place in the workplace, on the job training or in the community which must be relevant to the candidatess workplace. Wherever the assessment takes place, the same assessment criteria must be applied.

Roles of assessors and candidates

Assessment must be carried out by people trained in the requirements and assessment of the scheme. Normally it will be carried out by the candidates own tutor(s)/trainer(s); but employers, vocational tutors, work associates and so on can all provide evidence as long as they have been fully briefed and the tutor/trainer can therefore be condent that candidates have met the criteria. Candidates should be involved in designing their own programmes and should be aware of the assessment criteria. Assessors should not compare one candidates performance with anothers, but rather with the unit standards. A common approach must be taken by all those carrying out assessment.

The candidate portfolio

The portfolio is the term given to the collection of evidence, which meets the requirements laid down in the specications. Evidence is not required in pre-set format and may be of many types and from diverse sources. Types of evidence a produced by the candidate Paper-based (textual) report essay notes letter log diary questionnaire newspaper Audio and visual recorded discussion recorded presentation recorded interview graph diagram picture poster map photograph Artefact product model sculpture display exhibition

b supplemented by evidence produced by witnesses or assessor Paper-based (textual) witness testimony assessor annotation Audio and visual audio tape of assessor commentary audio or videotape of activity recorded by assessor

*Note since video or audio taped evidence is likely to relate to several candidates, it is recommended that each candidate should be provided with individual notes on his/her performance. A summary of how a portfolio may be structured follows this section.

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3628 Workplace-assessed Core Skills

Assessing evidence
Once the evidence has been collected and organised in the portfolio, it must be evaluated to ensure that it meets the requirements set out in the unit specications. Assessors within the centre and internal veriers are responsible for ensuring that the evidence is closely checked against the requirements of the scheme specications. Successful performance requires that: candidates must meet all the requirements for the Core Skills Unit What you need to do for the targeted unit candidates must normally meet all the assessment criteria for each targeted component in any one activity in any group project (as in individual tasks), each candidate must independently meet the criteria Internal veriers are responsible for checking that assessment is consistent across all assessors. External veriers appointed by City & Guilds will visit centres to ensure that procedures are in place and functioning correctly.

Authenticity of evidence
It is the responsibility of the assessor within a centre to check that the evidence produced is authentic. In some cases, this will be very straightforward. The assessors may have observed the activity being undertaken by the candidate and be in no doubt that it was the candidates work. If, however, the work was done at home, or while out of the centre, further checks may be necessary, such as questioning the candidate. Experienced assessors will be used to this procedure in their normal working, but when assessing Core Skills they will need to make a record of how they satised themselves of authenticity. Very often, the assessor will be able to be satised by asking a few questions related to the work in hand, such as: Why did you use this procedure? Where did you nd this piece of information? What did your customer say when you explained that point to them? If you were in a similar situation again, what would you do? These questions will also reinforce the learning that has taken place and allow the assessor to decide whether further evidence is required. They are also relevant when used with simple task assessment to check the currency of any claim for APL (Accreditation of Prior Learning). If the activity was carried out in the presence of a third party, that persons views can be sought. This evidence is known as witness testimony. Care must be taken, however, to ensure that these witnesses are not being asked to make assessment decisions beyond the scope of their competence. The witness cannot be expected to judge the candidates skills against the detailed requirements of the Core Skills Unit it is the responsibility of the assessor to do that. A checklist provided by the assessor to the third party in advance may assist this process. This checklist must relate directly to criteria being assessed. Recommended documentation for witness testimony can be found in this handbook see section on record keeping. While the comments from fellow candidates may be helpful for example, in contributing towards the evidence of Working with Others it is the assessor who has to interpret these comments and make sure that the nal judgements are based on the application of the assessment criteria of the scheme.

16

Assessment

Candidate independence
Independent performance requires attention to the distinction between teaching and assessment. Candidates may of course be given help and practice in drafting and correcting work: that is part of teaching; but for assessment they must meet the performance criteria independently to be credited with success. Computer packages may give useful practice in producing material but in some instances it will not be appropriate for work presented for assessment to be produced using computer packages. Eg for Numeracy Access 3, computers should not be used for producing tables, graphs or diagrams. Specic guidance for each unit is found in the Assessment Pack.

Validity of evidence
Evidence is valid when it relates to what is to be assessed. Validity is, therefore, very closely related to assessment planning. An activity should be planned which will allow the assessment criteria to be met. A single form of evidence may often need to be supplemented. After assessing a candidate by direct observation, an assessor may supplement this evidence by asking questions. On other occasions, a few written notes by the candidate of the processes that have been followed will show whether the evidence is valid. Where oral questioning occurs, the assessor must provide a record for the candidates portfolio of the questions asked and the responses given. It may therefore sometimes be more efcient to produce primary evidence than to record oral questioning.

Candidate support
As the evidence accumulates, it is important that the candidate has opportunities to talk with a person who acts as mentor, so that the evidence can be reviewed and areas of strength or weakness identied. Wherever possible, candidates should be encouraged to take responsibility for assembling their own evidence, with the support of a mentor, making a plan for their future assessments. This support must not be confused with assistance in meeting the criteria: as explained above the candidate must meet the criteria independently.

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3628 Workplace-assessed Core Skills

A suggested portfolio structure:

General background information/Background details Name of candidate Candidate number Name of centre Centre number Scheme name and number Unit(s) targeted Summary of relevant qualications Previous qualications in the area (eg Mathematics at Standard Grade, General Numeracy at Intermediate 1) People involved with the assessment process List of assessors for each unit Other witnesses or referees List of units achieved Portfolio details Description of referencing system Relationship of recording documentation, eg log, coding to evidence Evidence Paper-based Audio and visual recordings Artefacts Assignments or short tasks (where appropriate)

Special needs
Guidance for candidates with special needs/requirements can be obtained in the Access to Assessment candidates with particular requirements document, which can be obtained from the sales department. Where such modications to methods of producing evidence are used, the evidence should be agreed in advance with the external verier noted in the portfolio and/or supporting records as close as possible to the specied assessment criteria Good reasons for any modications made must be provided. The external verier must be provided with any such modied evidence at verication.

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Preparing for Assessment

Preparing for assessment

Responsibilities of the centre
Before embarking upon a 3628 Core Skills programme, a centre will have to ensure that there is an all-embracing policy across the institution which will allow candidates to have access to assessment. This means that staff who have not previously been involved with tutoring or assessing Core Skills will need to spend time with the specialist members of the team to discuss the opportunities for assessment which may arise or may be developed within their part of a candidates programme. Once a centre has established the opportunities, which will arise naturally within a candidates programme, it has then to decide who is to be responsible for planning the overall programme for the scheme for a group of candidates what the recruitment policy is to be and who is to be responsible for it who is to be responsible for the planning of an individual candidates programme for the scheme who is to be responsible for assessing each part of the scheme who is to be responsible for guiding/monitoring candidates Centres are free to choose how to share these responsibilities, but the functions must be carried out.

Staff development
The centre must ensure that there are development opportunities for staff. Time given to clarifying an understanding of the structure and content of the units prior to the introduction of assessment in a particular scheme will help all those involved to feel part of the team and ensure that candidates have the best chance of success. The functions described above include tutoring/mentoring, assessing and monitoring roles. It is an essential part of the staff development programme for staff to understand which role they have to carry out and how each role contributes to a candidate gaining accreditation for the highest level possible. This understanding will be enhanced when staff are trained to the Training and Development Lead Body standards, or other City & Guilds teaching qualications such as 9285 the Certicate in Teaching Communication Skills. Staff development may also be needed for Core Skills competency. Best practice is for the Core Skills units to be achieved.

Candidate induction
A centre must have a policy of candidate induction. During induction, a candidate will agree with a member of staff an overall action plan, which will identify which unit(s), at which levels, are appropriate targets. As part of the induction programme, the candidate can be introduced to the concepts of action planning, the content and structure of the scheme, the system of building up a portfolio of evidence, and keeping records (where these are appropriate to the scheme). Time spent in familiarisation at this early stage will save a great deal of time as the programme progresses, since candidates will be able to assist centre staff in identifying opportunities for assessment and occasions when evidence has been produced.

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3628 Workplace-assessed Core Skills

General planning
The units are dened at four levels of attainment as detailed earlier in this document. Assessors need only work on a day-to-day basis with one or two levels of each Core Skill, not all four. They need to be aware of the levels above and below, to ensure that a candidate is working for the correct level of Core Skills. Assessors should consider moving a candidate to a higher or lower level of Core Skill unit where necessary.

Roles in assessment who does what?

It may not be helpful to divide responsibility for assessing different areas of the Core Skills between different assessors. If all assessors are aware of the content of all the units, evidence can be used, for instance from IT units, to assist assessment in Communication and for Numeracy. An assessor, therefore, needs to be aware of the contents of a wide range of units. The importance of candidate involvement in assessment is integral to the 3628 Core Skills. It not only enhances learning, as candidates become more aware of the targets to which they are working, but it also helps assessors to manage assessment. When the Core Skills units are delivered using an integrated approach, achievement can happen in unexpected ways and in unexpected places. The candidate needs to be able to contribute to the identication and collection of evidence of achievement.

Guidance on design of assessment material: integrating Core Skills

Evidence of Core Skills should be collected from activities candidates undertake to meet the requirements of, for example, SVQ units. However, while it is important to ensure that Core Skills are delivered and assessed in an integrated way, this does not mean losing them without trace. Although Core Skills are embedded in performance, being explicit about them will help people to learn and practice them more effectively. If Core Skills are integrated into and developed in a wide range of settings it will help candidates to re-apply their skills in new, unfamiliar settings and will prepare them for different situations. For example, we use communication skills all the time at work, often without thinking consciously about the way we are using them and how they might be improved. The Core Skills unit provides a description of what constitutes effective communication. They can help candidates to stop and think about the skills and strategies they use, and compare what they do now with what they might have to do in new, unfamiliar settings. This will help candidates to identify ways in which they will be able to adapt to different work environments. Direct observation of achievement can be supplemented with question such as : How would you have done it differently if such and such had been the case? and How would you do this in the future? in order to ensure that activities are properly understood and can be reproduced effectively. Questions like those above can also be used where the opportunities for assessing a particular aspect of a Core Skill are limited. This is not a preferred option, since it is better to assess on a number of occasions to ensure condence in claiming achievement. Over-use of this technique can indicate that assessors are failing to identify appropriate opportunities for assessing candidates performances directly.

Learning programmes
A learning programme must ensure that for every candidate there is an opportunity for progression in Core Skills development and that work is not repeating what is done elsewhere. Learning programmes are not prescribed by City & Guilds. Centres are free to design their own and are encouraged to draw as widely as possible on resources both within and outside the institution. 3628 Core Skills is designed to allow active learning by candidates. The training and learning style adopted within a centre will depend on the maturity of the candidates and the stage in the programme. At the start of a programme, it is likely that candidates will need more guidance on how to meet the requirements. Some candidates will need specialised tuition to overcome specic learning difculties.

20

Preparing for Assessment

The issues of planning addressed above relate to integrating 3628 Core Skills into the totality of a candidates programme. Another important factor which has to be taken into account when planning the programme is what the candidate can do before starting. If accreditation of essential skills is to be effective in developing the skills which candidates have as well as recording the level they have reached, it is important that work is both realistic and challenging. All have been designed so that there is a natural progression to the higher levels. Ways to promote the effective learning of Core Skills careful sequencing of theory and practice components, to help candidates learn the techniques and knowledge underpinning Core Skills and see the relevance of what they are learning through practical experience explicit tuition and practice in using leaning strategies within a wide range of contexts careful structuring of tasks that promote the ability to think by creating problems of sufcient challenge to stretch, but not deter, the candidates systematic variation of tasks in order that learners can see how, and to what extent, existing skills can be applied to good effect in less familiar tasks and identify when new learning is required opportunities to work with others (eg through collaborative use of IT, coaching, reciprocal teaching, pair problem solving) so that candidates are encouraged to express their reasons for adopting particular approaches and thus learn from each other what works and what doesnt work providing candidates with precise feedback, not only on how they are doing, but also on what to do to improve encouraging self-assessment and reection by candidates (to think about their own thinking)

Ensuring good assessment practice

Structured approaches to managing Core Skills assessment across programmes can be established through assessment plans. These identify how opportunities for assessing the units can be scheduled into the programme. Assessment plans are most successful when they: include agreements about the learning activities to be created/used in the learning programme give an outline of the settings in the programme which proved the most appropriate context for assessing Core Skills They also need to provide a relatively detailed breakdown of where and when things will be assessed. The assessment plan is most effective when it includes an outline of where this aspect of the unit might be assessed. Of course, the assessment plan is exactly that a plan. The map that it provides may have to change in the light of changes to the programme (for a group and/or for an individual), and opportunities for assessing the units which crop up unexpectedly during continuous assessment. Assessment plans can play a vital role in curriculum planning before a programme starts. But just looking forward can close peoples eyes to opportunities which crop up in the course of a programme, or which depend on decisions made during the programme. For example, there may be unexpected opportunities to work with unfamiliar people, or candidates may decide to do a survey, introducing a wide range of Core Skills. This is where individual action planning approaches can be extremely valuable. The most effective regimes are those which use a combination of: assessment planning through individual and course team approaches ongoing assessment through observation of performance, questioning and so on retrospective assessment through assessment of outcomes such as reports and artefacts, use of debrieng sessions and so on

21

3628 Workplace-assessed Core Skills

Assessment planning claries roles. It identies areas of activity in a programme which provide the best opportunities for assessing particular Core Skills. Candidates can be assigned activities with the explicit intention of developing specic Core Skills. However, assessors often analyse project outlines etc to try to infer their Core Skills content. This can fail to pick up achievements that occur in an incidental or unanticipated way, and can be insensitive to the achievements that merge from activities and approaches, which a candidate adopts in working through a project or assignment. Ongoing assessment is good at picking up unexpected achievement something which can occur with remarkable frequency. It can provide valid assessment, since it takes place at the time that someone does something (rather than some weeks or months later) and can use appropriate methods of assessment, such as observation or questioning. However, it can be time consuming when it involves large amounts of assessor observation of performance. Since assessors can be dealing with all Core Skills areas, it is easy to miss particular aspects of the units. Continuous assessment using observation, questioning and so on is valuable because of its validity, but individual assessors can often persistently mark too high or too low. The role of internal and external verication is crucial in helping to standardise the assessment of Core Skills.

Evidence from prior achievements

A distinctive feature of the National Qualications system is that there is a range of ways in which Core Skills certication may be achieved. For example, all Standard Grade candidates will have a Core Skills prole, which will be recorded on their Scottish Qualications Certicate, and which can be built on as the candidate or employer requires. For candidates who are already competent in some areas through having worked in a particular job for some time, accreditation of prior learning (APL) may be considered, and for those on SVQ programmes, evidence may be found to overlap. Further guidance on these issues and the implications for Modern Apprentices, who need to achieve all ve Core Skills, but who may already have achieved some of these at school or in previous employment can be found in SVQs Guide to Assessing Workplace Core Skill. (Available to download from the City & Guilds Core Skills website). A full listing of the coverage of Core Skills units through National courses can be found in SQAs Core Skills Catalogue, Automatic Certication of Core Skills in National Qualications 1999-2000. (This may be downloaded from SQAs website). Assessors considering credit for prior achievements should note: the importance of application of the skills and knowledge described in the Core Skills units. A candidate should not just know about the things described there, but should also be able to apply them successfully that they should feel condent that the candidate can consistently apply the skills described in the units, ie that they have current competence

Sufciency of evidence
When a portfolio of evidence is being assessed, the assessor has to judge when sufcient evidence has been accumulated to show that the assessment requirements have been met. Meeting all the assessment criteria for What do I need to do is both necessary and sufcient. Careful consideration must also be taken to check that, where required, the candidate has fullled the assessment criteria as part of a substantial activity. This is an activity that includes a number of related tasks, where the results of one task will affect the carrying out of others.

22

Preparing for Assessment

Preparing for assessment checklist

The following checklist summarises the key points involved in assessing 3628 Core Skills: The assessor should undertake careful familiarisation with the units. Candidates induction in the units is essential. Candidates should understand the assessment criteria and what evidence is required. Candidates should play as active a part as possible in collecting and presenting evidence of achievement to the assessor. Effective assessment involves a combination of planning and ongoing assessment. 3628 Core Skills should be assessed on an ongoing basis.

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24

Record Keeping

Record keeping
General principles
The assessment of Core Skills should be continuous and well-planned. Every effort should be made to assess activities as they occur, and not miss valuable chances to demonstrate achievement. To help ensure this, candidates should take an active part in collecting and presenting evidence of achievements to the assessor. To do this they need a rm grasp of the expectations of the units. If a candidate has attained aspects of a Core Skills unit but not its full requirement, this should be recorded and evidence kept as full achievement may be obtained at a later date.

Record-keeping forms
Each candidate should keep a log of their own performance. Suitable documents can be found in the Assessment Packs for each unit. Where a centre wishes to use an alternative form of recording, this must be agreed with the external verier. Alternatively the Generic logbook may be used. Assessors notes of evidence must be kept where the candidates own written evidence is insufcient to demonstrate complete achievement of the requirements of the evidence. These notes must record details of the activities undertaken how the evidence meets the assessment criteria An example of a candidate logging recording sheet is attached. Also provided are tracking sheets for each Core Skill, used to track a group of candidates achievements. This tracking sheet must not be used as a substitute to the candidates logbook but can be used as an additional tracking mechanism to plan/check/track candidates performance. All records for all candidates, together with their portfolios, must be available for the external veriers visit.

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3628 Workplace-assessed Core Skills

Assessment plan
Candidate Task to be assessed Proposed date of assessment Proposed method of assessment Assignment or project Tick Notes

Observed performance

Witness testimony

Written questions

Oral questioning

Product evaluation, eg written document

Previous evidence

Other evidence

Details agreed and signed by: Assessor Candidate Line manager (if required) Date

26

Record Keeping

Task 1: reading and understanding Candidate evidence sheet

What is the purpose of this communication? eg To tell people something? To warn people? To complain?

What are the main points?

Say how useful it is

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3628 Workplace-assessed Core Skills

Task 1: reading and understanding Assessment checklist

Candidate

Task to be assessed
Read and obtain information from a single document related to your work. Activity Read a simple written document (eg a letter, e-mail, a list of instructions, a leaet). Evidence Assessors comments

Identify the important ideas and key points in this document.

Say why the document does or does not work.

Feedback/Training needs identied

Assessor signature

Date

28

Record Keeping

Summary checklist
Candidate Candidate number Centre

Task 1 Reading

Date achieved

Assessor signature

2 Writing

3 Speaking

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3628 Workplace-assessed Core Skills

Observation record / Witness statement

Name of candidate Name of assessor / observer Where assessment took place Scheme Scheme ref Date Unit Portfolio ref

Brief description of context in which the candidate demonstrated competence

What evidence is there that the candidate can: Assessment criteria

Brief record of observation

Assessment decision

Please tick where appropriate: Straightforward Complex Other comments eg audience / images Extended document Substantial activity

Signature of assessor / observer Signature of candidate

Date Date

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Tracking sheet: 3628 Workplace Core Skills (Access 3)

Numeracy Task 1 Task 2 Task 3 Task 4 Task 2 Task 3 Task 3 IT Task 1 Problem solving Task 1 Task 2 Working with others Task 1 Task 2 Task 3

Candidate name

Communication Task 1 Task 2

Task 3

Record Keeping

31

32
Numeracy Task 1 Task 2 Task 3 Task 4 Task 2 Task 3 Task 3 IT Task 1 Problem solving Task 1 Task 2 Working with others Task 1 Task 2 Task 3

Tracking sheet: 3628 Workplace Core Skills (Intermediate 1)

3628 Workplace-assessed Core Skills

Candidate name

Communication Task 1 Task 2

Task 3

Tracking sheet: 3628 Workplace Core Skills (Intermediate 2)

Numeracy Task 1 Task 2 Task 3 Task 2 Task 3 Task 1 Task 1 IT Task 1 Problem solving Task 2 Task 3 Working with others Task 2 Task 3 Task 4

Candidate name

Communication Task 1 Task 2

Task 3

Record Keeping

33

34
Numeracy Task 1 Task 2 Task 3 Task 2 Task 3 Task 1 Task 1 IT Task 1 Problem solving Task 2 Task 3 Working with others Task 2 Task 3 Task 4

Tracking sheet: 3628 Workplace Core Skills (Higher)

3628 Workplace-assessed Core Skills

Candidate name

Communication Task 1 Task 2

Task 3

Record Keeping

Internal verication Record of internal verier feedback to assessor

From To Scheme Candidate Sample taken Details of feedback: internal verier assessor Date

Action required:

By when? Assessor signature Internal verier Conrmation action has been taken Assessor signature Internal verier Date Date Date Date

35

36

Internal Verication Sampling Matrix

Group Completion date

Communication
Ass initial IV initial Date IVed Ass initial IV initial Ass initial IV initial Date IVed Ass initial IV initial Date IVed Ass initial IV initial Date IVed

Start Date
Numeracy Information Technology Problem Solving Working with Others
Date IVed

Level
Date award completed Date cert claimed

Candidate Name

Enrol no

Reg Date

3628 Workplace-assessed Core Skills

Centre Enrol date

Key to Assessors Name

Initial

Key to internal veriers Name

Initial

Signed IV co-ordinator

Date

Preparing for External Verication

Preparing for External Verication

Purpose of external verication
The City & Guilds external verier will be seeking to conrm that the judgements of the centre assessors and internal verier(s) are consistent with national standards.

Process of external verication

Verication will normally involve a visit, although it may be postal. The external verier will expect, as the major focus of any visit, to have available records of enrolment, registration, certication (where already claimed) a complete record of all units which have been completed by candidates and which have been both assessed and undergone the internal verication process the portfolios of all candidates for whom the centre intends to seek certication, including the means of accessing items such as videotapes, cassettes, computer records etc the logbooks (or other agreed recording systems) which will allow the verier to nd the evidence for any part of the schemes being claimed a record of which assessors have been responsible for which units assessors feedback to candidates IV sampling plan and matrix to show the sampling completed a record of which internal veriers have been responsible for which units (if there is more than one internal verier) and internal verier feedback to assessors During the visit, the City & Guilds external verier will use candidate records to select units and elements for sampling use candidate records to identify and locate the evidence for particular units and elements sample the evidence in the portfolios in order to conrm that the standards have been met meet a sample of candidates, where appropriate For any given element of the standards, the verier will expect to nd evidence for all requirements of the scheme (including for example witness statements, records of supplementary questioning, where necessary) that all evidence in the portfolio relates to the achievement of the individual candidate, that any contribution to group work is clearly identied and that duplicated notes, hand-outs and unacknowledged copying from texts are not claimed as evidence Problems will arise if internal verier records are missing assessor records are missing evidence is missing or incomplete evidence produced does not bear a clear relationship to the scheme requirements there are any doubts as to the authenticity of evidence evidence is presented which had not been assessed or been through the internal verication process

37

3628 Workplace-assessed Core Skills

External verication is most likely to be successful when centres have an established and regular system of internal verication, involving the checking of assessment plans and sampling of candidate work, with constructive feedback to assessors and candidates which is duly acted upon centres have standardised their assessment policy across all assessors for Core Skills candidate records are such that the evidence relating to specic aspects of the standards can be rapidly located and examined; this will involve clear cross-referencing of logbooks to portfolios and would be further assisted by annotation of the portfolio evidence itself

External verierss approval for claiming certication

When successful external verication has been completed, the centre will be able to submit claims for certication. Claims may be made for candidates who complete their programmes after the external veriers visit, provided that their work has been subject to the supervision of internal veriers whose work was sampled at the time of the visit the candidate is claiming for certication in a Core Skills area, which was subject to external verication during the visit This means that not all candidates need necessarily have completed their programmes at the time of the external veriers visit If it is not possible for the external verier to agree the achievement of candidates as claimed, then City & Guilds will not be able to award certication to any candidates until a successful external verication has occurred. External veriers will not be passing individual candidates or the work of individual assessors. It may be that only the decisions of specic internal veriers or assessors are in doubt, in which case certication might be awarded to candidates whose work has been veried by other internal veriers.

Extra visits
If, as a result of the processes not being carried out within the centre, an extra external verication visit is required, this may be subject to a charge and will be subject to the availability of a suitably qualied external verier. Please note that this could delay the award of certicates considerably.

38

Administrative arrangements for certication

Administrative arrangements for certication

Full details relating to the arrangements are contained in City & Guilds Directory of Assessments and Awards which is sent to centre co-ordinators (formerly local examination secretaries). The results for Core Skills units (when candidates have been successful in the internal assessment for the appropriate core skill) are processed on demand and registrations last for three years. Centres are therefore encouraged to assess candidates when they are ready. All candidates must be registered before results can be reported. Registration is for a candidate for a complex and this allows any number of results at any level to be reported for that candidate during the three-year registration period. Registrations and results reporting are made on the same type of form Form S. Each form must contain one type of transaction only, either for registration or results submission. You must indicate on the form (top left box) what type of transaction you are using the form for. A centre is invoiced for candidate fees when the Form S is received by City & Guilds. A copy of Form S (registration) must also be sent to the centres external verier. An example of a completed form is attached. In the example form, Jane Smith has not been issued previously with a unique, lifelong, City & Guilds candidate enrolment number and therefore the letters ENR are entered on the form. The second candidate already has a candidate enrolment number and the name is therefore not required. As a check to ensure that the details of the enrolment are correct, the sex and date of birth has had to be included. Since registration is for the complex, no component numbers are included. Please note that registrations are the responsibility of the centre co-ordinator (local examinations secretary) who makes them through City & Guilds Entry and Results Department. Reporting results On completion of the unit(s), ie success in internal assessment, the centre will need to submit results on a Form S (results submission). By the time results are submitted, all candidates will have received their unique, lifelong, City & Guilds enrolment number. Names are therefore not required but as with registration, sex and date of birth must be included. Form S (results submission) should be prepared by the centre prior to the external veriers visit. It must be remembered that candidate details do not come pre-printed on Form S. This is to allow the centre to submit results for different candidates at different times. The components reported should be at the highest level achieved. (For example, if a candidate is successful in Communication Intermediate 1, success in Communication Access 3 should not be reported). No failures should be reported and candidates who do not achieve any units should not be listed. Any amendments which need to be made to the form after preparation should be made clearly. It is most important that all the details on Form S are correct, otherwise it will be rejected by the Entry and Results Department of City & Guilds, and certicates and Certicates of Unit Credit will not be issued. Centres should check that a centre details are accurate (ie name and number) b the correct complex number and complex name are inserted (ie 3628 Workplace Core Skills) c the correct candidate enrolment numbers and details of sex and date of birth are completed. (Do not insert ENR. Candidate enrolment numbers cannot be requested on Form S (results submission))

39

3628 Workplace-assessed Core Skills

d the correct component numbers as listed in the Directory followed by P have been used e results are only submitted for candidates who have registered for 3628 Workplace Core Skills f Form S (results submission) is not returned sooner than 10 weeks or later than 36 months after registration

If the centre is being visited, Form S (results submission) must be counter-signed by the external verier before being submitted to City & Guilds. When the verier is not visiting the centre, the coordinator must arrange for the completed Form S (results submission) to be sent to the verier. If a postal verication has been arranged, the requested evidence and records should be sent with Form S (results submission). Details of all the fees, component numbers and SVQ numbers are provided on the Directory page for Scheme 3628 Workplace Core Skills contained in the City & Guilds Directory of Assessment and Awards.

Administration summary Complex Forms to be completed

Form S (registration) Form S (results submission)

Fees applicable
registration only

Certicate issued
certicate listing all units completed

362801

362890

registration plus component entry

City and Guilds Walled Garden

Details of how registrations and results submission can be completed on-line via our Walled Garden, can be found in the Directory of assessments and awards or on our website: www.city-and-guilds.co.uk or our dedicated Walled Garden site: www.walled-garden.com .

40

Complex registration

Form S - registration, dated entry and results submission

Sub Name

This form will be scanned. Please use BLOCK CAPITALS. Do not staple, clip, fold or fax this form. Please send this form to: City & Guilds, Data Processing, 1 Giltspur Street, London EC1A 9DD. If you have any questions about how to ll in this form, please phone Entries and Results Customer Support on 020 7294 2787. Please read the guidance notes over the page before you ll in this form.

Registration

ANYTOWN COLLEGE
Award title Phone number

Centre number

0 0 1 2 3 4

Dated entry for

Award number

3 0 1 7 0 1 HAIRDRESSING, LEVEL 1 0 2 0
Sex Date of birth Ethnic background Particular requirements

Syllabus code Purchase order number or customer reference

Results submission

Centre contact

JOHN SMITH

8 4 4 4

3 3 3 3
(L)TEC code Duplicate Continue on to above next line

Insert enrolment number if The candidates name is not necessary when you have given the enrolment number. (Please use BLOCK CAPITALS.) known (use BLOCK CAPITALS)

E N R F 0 2 0 2 8 0 M 0 3 0 3 7 5

J A N E

S M I T H

F 0 1 0 1 7 0

A B C 1 2 3 4A N N

B R O W N

D E F 5 6 7 8 J A M E S

G R E E N

I conrm that the candidates above are entered in line with City & Guilds regulations. Date: 1 / 6 / 2 0 0 0 Counter signature (if needed)

Your signature: Send the top copy to City & Guilds. Keep the second copy for your own records.

Form S - registration, dated entry and results submission

Sub Name

This form will be scanned. Please use BLOCK CAPITALS. Do not staple, clip, fold or fax this form. Please send this form to: City & Guilds, Data Processing, 1 Giltspur Street, London EC1A 9DD. If you have any questions about how to ll in this form, please phone Entries and Results Customer Support on 020 7294 2787. Please read the guidance notes over the page before you ll in this form.

Registration

Centre number

0 0 1 2 3 4
Award title Phone number

ANYTOWN COLLEGE
Syllabus code Purchase order number or customer reference

Dated entry for

Award number

3 0 1 7 0 1 HAIRDRESSING, LEVEL 1 0 2 0
Sex Date of birth Ethnic background Particular requirements

Results submission

8 4 4 4 3 3 3 3

Centre contact

JOHN SMITH

Insert enrolment number if The candidates name is not necessary when you have given the enrolment number. (Please use BLOCK CAPITALS.) known (use BLOCK CAPITALS)

(L)TEC code

Duplicate Continue on to above next line

E N R F 0 2 0 2 8 0 M 0 3 0 3 7 5

J A N E

S M I T H

F 0 1 0 1 7 0

5 3 5 3 5 3 5 3

1 0 1 P 1 0 2 P 1 0 3 P 1 0 4 P 1 0 5 P 1 1 2 P B R O W N A B C 1 2 3 4A N N

D E F 5 6 7 8 J A M E S

G R E E N

1 0 3 P 1 0 5 P

I conrm that the candidates above are entered in line with City & Guilds regulations. Date: 1 / 6 / 2 0 0 0 Counter signature (if needed)

Your signature: Send the top copy to City & Guilds. Keep the second copy for your own records.

Appendix 1

Appendix 1
Glossary of terms
Evidence What you need to produce to prove you have the skills required. Examples include items you have made, written material, artwork, photographs, audio/video recordings, computer print-outs, diagrams, and records from your assessor and others who have seen your work. Some evidence may be seen for more than one Core Skill. For example, computer print-outs of text and images, such as graphs and charts, could be used as evidence for written communication and for presenting ndings in numeracy, as well as IT. A le or folder for collecting and organising evidence for assessment. Straightforward subjects and materials are those that you often meet in your work, studies or other activities. Content is put across in a direct way with the main points being easily identied. Usually, sentence structures are simple and you will be familiar with the vocabulary.

Portfolio Straightforward Subject

Straightforward activities Are those in which the overall objective, target or problem is given, or easily identied, and it is fairly clear how to break down the activity into manageable tasks. Topics and situations are generally familiar, although some parts of the activity may be new. Complex subject Complex subjects and materials present a number of ideas, some of which may be abstract, very detailed or require you to deal with sensitive issues. The relationship of ideas and lines of reasoning may not be immediately clear. Specialised vocabulary and complicated sentence structures may be used. Are those in which the overall objective, target or problem usually needs to be negotiated with others. The component tasks, and the relationship between them, may not be immediately clear. Topics covered are those that include a number of ideas, some of which may be unfamiliar. An activity that includes a number of related tasks, where the results of one task will affect the carrying out of the others. For example, in numeracy a substantial activity will involve obtaining and interpreting information, using this information when carrying out calculations and explaining how the results of your calculations meet the purpose of the activity. Include text books, and reports, articles and essays of more than three pages. They may deal with straightforward or complex subjects and include images such as diagrams, pictures and charts. You are asked to read and write extended documents at level 2 and above to show, for example, that you can identify lines of reasoning in fairly lengthy material and structure your own writing to help others follow your sequence of ideas. The person who will take you through the training process in order for you to learn and practice skills before you are ready for assessment. A designated person at the centre who is competent to carry out the assessment of the evidence you present. The shared purpose towards which you and others are working. Objectives may be those set by an organisation, group, team or two people working together.

Complex activities

Substantial activity

Extended documents

Trainer

Assessor

Objectives

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3628 Workplace-assessed Core Skills

Targets

The steps towards achieving your personal, learning or career goals. Targets should be SMART: specic (say exactly what you need to do), measurable (say how you will prove you have met them), achievable (challenging, but not too difcult), realistic (in terms of the opportunities and resources you have) and time-related (include deadlines). A problem exists when there is a need or opportunity to bridge a gap between current and desired situations, and no ready solution is to hand. Examples include watching a demonstration, following instructions and practising it, or nding out for yourself by carrying out a practical task or problem solving activity on your own or in a group. Videos, audio tapes or IT can be used, but it must involve you in doing practical tasks, for example, practicing keyboard skills, making something or solving a problem (not just looking, listening or reading). Examples include reading something at work to help you do your job better, listening to a teacher or trainer and doing follow up work, supported self-study where you take responsibility for your learning and get support through individual or group tutorials, or distance learning where you work through materials on your own, with minimum support. Videos, audio tapes and IT can also be used.

Problem

Activity-based learning

Study-based learning

TDLB standards

The Training and Development Lead Body standards (TDLB) have been developed to ensure that there are agreed national standards for assessment and verication.

44

Appendix 2

Appendix 2
Relevant sources of information
City & Guilds Core Skills website: City & Guilds website (directory details): City & Guilds Scotland 22 Walker Street Edinburgh EH3 7HR 0131 226 1556 www.core-skills.org.uk www.city-and-guilds.co.uk

The Scottish Qualications Authority (SQA) Accreditation Unit Epic House 28-32 Cadogan Street Glasgow G2 7LP 0141 242 2488 e-mail: accreditation@sqa.org.uk www.sqa.org.uk

The Scottish Council of National Training Organisation (SCONTO) 28 Castle Street Edinburgh EH2 3HT 0131 226 7726 www.sconto.org.uk

The Scottish Funding Councils for Further & Higher Education Donaldson House 97 Haymarket Terrace Edinburgh EH12 5HD 0131 313 6500 www.sfefc.ac.uk Scottish Enterprise website: Highlands and Islands Enterprise website: www.scottish-enterprise.co.uk www.hie.co.uk

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Published by City & Guilds, 1 Giltspur Street, London EC1A 9DD

City & Guilds is a registered charity established to promote education and training

EN-00-3628