Accreditation for Life and Living
Centre Handbook
National Skills Profile
L096 0812
© OCR 2008
Contents
1
2
3
Introduction
4
1.1
1.2
1.3
1.4
4
4
4
4
General Information
5
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
5
6
6
6
6
7
7
8
8
8
8
8
5
6
2
Scheme profiles
Target market
Scheme aims
Entry requirements
Entry restrictions
Progression opportunities
Work-related experience
Resources
Arrangements for learners with access-related needs
Funding
Appeals procedure
Centre malpractice guidance
Assessment
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4
About this Centre Handbook
Documentation updates
Administration arrangements
If centre staff have queries
Assessment
Who is the assessor?
Role and responsibilities of the assessor
Evidence
Observation
Judging evidence
Making assessment decisions
Recording assessment decisions
Centre records
9
9
9
9
10
10
11
12
12
13
Internal moderation
14
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
14
14
14
14
15
16
17
18
18
Internal moderation
What is internal moderation?
Who is the internal moderator?
Role and responsibilities of the internal moderator
Selecting the sample
Sampling assessment decisions
Advising and supporting assessors
Liaising with OCR
Centre records
External moderation
19
5.1
5.2
5.3
5.4
5.5
5.6
5.7
19
19
19
20
20
21
21
External moderation
How does the external moderation process work?
Arranging to attend an external moderation meeting
External moderation meeting format
Preparation for the external moderation meeting
Centre’s checklist for the external moderation meeting
The external moderation meeting
Certification
27
6.1
6.2
6.3
6.4
27
27
27
28
Certificates
Claiming certificates
Certificate ownership
Distributing certificates
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6.5
7
8
9
10
Replacement certificates
28
Scheme structure
33
7.1
7.2
7.3
Module format
Accreditation for Life and Living
National Skills Profile
33
33
37
Administration Arrangements
44
8.1 Overview of full process
8.2 How to gain centre approval
8.3 How to book a place at an external moderation meeting
8.4 How to arrange an external moderation visit from an external moderator
8.5 How to appeal against the outcome of external moderation
Appeals
Appeals Procedure: Stage 2
44
45
45
45
45
46
47
Supporting Documentation
49
9.1
49
Scheme documents
Further Support And Information
55
10.1
10.2
10.3
10.4
10.5
10.6
55
55
56
56
56
57
General enquiries
External moderation meeting booking queries
Certification queries
Results enquiries
Customer feedback
OCR Training Events
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1
Introduction
1.1
About this Centre Handbook
This centre handbook provides information for centre staff involved in the administration,
assessment and internal moderation of the following schemes:
OCR National Skills Profile
The OCR scheme code is 00330
OCR Accreditation for Life and Living
The OCR scheme code is 00339
It is important that centre staff involved in the administration, assessment or internal moderation of
the above schemes understand the requirements in this handbook. Centres should therefore
ensure that staff have access to this publication.
An electronic copy of this handbook is available to download from our website www.ocr.org.uk .
1.2
Documentation updates
The information provided in this centre handbook was correct at the time of production.
Occasionally OCR may update this information. Please refer to the webpage of the relevant
scheme on our website www.ocr.org.uk for details regarding amendments made to this handbook.
For your convenience, the latest amended version of this handbook is available electronically for
downloading from the OCR website.
1.3
Administration arrangements
Full details of the administration arrangements for these schemes are provided in section 8 of this
handbook.
1.4
If centre staff have queries
This handbook contains all the information needed to administer, assess and internally moderate
these schemes. If centre staff have any queries about these schemes that are not answered in
this publication, they should refer to section 10 of this handbook for details of who to contact.
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General Information
2.1
Scheme profiles
Title
OCR National Skills Profile
OCR code
00330
Level
The scheme is broadly comparable to entry level
This scheme is suitable
for
Young people and mature learners who wish to gain accreditation
for their achievements of a wide range of personal, social and
practical skills for use in everyday life. The scheme is particularly
suitable for those preparing for entry level and level 1 qualifications.
Entry requirements
There are no formal entry requirements for the scheme.
Structure
The scheme is a profiling framework containing twenty one skill
areas that are intended to provide an accreditation structure (rather
than define curriculum content). There are six essential skill areas
and fifteen vocational skill areas. There are no restrictions on
combinations of modules and no minimum requirements in terms of
the number of modules to be achieved. However learners must be
capable of meeting the required standards.
Assessment
All modules are centre-assessed, usually by the learner’s tutor, and
externally moderated by an OCR Moderator. Centres are required
to attend an annual moderation meeting (organised by OCR).
Title
OCR Accreditation for Life and Living
OCR code
00339
Level
The scheme is pre entry level and is broadly comparable with QCA’s
P scales and, where applicable, the Adult pre-entry curriculum
framework for Literacy and Numeracy (Milestones).
This qualification is
suitable for
Young people and mature learners with severe or profound and
multiple learning difficulties. The scheme is also suitable for school
pupils with learning difficulties whose attainments may not register
on the national curriculum level descriptions.
Entry requirements
There are no formal entry requirements for this qualification.
Scheme structure
The scheme is a profiling framework containing ten skill areas that
are intended to provide an accreditation structure (rather than define
curriculum content). There are four key skill areas and six life and
living skill areas. There are no restrictions on combinations of
modules and no minimum requirements in terms of the number of
modules to be achieved. However learners must be capable of
meeting the required standards.
Assessment
All modules are centre-assessed, usually by the learner’s tutor, and
externally moderated by an OCR Moderator. Centres are required
to attend an annual moderation meeting (organised by OCR).
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General Information
2.2
Target market
The National Skills Profile scheme is suitable for both young people and mature learners who
wish to gain accreditation for their achievements of a wide range of personal and practical skills for
use in everyday life. The scheme is particularly suitable for those preparing for entry level and
level 1 qualifications.
The Accreditation for Life and Living scheme has been designed for both young people and
mature learners with severe or profound and multiple learning difficulties. The scheme is also
suitable for school pupils with learning difficulties whose attainments may not register on the
national curriculum level descriptions.
In both schemes, learners have the option of achieving as many or as few modules as are
appropriate for their own needs. There are no restrictions on combinations of modules and no
minimum requirements in terms of the number of modules to be achieved. However learners must
be capable of meeting the required standards.
2.3
Scheme aims
Both National Skills Profile and Accreditation for Life and Living are profiling frameworks that are
intended to provide an accreditation structure. They are not designed to be used to define
curriculum content or as a detailed step by step curriculum.
Both schemes aim to:
1
provide accreditation of achievement of a range of personal, social and practical skills for use
in everyday life
2
provide a flexible structure that can be adapted to meet the needs of individual learners
3
provide a progression route (horizontal and vertical) through their own structure
4
encourage further development of personal and practical skills
2.4
Entry requirements
There are no formal entry requirements. Both schemes are available to anyone who is capable of
reaching the required standards.
All centre staff involved in the assessment of these schemes should understand the scheme
requirements and match them to the needs and capabilities of individual learners. Centre staff are
encouraged to identify those modules which will provide the maximum benefit for individual
learners. There is no requirement for learners to achieve the lower level modules before
progressing on to the higher level modules.
2.5
Entry restrictions
There are no entry restrictions. However learners must be capable of meeting the required
standards. Both schemes have been developed free from any barriers that restrict access or
progression thereby promoting equal opportunities.
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General Information
2.6
Progression opportunities
Both schemes have been designed to encourage progression through their own structure.
However it is not assumed that learners will achieve the lower level modules before progressing on
to the higher level modules. For some learners, progression may be horizontal across skill areas.
Accreditation for Life and Living
Those learners who are successful in achieving modules at first grade may be able to progress
vertically to the National Skills Profile scheme.
National Skills Profile
Learners who are successful in achieving modules at third grade may be able to progress to
Level 1 qualifications.
For those learners who wish to broaden their achievements at this level, OCR also provides
accreditation at Entry Level in a range of general and vocational skill areas. These include Adult
Numeracy, Adult Literacy, ICT Skills for Life, Learning Skills, Citizenship and our Employability
Skills qualification Ready Steady Work (due to be launched late 2008).
For more information about our Entry Level qualifications, contact OCR’s Customer Contact Centre
on 024 76 851509.
2.7
Work-related experience
The following modules in the National Skills Profile Practical Work Skills area cater for those who
wish to have aspects of their work-related experience recognised:
Module
no
1
2
4
Grade
Module title
First
Get ready for the first day of your work experience
Second
Get ready for your work experience
Third
Prepare for work experience
First
Identify how to keep safe at your work experience
Second
Identify how to keep yourself and others safe at your work experience
Third
Identify health and safety measures at your work experience
First
Carry out a routine task at your work experience
Second
Carry out routine tasks at your work experience
Third
Carry out practical tasks at your work experience
Centres are encouraged to use work-related experience and/or work-based opportunities to
generate evidence for some of the practical modules within the National Skills Profile vocational
skills areas.
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General Information
2.8
Resources
It is assumed that learners will have access to computer facilities including internet access as well
as library-based resources.
In some modules there are specific resources to which learners must have access in order to
achieve the Evidence must show you can statements. Centres should ensure that they can meet
the resource requirements before seeking centre approval from OCR.
Staff conducting the assessment of these schemes must understand fully the requirements.
2.9
Arrangements for learners with access-related needs
Learners must be capable of meeting the required standards. Learners may use mechanical,
electronic and other aids that reflect their normal way of working in order to demonstrate
competence so long as the assessment criteria are not compromised. There are no minimum
requirements in terms of the number of modules to be achieved. Therefore centres should not
select modules which require skills to be demonstrated that are beyond the scope of the learners.
2.10 Funding
Should you require any information on funding please contact your local funding agency.
2.11 Appeals procedure
If a centre disagrees with a decision made by an OCR Moderator, the centre has the right to
appeal.
You can get more information on the OCR appeals procedure in section 8.7 of this handbook.
2.12 Centre malpractice guidance
It is the responsibility of the Head of Centre∗ to report (in writing) all cases of suspected
malpractice involving centre staff or learners, to the OCR Quality and Standards division.
When asked to do so by OCR, Heads of Centres are required to investigate instances of
malpractice promptly, and report the outcomes to the OCR Quality and Standards division.
Further information is contained in the publication Guidelines for Dealing with Cases of Malpractice
(R322) which is available from the OCR Customer Contact Centre: 024 76 851509.
∗
The Head of Centre is defined as the most senior officer in the organisation, directly responsible for the
delivery of OCR qualifications, for example, the Principal of a College, the Head Teacher of a school, the
Managing Director of a private Training Provider or the Group Training Manager of a major company.
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Assessment
3.1
Assessment
This section is essential reading for all staff involved in the assessment of the Accreditation for Life
and Living and/or National Skills Profile schemes.
Each scheme provides an accreditation structure that is designed to be mapped to the main
programme/curriculum that the candidate is following (rather than define curriculum content).
Ideally the evidence should be generated as part of an activity that the candidate has to carry out
in the context of the main programme/curriculum activity.
Key features of the assessment of these schemes are:
•
Assessment can take place at a time to suit candidates and centres
•
There are no timetabled exams required
•
Each module is designed around the principle that candidates will build a portfolio of
evidence
•
All modules are centre-assessed and externally moderated by an OCR Moderator.
3.2
Who is the assessor?
The assessor will normally be the candidate’s teacher/tutor/trainer.
There is no requirement for the assessor to hold a formal assessor qualification. However the
assessor must have appropriate specialist expertise and knowledge in the skill area/s they are
assessing to enable them to make accurate decisions about the candidate’s achievements. They
must be very familiar with the Evidence must show that you can statements for each module that
they are responsible for assessing.
3.3
Role and responsibilities of the assessor
The main role of the assessor is to judge the evidence of a candidate’s performance against the
Evidence must show that you can statements and decide whether the candidate has met the
requirements. This involves:
•
Identifying the opportunities in the candidate’s main programme/curriculum for generating
evidence
•
Planning the assessment activities to ensure that the candidate is able to produce evidence
that directly relates to the Evidence must show that you can statements
•
Leading the assessment process
•
Explaining to the candidate what needs to be done
•
Assessing the candidate
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Assessment
•
Giving constructive feedback to the candidate
•
Recording their assessment decision/s
3.4
Evidence
There are two main sources of evidence for Accreditation for Life and Living and National Skills
Profile:
1.
Outcomes of activities – the product or outcome of a candidate’s work. For example, diary,
log, article, printout, artwork, photographs, charts, diagrams, web pages, story-board, model,
artefact, picture, poster, object, design, recorded performance, etc.
2.
Observation – recorded observation of candidate performance by the assessor whilst the
candidate is carrying out an activity.
Many of the Accreditation for Life and Living and National Skills Profile modules are based on
practical skills which may result in a product. There is no need to put product evidence in the
portfolio; it may not be practical to do this. Where evidence is kept elsewhere, a record will need to
be included in the portfolio. OCR’s assessment record can be used to record this information (see
section 3.8).
Alternatively, centres may use their own centre-devised record. The record should detail:
•
What evidence has been produced
•
Where the evidence can be found
•
How the evidence was assessed
•
What the assessment decision was.
Evidence that is included in the portfolio must be given a portfolio reference or page number so
that it can be easily found.
3.5
Observation
Observation is a very widely used method of assessment of competence. It can produce a
considerable amount of evidence about how the candidate, for example, interacts with others,
performs tasks, works safely and conforms to instructions and/or procedures, all of which can be
captured in one record.
Observations may be carried out by someone other than the assessor, for example, teaching
assistant, learning support assistant. The observer should be very familiar with the relevant
Evidence must show that you can statements to enable them to make a judgement about the
candidate’s achievements.
The purpose of the observation record is to:
•
Record what the observer has seen and/or heard the candidate doing
•
Provide a record for the candidate’s portfolio that shows the link between the observed
activity and the Evidence must show that you can statements
•
Provide an auditable record of the evidence on which the assessor is basing a judgment of
competence.
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Assessment
The observation record should include some narrative which describes the main activities
observed. The observer should use knowledge of the Evidence must show that you can
statements to focus the record on the evidence required but should also be alert to the possibility
of capturing evidence for additional modules. The record can be handwritten or electronically
produced. The observer should also record any questioning and/or discussion carried out
(candidate’s choice of communication) during the observation.
A template for recording observation and an example of a completed observation record are
available to download free of charge from OCR’s website, www.ocr.org.uk.
Alternatively, centres may use their own centre-devised observation record. The record should
include:
•
The candidate’s name
•
The observer’s name
•
The scheme title, skill area, module number, grade and title that the observation relates to
•
The date of the observation
•
Narrative describing what was seen and heard by the observer. The report should provide
an indication of which of the Evidence must show that you can statements have been judged
by the observer as having been achieved.
•
A summary of any observer questions (and the candidate’s responses) carried out as part of
the observation
•
Signatures of the observer and the candidate (whichever way they normally do this)
confirming that the record is accurate and agreed
As long as the record is legible it does not need to be re-written or produced electronically. Where
a judgment is made at the time of the observation and feedback given immediately to the
candidate this may also be recorded on the observation record or may be recorded separately.
The record will show the Internal Moderator and the OCR Moderator how the observer has made
the link between the observed evidence and the Evidence must show that you can statements in
making a judgement about the candidate.
Observation records should be kept in the portfolio.
3.6
Judging evidence
The assessor must make a judgement on whether the evidence is:
Valid
Does the evidence meet the requirements of the Evidence must show that you can
statements? The assessor should check that the evidence is clearly related to these
statements. The assessor must focus on the requirements of the Evidence must show
that you can statements and not impose their own additional standards.
Authentic Has the candidate produced the evidence with no more help than the Evidence must
show that you can statements allow? This does not mean that a candidate must be
supervised throughout the completion of all work but the assessor must be confident
that the work they assess is the candidate’s own. There is no requirement for either
the candidate or the assessor to sign evidence as proof of authenticity.
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Assessment
Sufficient
3.7
Is there enough evidence to cover all the Evidence must show that you can
statements? The assessor is responsible for ensuring that there is enough evidence to
enable a decision to be made. The judgment as to what evidence is sufficient for any
individual candidate is the responsibility of the assessor. However assessors must
ensure that they do not demand too much evidence from the candidate or over assess
the candidate. Assessors should never ask for “One more piece of evidence - just to
make sure”. The candidate should be encouraged to generate enough evidence
without unnecessary repetition.
Making assessment decisions
There are two guiding principles for making assessment decisions:
1.
Has the candidate met the standard as defined in each Evidence must show that you can
statement?
2.
Have all the Evidence must show that you can statements been evidenced?
If the answer to each of the above is yes, that should be the end of the decision making process no other additional evidence is needed. The decision must be recorded (see section 3.8) and fed
back to the candidate.
3.8
Recording assessment decisions
All judgements and decisions made by the assessor must be recorded. The main reasons for
doing this are:
•
The internal moderator and the OCR Moderator can clearly see what the candidate has
achieved
•
If the assessor changes, the new assessor can see exactly what the candidate has achieved
•
If the candidate loses part or all of their evidence, the assessor has a record of what the
candidate has achieved. Therefore the candidate does not need to repeat the assessment
activity nor does the assessor need to reassess the candidate’s work.
An assessment record for each module and an example of a completed assessment record are
available to download free of charge from OCR’s website, www.ocr.org.uk. These have been
produced by OCR to support assessors to record assessment decisions and the location of the
evidence.
Alternatively, centres may use their own centre-devised assessment record. The record should
include:
•
The candidate’s name
•
The assessor’s name
•
The scheme title, skill area, module number, grade and title that the assessment relates to
•
The date of the assessment
•
The justification/reasons for the assessment decision (which can also be the feedback to the
candidate)
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Assessment
•
The evidence judged to make the decision
•
The location of the evidence
Centres must make assessment records available for external moderation. To assist the
moderation process, OCR recommends that assessment records are kept in a prominent place in
the portfolio.
3.9
Centre records
Assessment records and portfolios must be available to the OCR Moderator on request.
Assessment records must be securely retained by the centre until the candidate has received their
certificate(s).
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4
Internal moderation
4.1
Internal moderation
This section is essential reading for all staff involved in the internal moderation of the Accreditation
for Life and Living and/or National Skills Profile schemes.
Centres must have in place processes to review assessors’ decisions and ensure that they are
correctly interpreting the Evidence must show that you can statements. The system used to do
this is a matter for individual centres and OCR fully supports the use of centres’ own quality
assurance systems where this ensures robust internal moderation. Centres must keep records of
internal moderation and have these available for the OCR Moderator.
4.2
What is internal moderation?
Internal moderation is the process that checks assessment decisions within a centre. An effective
internal moderation process will check that:
•
The requirements of the Evidence must show that you can statements are being met
•
Candidates are given the opportunity to achieve module/s consistent with their capabilities
and are not disadvantaged in any way.
4.3
Who is the internal moderator?
The internal moderator will normally be someone in the centre who has some management
responsibility and accountability.
There is no requirement for the internal moderator to hold a formal internal moderator qualification.
However the internal moderator must have appropriate specialist expertise and knowledge in the
skill area/s they are internally moderating to enable them to make accurate judgements about
assessors’ decisions. They must also have a full understanding of OCR’s requirements and
documentation.
Internal moderators may also act as assessors. However internal moderators must not internally
moderate any evidence that they have assessed. If an internal moderator is also an assessor, the
centre must have at least two internal moderators.
Where a centre has a single assessor and there is no individual in the centre able to perform the
internal moderator role, OCR strongly recommends that the centre links with another OCR centre
for this purpose. Centres in this position may contact OCR for further information.
4.4
Role and responsibilities of the internal moderator
The main role of the internal moderator is to ensure that the centre consistently carries out
accurate assessments. This involves:
•
14
Ensuring that individuals meet OCR’s requirements for becoming assessors (see section 3.2)
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Internal Moderation
•
Selecting and checking a sample of assessment decisions and candidate evidence to ensure
that they meet OCR’s requirements (see section 3)
•
Ensuring assessments are in line with OCR’s requirements (see section 3)
•
Checking that assessment records are up to date and meet OCR’s requirements (see
section 3.8)
•
Keeping accurate records of internal moderation that meet OCR’s requirements (see section
4.4 and 4.5)
•
Advising and supporting assessors and giving constructive feedback (see section 4.7)
•
Authorising certificate claims
•
Liaising with OCR (see section 4.8).
4.5
Selecting the sample
It is not normally necessary to monitor 100% of assessment decisions. The internal moderator
should therefore select a sample of assessment decisions.
OCR’s minimum requirement for the internal moderator’s sample is:
•
All assessors in the internal moderator’s team
•
For each assessor in the team, all skill areas assessed by the assessor
Example 1
An internal moderator at the centre has an assessment team of four assessors each responsible
for assessing one skill area. The internal moderator’s sample must include at least one portfolio
from each assessor:
Internal Moderator
Assessor for
Communication
Assessor for
Numeracy
Assessor for ICT
Assessor for
Personal Skills
Example 2
An internal moderator at the centre has an assessment team of three assessors each responsible
for assessing Communication and Numeracy. The internal moderator’s sample must include at
least one Communication portfolio and one Numeracy portfolio from each assessor:
Internal Moderator
Assessor A
Assessor B
Communication
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Assessor C
Assessor A
Assessor B
Assessor C
Numeracy
15
Internal Moderation
In choosing the sample, the internal moderator also needs to consider other factors that influence
assessment. For example:
•
The experience of the assessors
•
The number of portfolios each assessor assesses
•
The number of different candidate cohorts allocated to each assessor
•
The centre’s experience in delivering the scheme/s
The internal moderator should take in to account factors that may influence assessment in their
centre. For example, inexperienced assessors and/or assessors with lots of candidates should be
subject to more sampling.
The internal moderation sample and the sampling rationale must be recorded. A template for
recording the sample, OCR’s Internal Moderator’s Sampling Record, and an example of a
completed sampling record are available to download free of charge from OCR’s website,
www.ocr.org.uk.
Alternatively, centres may use their own centre-devised record. The record should include:
•
Centre name and number
•
The scheme title
•
The internal moderator’s name
•
The assessors’ and candidates’ names
•
The skill areas
•
The overall sampling time frame
•
The dates of internal moderation
4.6
Sampling assessment decisions
The reasons for sampling assessment decisions are to:
•
Ensure that all assessors are interpreting the Evidence must show that you can statements
correctly
•
Ensure that all assessment decisions are based on evidence which is valid, authentic and
sufficient
•
Ensure consistency of assessment decisions between candidates and between assessors
•
Ensure that assessors are keeping accurate records of assessment decisions
•
Ensure that all candidates are treated fairly and receive the highest standards of assessment
•
Recognise good practice
•
Highlight where support is needed
Internal moderation must not be left until just before an external moderation meeting. Sampling of
assessment decisions should be planned to occur throughout the twelve months between external
moderation meetings. This will give assessors and candidates sufficient time to properly resolve
any problems that are identified by the internal moderator.
When sampling assessment decisions the internal moderator should check that:
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Internal Moderation
•
The candidates’ evidence has been accurately assessed against the Evidence must show
that you can statements
•
Assessor decisions have been clearly recorded
Whenever the internal moderator samples assessment decisions, feedback must be given to the
assessor. When giving feedback to the assessor, the internal moderator should:
•
Use the module requirements as the baseline for feedback
•
Give positive feedback
•
Identify areas for improvement
•
Agree any action needed.
Where action for the assessor is identified, the internal moderator is responsible for checking that
the actions have been completed before the external moderation meeting. Confirmation that the
actions have been completed must be recorded and dated.
The feedback to the assessor (and any actions) must be recorded. A template for doing this,
OCR’s Internal Moderator’s Report on Assessment Decisions, and an example of a completed
report are available to download free of charge from OCR’s website, www.ocr.org.uk.
Alternatively, centres may use their own centre-devised report. The report should include:
•
Centre name and number
•
The scheme title (i.e. ALL, NSP)
•
The internal moderator’s name
•
The assessor’s name
•
The candidates’ names
•
The skill areas, module numbers and grades sampled
•
The internal moderator’s decisions
•
Feedback to the assessor (including any action)
•
Confirmation (including the date) that actions identified for the assessor have been
completed.
4.7
Advising and supporting assessors
The internal moderator is responsible for developing good support systems and procedures so that
the assessment team understand what is required. The internal moderator should be in regular
contact with their team of assessors to provide any advice and information they may need. As well
as responding to queries and problems raised by the assessors, the internal moderator will need to
take the lead in deciding when assessors need information, for example, when the OCR Moderator
has suggested a way to improve assessment practice. Overall internal moderators should support
assessors by:
•
Circulating new information as soon as possible
•
Helping with interpretation of the Evidence must show that you can statements
•
Giving advice on dealing with the acceptability of evidence
•
Discussing examples of evidence and what constitutes sufficient evidence
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Internal Moderation
•
Providing advice on how to meet the assessment requirements of particular candidates.
Assessor/team meetings can provide the opportunity for giving advice and support and sharing
good practice.
The centre should keep records of this activity.
4.8
Liaising with OCR
The internal moderator is responsible for:
•
Arranging for the centre to attend an annual external moderation meeting (see section 5)
•
Providing candidate information and internal moderation records to the OCR Moderator prior
to external moderation (see section 5)
•
Co-ordinating and managing the external moderation meeting requirements (see section 5)
The internal moderator is also responsible for liaising with OCR (when necessary) to:
•
Clarify OCR’s requirements
•
Obtain OCR’s updates and guidance (available from OCR’s website, www.ocr.org.uk.)
4.9
Centre records
Internal moderation records must be available for the OCR Moderator. Internal moderation records
must be securely retained by the centre until the certificates (to which the records relate) have
been received.
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5
External moderation
5.1
External moderation
This section explains the external moderation process for the Accreditation for Life and Living
and/or National Skills Profile schemes. It is essential reading for all centre staff involved in the
assessment and internal moderation of the schemes.
External moderation is the process that checks centres’ assessment meets OCR’s requirements
for these schemes.
5.2
How does the external moderation process work?
External moderation of a centre’s assessment decisions is achieved through sampling. An OCR
Moderator samples the centre’s assessment decisions at an external moderation meeting
organised by OCR. On the basis of the sample taken, the OCR Moderator will either agree with
the centre’s assessment decisions or disagree with the centre’s assessment decisions in relation
to particular skill areas.
If the OCR Moderator agrees with the centre’s decisions for a skill area, s/he confirms the centre
has Certification Claim Status (CCS) for that skill area. CCS enables centres to claim certificates
on demand; centres send their certificate claims directly to OCR (see section 6).
If the OCR Moderator disagrees with the centre’s decisions for a skill area, s/he will provide
feedback and identify action for the centre. The action must be addressed by the centre and
checked by an OCR Moderator at a separate meeting before CCS can be awarded.
At the end of the moderation meeting the OCR Moderator will provide a written report that will
confirm which skill areas have been awarded CCS. The report will also include comments on the
accuracy of assessment and record action (if applicable).
Centres are entitled to attend one external moderation meeting a year. Alternatively, a centre can
request that an OCR moderator visits the centre to carry out external moderation (up to three
centres can share a centre moderation visit). The 2008/09 fee for a centre moderation visit is
£395.
5.3
Arranging to attend an external moderation meeting
External moderation meetings are arranged annually in May (Accreditation for Life and Living) and
June (National Skills Profile) and take place regionally. Centres that wish to arrange for an OCR
Moderator to visit the centre to carry out external moderation should contact OCR on
024 76 470033.
It is the centre’s responsibility to book a place on an external moderation meeting. The dates and
venues for the annual meetings are available on the OCR website, www.ocr.org.uk, during
January, together with the meeting booking form. Centres are able to book a place on a meeting
(maximum of two places per centre) from January onwards by completing the booking form and
returning it electronically to OCR.
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External Moderation
Following receipt of a completed booking form OCR will confirm the centre’s place at the meeting
and send a label with the OCR moderator’s address. The centre will use the address label to send
their completed paperwork to the OCR Moderator prior to attending the meeting (see section 5.5).
5.4
External moderation meeting format
The format of the external moderation meeting has been designed to enable centres to network
and share good practice as well as have their work externally moderated. Centres are requested
therefore to bring candidates’ work which is not part of the sample (in addition to the required
sample of work).
Morning meetings start at 10:00 and end at 12:30. Afternoon meetings start at 13:00 and end at
15:30. Centre representatives are required to arrive in time for the start of the meeting and stay
until the meeting ends.
Morning
Meeting
Timings
10:00
Afternoon
Meeting
Timings
13:00
10:15
13:15
OCR Moderator externally moderates centres’ work (see Section 5.7).
Centre staff network and share examples of candidates’ work (which is
not part of the sample).
12:00
15:00
OCR Moderator returns the sample of work and the internal
moderation records to each centre and verbally confirms the
moderation outcome. The centre’s internal moderator signs the
Centre Report Form and is provided with:
• A copy of the Centre Report Form
• A master Certificate Record Form (where applicable) which the
centre will use to claim candidate certificates
• A Certification Record Summary Sheet.
12:30
15:30
Meeting ends.
Agenda
OCR update – provided by the OCR Moderator.
OCR Moderator collects the sample of work and the internal
moderation records from each centre.
Only centres bringing candidate evidence to be externally moderated are permitted to attend
External Moderation meetings.
5.5
Preparation for the external moderation meeting
What to send
•
The centre’s completed Internal Moderator’s Sampling Record/s (see section 4.5)
•
The centre’s completed Internal Moderator’s Reports on Assessment Decisions (see section
4.5)
•
The list of all the candidates being entered for external moderation (two copies). OCR’s
External Moderation Candidate Form must be used for this. It is available to download free
of charge from OCR’s website, www.ocr.org.uk.
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External Moderation
How to send it
Using the label supplied by OCR, the centre is required to send the specified paperwork to the OCR
Moderator at least four weeks before the external moderation meeting/centre moderation visit,
together with a stamped addressed envelope (SAE). The correct postage must be affixed to the
SAE; centres should refer to the Royal Mail website for up to date rates (www.royalmail.com).
Further details
The OCR Moderator will return one copy of the External Moderation Candidate Form (using the
stamped addressed envelope supplied by the centre) indicating the selected portfolios. No
substitutions can be made to the sample without the prior permission of OCR.
The criteria for entering a candidate for external moderation are:
•
The candidate’s evidence is complete for each module being entered for external moderation
•
The evidence has been assessed and confirmed as meeting the requirements
•
The assessment decisions of the assessor have been confirmed as accurate through the
centre’s internal moderation process
•
Any action identified by the internal moderator has been completed.
Centres who do not provide the OCR moderator with the required forms by the deadline will
not be able to attend the moderation meeting.
5.6
Centre’s checklist for the external moderation meeting
Centres are required to bring the following to the external moderation meeting/centre moderation
visit:
•
The External Moderation Candidate Form returned by the OCR Moderator showing the
sample of work selected
•
All portfolios selected for the sample
•
Additional candidates’ work which is not part of the sample (for sharing with other centres)
•
If providing evidence on disc/tape - then must bring suitable playback facility.
5.7
The external moderation meeting
At the external moderation meeting the OCR Moderator will re-assess the portfolio evidence in the
sample to check it meets OCR’s requirements, and review the centre’s internal moderation
records.
On the basis of the sample, the OCR Moderator will reach either a ‘yes’ or ‘no’ decision for each
skill area.
Where the decision is ‘yes’ for a skill area, the standard of assessment for the skill area is
acceptable because:
•
The centre’s assessment decisions are agreed
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External Moderation
•
The centre’s IM system meets OCR requirements
•
Portfolio evidence is complete and meets OCR’s requirements.
The OCR Moderator will confirm the centre has Certification Claim Status (CCS) for that skill area
(for twelve months). The OCR Moderator may identify action for the centre to further improve
assessment and internal moderation.
Where the decision is ‘no’ for a skill area, the standard of assessment for the skill is
unacceptable because of one or more of the following:
•
Work does not meet the required standard
•
Assessment in the sample is inconsistent
•
The centre’s IM system does not meet OCR requirements
•
Some evidence is missing or has not been cross-referenced to the Evidence must show
that you can statements so cannot be found by the OCR Moderator
•
There is no evidence of assessment having taken place.
The OCR Moderator will provide feedback and identify action for the centre. The action must be
addressed by the centre and checked by an OCR Moderator at a separate meeting before CCS
can be awarded.
The OCR Moderator will complete a written report which will give feedback on both the
assessment decisions and the internal moderation process within the centre. The moderation
outcome for each skill area moderated will be recorded accurately on the front page of the report.
The Centre Report Form will be signed by the OCR Moderator and the centre’s internal moderator.
Examples of completed report forms for both Accreditation for Life and Living and National Skills
Profile are shown at the end of this section.
At the end of the meeting the OCR Moderator will return the sample of work and the internal
moderation records to the centre’s internal moderator and provide:
•
A copy of the Centre Report Form
•
A master Certificate Record Form
•
A Certification Record Summary Sheet.
The master Certificate Record Form will show which skill areas have been awarded Certificate
Claim Status. The centre will use this form to claim candidate certificates (see section 6).
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External Moderation
Sample Centre Report Form (Accreditation for Life and Living) Front Page
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23
External Moderation
Sample Centre Report Form (Accreditation for Life and Living) Back Page
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External Moderation
Sample Centre Report Form (National Skills Profile) Front Page
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External Moderation
Sample Centre Report Form (National Skills Profile) Back Page
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6
Certification
6.1
Certificates
On completion of assessment and quality assurance processes OCR will issue certificates and
control reports. On receipt of a valid certificate claim, OCR will issue:
•
a separate certificate for each skill area showing the skill area, module grade, number and
title achieved. For example:
Accreditation for Life and Living
Communication, Introductory grade, module 1, Respond to stimuli
National Skills Profile
Arts and Crafts, Third grade, module 1, Find out about the arts and crafts sector
•
a control report, listing all candidates in the batch and their achievement/s, for the centre to
retain for its records.
OCR aims to issue certificates within six working days of receipt of valid claims.
6.2
Claiming certificates
At the external moderation meeting, the OCR Moderator will issue the centre representative with a
master Certificate Record Form and a Certification Record Summary Sheet. Samples of both
forms are available at the end of this section.
The master Certificate Record Form will show which skill areas have been awarded Certificate
Claim Status. Centres will only be able to submit certificate claims for these skill areas.
In order to claim certificates the centre is required to:
•
photocopy the master Certificate Record Form (a copy will be needed for each candidate)
•
complete a photocopied Certificate Record Form for each candidate
•
complete a Certification Record Summary Sheet.
The completed Certificate Record Forms and the Certification Record Summary Sheet should be
sent to OCR Operations, Coventry.
For National Skills Profile, a certification fee is charged per candidate claim (regardless of the
number of skill area certificates issued). For Accreditation for Life and Living, a certification fee
is charged per module claimed.
6.3
Certificate ownership
An OCR certificate is, and remains the property of OCR, and it is issued on the following
conditions:
•
any alteration or defacement to a certificate renders it invalid and may result in its withdrawal
by OCR
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Certification
•
6.4
OCR has the right to request the return of any certificate at any time.
Distributing certificates
It is the responsibility of the centre to:
•
ensure that its candidates receive their certificates promptly
•
keep the certificates in a safe place until they are distributed
•
keep records of the receipt and issue of the certificates
Unclaimed certificates must be securely kept by the centre for at least 12 months from the date of
issue by OCR. After 12 months, the centre should return any unclaimed certificates to OCR
Operations, Coventry.
Please note that unclaimed certificates must not be destroyed by the centre.
6.5
Replacement certificates
If a replacement certificate is required a request must be made to OCR Operations on
024 76 470033. An application form with further instructions will be sent.
If the request is made within six months of the certificate issue date, replacements will be provided
free of charge. A fee is charged for replacement certificates that are more than six months old
from the date of issue.
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Certification
Sample Certificate Record Form (Accreditation for Life and Living)
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Certification
Sample Certificate Record Form (National Skills Profile)
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Certification
Sample Certification Record Summary Sheet (Accreditation for Life and Living)
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Certification
Sample Certification Record Summary Sheet (National Skills Profile)
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7
Scheme structure
7.1
Module format
The information contained in each module is structured in the same way. Each module contains
three distinct sections which are described below:
This module is about …
This section provides a summary of what the module is about.
Evidence must show that you can …
This section identifies what the candidate must do. Candidates are required to provide evidence to
prove that they have achieved each of the statements listed in this section.
Ideas for activities that may generate evidence
This section provides suggestions for assessment activities. It may also help to clarify the level of
demand and the depth and breadth of evidence that is required. It is intended as guidance only
and should not be viewed as either prescriptive or exhaustive. It may be particularly helpful for
tutors and assessors that are new to the scheme/s.
7.2
Accreditation for Life and Living
There are four key skill areas and six life and living skill areas:
Key skill areas
Life and Living skill areas
Communication
The Community
ICT
Creative Arts
Numeracy
The Environment
Personal skills
Home Management
Leisure
World of Work
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Scheme Structure
Each skill area contains five modules at two levels, introductory grade and first grade:
Communication module titles
Module no
Introductory grade
First grade
1
Respond to stimuli
Convey an experience to another
person
2
Respond in a one-to-one situation
Interact in a one-to-one situation
3
Respond in a group situation
Interact in a group situation
4
Recognise signs, symbols, pictures or
objects of reference during reading
activities
Recognise the meaning conveyed by
words, signs or symbols during reading
activities
5
Use a mark or symbol to convey
meaning during writing activities
Use words, signs or symbols to convey
meaning during writing activities
ICT module titles
Module no
Introductory grade
First grade
1
Respond to information and
communication technology (ICT)
Identify and use a range of information
and communication technology (ICT)
2
Explore information and communication
technology (ICT)
Identify and use information and
communication technology (ICT) to
source information
3
Explore information and communication
technology (ICT) purposefully
Use ICT to record information
4
Use ICT to enable communication
Use ICT to communicate
5
Explore creative technology
Identify and use a range of creative
information and communication
technology (ICT)
Numeracy module titles
Module no
Introductory grade
First grade
1
Recognise contrasting quantities
Recognise and use numbers 1-5
2
Recognise giving and receiving
situations
Recognise and use money in different
situations
3
Anticipate routine events
Recognise days of the week and
significant times of the day through
regular events
4
Sort objects by recognising similarity
Sort objects using a given criterion
5
Recognise differences in size
Use vocabulary to compare objects
directly
Personal skills module titles
Module no
Introductory grade
First grade
1
Recognise people
Demonstrate agreed codes of behaviour
2
Recognise routine events
Organise your environment to complete
a task
3
Recognise and communicate basic
personal needs
Identify and follow through personal
needs
4
Recognise your achievements
Identify your personal strengths
5
Respond to warnings, hazards or
dangers
Recognise safety signs, symbols
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Scheme Structure
The Community module titles
Module no
Introductory grade
First grade
1
Respond to community facilities
Explore and find out about community
facilities
2
Use a community facility over a period
of time
Select and use a community facility over
a period of time
3
Meet and respond to people in the
community
Meet and find out about people who
work to serve the community
4
Meet a community group
Maintain a link with another community
group
5
Participate in an activity to help others
Take part in a community project to help
others
Creative Arts module titles
Module no
Introductory grade
First grade
1
Explore and respond to creative
activities
Select and take part in a creative activity
as an individual over a period of time
2
Explore and respond to a new creative
activity
Select and take part in a new creative
activity over a period of time
3
Explore and respond to an activity that
links two creative arts
Select and take part in an activity that
links two creative arts over a period of
time
4
Take part in a group creative project
over a period of time
Select and take part in a group creative
project over a period of time
5
Take part in building a portfolio of your
creative work
Select and display your creative work
The Environment module titles
Module no
Introductory grade
First grade
1
Respond to your local environment
Explore and find out about your local
environment
2
Identify areas for improvement in your
environment
Identify and plan a project to improve
your environment
3
Maintain an area of your local
environment
Complete activities within a project to
improve your local environment
4
Explore and respond to local
environmental issues
Find out about a global environmental
issue
5
Respond to local environmental
schemes
Explore and find out about
environmental schemes
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Scheme Structure
Home Management module titles
Module no
Introductory grade
First grade
1
Use cooking skills
Select and use equipment for cooking
2
Prepare a drink and snack
Select and cook a simple meal
3
Use shopping facilities
Plan and carry out shopping activities
4
Take part in preparing food for an event
Select, plan and prepare food for an
event
5
Carry out household tasks
Complete household tasks using
appliances
Leisure module titles
Module no
Introductory grade
First grade
1
Recognise your leisure time
Identify your leisure time
2
Respond to leisure facility areas
Explore and find out about leisure
facilities
3
Take part in a leisure activity as an
individual over a period of time
Select and take part in a leisure activity
as an individual over a period of time
4
Take part in a group leisure activity over
a period of time
Select and take part in a group leisure
activity over a period of time
5
Respond to new leisure activities
Select and try new leisure activities
World of Work module titles
Module no
Introductory grade
First grade
1
Recognise the people that work in your
centre and the work that they do
Identify and find out about the work
people do in your centre
2
Recognise people who work in the wider
community and the work that they do
Identify and find out about the work
people do in the wider community
3
Recognise different workplaces
Explore and find out about different work
places
4
Take part in a work-related task
Identify and participate in a work-related
activity
5
Take part in a mini-enterprise project
Select and contribute to a mini-enterprise
project
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Scheme Structure
7.3
National Skills Profile
There are six essential skill areas and fifteen vocational skill areas:
Essential skill areas
Vocational skill areas
Communication
Animal Care
ICT
Arts and Crafts
Learning Skills
Care
Numeracy
Catering
Personal Skills
Floristry
Practical Work Skills
Hair and Beauty
Horticulture
Manufacturing
Media
Motor Vehicles
Office Practice
Performing Arts
Retail
Sport and Leisure
Travel and Tourism
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Scheme Structure
Communication module titles
First grade
Have a conversation
Second grade
3
Make requests and ask questions in
familiar situations
Provide personal information
Make requests and ask questions in
everyday situations
Provide personal information in writing
4
Read and understand short texts
5
Write words and phrases
Read and understand chronological and
instructional texts
Present written information
Use different reading techniques to
understand a variety of texts
Present written information using short
paragraphs
First grade
Interact with ICT for a purpose
Second grade
Third grade
Interact with and use ICT systems
Find information from ICT based sources
3
Identify and get information from an ICT
based source
Enter and edit simple information
Enter and edit text for a purpose
Find and use information from internet
sources
Enter and develop text for a purpose
4
Receive ICT based communication
Use ICT to communicate
Access and use email to communicate
5
Use creative software tools
Develop a composition using creative
software tools
Create, develop and present a composition
Second grade
Third grade
Develop an individual learning plan
2
First grade
Identify achievements and areas for
improvement
Use a given learning method
3
Ask questions to find out information
Use different sources of information
4
Identify key points from information
5
Label and store work
Identify and recall the key points from
information
Label, store and retrieve work
Module no
1
2
Take part in discussions
Third grade
Contribute to discussions and respond to
the views of others
Make requests and ask questions in a
variety of situations
Complete forms with personal information
ICT module titles
Module no
1
2
Interact with and use ICT for a purpose
Learning Skills module titles
Module no
1
38
Identify learning goals
Use different ways of learning
Use different ways of learning over a
period of time
Use different sources of information to
complete a project
Identify, recall and use the key points from
different written information sources
Organise written work
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Scheme Structure
Numeracy module titles
Second grade
1
First grade
Use whole numbers up to 10
2
Recognise and select coins and notes
3
Relate familiar events to time/day/season
Carry out calculations using coins and
notes
Read and record time: quarter hour/half
hour/hour/day/month/year
4
Sort and present numerical information
Collect and present numerical information
5
Use common measures to compare items
Estimate and measure
Module no
Use whole numbers up to 100
Third grade
Use whole numbers up to 1000
Use decimal notation when working with
money
Read and record time (five minute
intervals) and record appointments on a
calendar or in a diary
Collect, organise and present numerical
information
Select and use standard units and
measuring instruments
Practical Work Skills module titles
Module no
1
2
3
4
5
First grade
Get ready for the first day of your work
experience
Identify how to keep safe at your work
experience
Identify your rights at work
Carry out a routine task at your work
experience
Use indicators to find your way around an
unfamiliar building
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Second grade
Get ready for your work experience
Identify how to keep yourself and others
safe at your work experience
Identify your rights and responsibilities at
work
Carry out routine tasks at your work
experience
Use indicators to find your way around an
unfamiliar area
Third grade
Prepare for work experience
Identify health and safety measures at your
work experience
Identify rights and responsibilities in the
workplace
Carry out practical tasks at your work
experience
Use public transport independently
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Scheme Structure
Personal Skills module titles
Module no
1
First grade
Identify your local community
Second grade
2
Identify daily routine activities
3
Identify healthy lifestyle requirements
Identify and carry out weekly routine
activities
Identify own needs for a healthy lifestyle
4
Identify interpersonal skills that contribute
to positive relationships
Identify ways to keep safe in the
community
Identify strengths and weakness in your
interpersonal skills
Improve personal safety in public places
and on public transport
5
40
Identify individual responsibilities in the
community
Third grade
Agree and carry out a personal action plan
to increase your contribution to the
community
Agree and carry out a personal action plan
to complete a new personal goal
Agree and carry out a personal action plan
for a healthier lifestyle
Agree and carry out a personal action plan
to develop your interpersonal skills
Agree and carry out a personal action plan
to improve your personal safety in the
community
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Scheme Structure
Animal Care module titles
Module no
First grade
Second grade
Third grade
1
Find out about animal care
2
Select and find out about a job role in animal care
3
Assist with handling and moving animals
4
Prepare animal feed
5
Clean animal accommodation
Arts and Crafts module titles
Module no
First grade
Second grade
Third grade
1
Find out about the arts and crafts sector
2
Select and find out about a job role in the arts and crafts
sector
3
Design and plan an art/craft product
4
Make an art/craft product
5
Display and exhibit an art/craft product
Care module titles
Module no
First grade
Second grade
Third grade
1
Find out about care provision
2
Select and find out about a job role in care
3
Promote good personal hygiene in care
4
Carry out practical tasks in a care setting
5
Look after clients in a care setting
Catering module titles
Module no
First grade
Second grade
Third grade
1
Find out about catering
2
Select and find out about a job role in catering
3
Promote good personal hygiene in catering
4
Prepare to cook
5
Cook food for a meal
Floristry module titles
Module no
First grade
Second grade
Third grade
1
Find out about floristry
2
Select and find out about a job role in floristry
3
Carry out practical tasks in floristry
4
Arrange flowers
5
Look after customers in floristry
Hair and Beauty module titles
Module no
First grade
Second grade
Third grade
1
Find out about the hair and beauty industry
2
Select and find out about a job role in the hair and beauty
industry
3
Promote good personal hygiene in hair and beauty
4
Carry out practical tasks in hair and beauty
5
Look after clients in hair and beauty
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Scheme Structure
Horticulture module titles
Module no
First grade
Second grade
Third grade
1
Find out about horticulture
2
Select and find out about a job role in horticulture
3
Propagate plants
4
Prepare and plant
5
Care for young plants until maturity
Manufacturing module titles
Module no
First grade
Second grade
Third grade
1
Find out about manufacturing
2
Select and find out about a job role in manufacturing
3
Plan and prepare to manufacture a product
4
Work with others to manufacture a product
5
Check a manufactured product for compliance
Media module titles
Module no
First grade
Second grade
Third grade
1
Find out about the media industry
2
Select and find out about a job role in media
3
Produce and edit images for a media product
4
Record and edit material for a media product
5
Write and edit material for a media product
Motor Vehicles module titles
Module no
First grade
Second grade
Third grade
1
Find out about motor vehicle maintenance and repair
2
Select and find out about a job role in the motor vehicle
industry
3
Find out about vehicle layouts
4
Carry out practical tasks in motor vehicle maintenance
and repair
5
Carry out maintenance/safety checks on a motor vehicle
Office Practice module titles
Module no
First grade
Second grade
Third grade
1
Find out about office work
2
Select and find out about a job role in office work
3
Use office equipment
4
Carry out practical tasks in an office
5
Receive and assist visitors
Performing Arts module titles
Module no
First grade
Second grade
Third grade
1
Find out about performing arts
2
Select and find out about a job role in performing arts
3
Prepare for a performance
4
Take part in a performance
5
Review a live performance
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Scheme Structure
Retail module titles
Module no
First grade
Second grade
Third grade
1
Find out about retail
2
Select and find out about a job role in retail
3
Replenish stock
4
Process donated goods for resale
5
Look after customers in retail
Sport and Leisure module titles
Module no
First grade
Second grade
Third grade
1
Find out about sport and leisure
2
Select and find out about a job role in the sport and
leisure industry
3
Find out about local sports and leisure facilities
4
Carry out practical work tasks in sport/leisure
5
Plan and carry out a visit to use a sports or leisure facility
Travel and Tourism module titles
Module no
First grade
Second grade
Third grade
1
Find out about the travel and tourism industry
2
Select and find out about a job role in travel and tourism
3
Find out about accommodation in the travel and tourism
industry
4
Carry out practical tasks in travel and tourism/hospitality
5
Plan and carry out a visit to a local visitor attraction
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8
Administration Arrangements
This section provides an overview of the administration arrangements operating for these
schemes.
8.1
Overview of full process
Centre completes approval form
OCR issues approval letter
Centre carries out assessment of candidates’ work
(see section 3 of the Centre Handbook)
Centre internally moderates assessment decisions (see section 4 of the Centre Handbook)
Centre books moderation meeting (see section 5.3 of the Centre Handbook)
OCR confirms centre’s place at moderation meeting and provides details of the OCR Moderator
Centre sends the required paperwork to the OCR Moderator (see section 5.5 of the Centre Handbook)
External Moderator tells centre which candidates’ work has been identified for sampling
Centre prepares for moderation meeting (see section 5 of the Centre Handbook)
Centre attends moderation meeting, outcomes are confirmed and feedback is given to centre by the
OCR Moderator
Centre forwards certificate claims to OCR
OCR forwards a control report to centre, along with certificates for issue to candidates
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Administration Arrangements
8.2
How to gain centre approval
Complete the Centre Approval Form and return it to OCR Operations. A blank copy of this form is
provided at the end of this section for you to photocopy and use. Alternatively copies are available
on the OCR website or by calling the OCR Customer Contact Centre on 024 76 851509. Ask for
item code N053 (Accreditation for Life and Living) or item code N087 (National Skills Profile).
8.3
How to book a place at an external moderation meeting
External moderation meetings are arranged annually in May (Accreditation for Life and Living) and
June (National Skills Profile) and take place regionally.
It is the centre’s responsibility to book a place on an external moderation meeting. The dates and
venues for the annual meetings are available on the OCR website, www.ocr.org.uk, during
January, together with the meeting booking form. Centres are able to book a place on a meeting
(maximum of two places per centre) from January onwards by completing the booking form and
returning it electronically to OCR.
Following receipt of a completed booking form OCR will confirm the centre’s place at the meeting
and send a label with the OCR moderator’s address. The centre will use the address label to send
their completed paperwork to the OCR Moderator prior to attending the meeting (see section 5.5).
8.4
How to arrange an external moderation visit from an external
moderator
Centres that wish to arrange for an OCR Moderator to visit the centre to carry out external
moderation should contact OCR on 024 76 470033.
Please note:
•
The fee for a visit is £395.00
•
Up to three centres can share a centre moderation visit.
8.5
How to appeal against the outcome of external moderation
Centres can make a results enquiry to OCR against the outcome of external moderation. The
enquiry must be made in writing within two months of the date of external moderation.
A centre wishing to make a results enquiry should write to Results Enquiries at OCR Coventry.
Results Enquiry Fee
The fee for a results enquiry is £195.00. This fee will be refunded if the results enquiry is upheld.
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Administration Arrangements
Appeals
OCR will consider an appeal from a centre only if a relevant Results Enquiry service has been
completed. Any appeal must seek to demonstrate some failure of OCR in the assessment of the
centre. The appeal must be accompanied by full documentation, including possible further
evidence.
Centres are reminded that if they are making an appeal, all of the evidence relating to the subject
must be retained securely until all the appeals procedures have been completed.
The charges for appeals are as follows:
Stage 1 – There will be a charge in any case where further work is authorised at Stage 1, but no
amendments to results are made as a result of that work.
Stage 2 – There will be a further charge for any appeal which proceeds to Stage 2, which will not
be levied if the appeal is upheld.
There will be no charge for appeals against decisions of an OCR Committee (including the
Regulations Committee, in the case of Malpractice) or for appeals against decisions made by
members of OCR staff.
Centres will be invoiced once the appeals process has been completed.
OCR will consider an appeal only if the following conditions are met:
(i)
a relevant Results Enquiry service has been completed
(ii)
the appeal is submitted in writing by the Head of Centre or private candidate
(iii)
the appeal is submitted within 14 calendar days of the receipt of the outcome of the Results
Enquiry.
Appeals Procedure: Stage 1
Stage 1 will involve a review of the case by a senior member of OCR’s staff who has had no
previous involvement with the case. The purpose of the review is to decide whether, on the basis
of the written evidence, any further work relating to the appeal should be authorised (eg reassessment of portfolios).
The Head of Centre or private candidate will be notified in writing of the outcome of the review.
If the Head of Centre or private candidate remains dissatisfied, the case may, on written request by
the Head of Centre or private candidate within 14 calendar days of the outcome of Stage 1 being
notified, progress to Stage 2.
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Administration Arrangements
Appeals Procedure: Stage 2
Stage 2 involves the hearing of the case by the OCR Appeals Committee. The OCR Appeals
Committee will consider an appeal only if the following conditions are met:
(i)
the appeal is submitted in writing by the Head of Centre or private candidate
(ii)
the appeal is submitted within 14 calendar days of the receipt of the outcome of the Stage 1
appeal or any further work resulting from the appeal, whichever is the later.
Appellants have the right to present their case in person to the Appeals Committee.
Appellants will be notified in writing of the outcome of their appeal within 5 calendar days of the
hearing. A report of the hearing will be published within 4 weeks of the hearing. Consideration of
an appeal by the Appeals Committee concludes OCR’s procedures.
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Administration Arrangements
Centre Approval Form
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9
Supporting Documentation
9.1
Scheme documents
The following documents are available to download from the OCR website www.ocr.org.uk:
•
Assessment Record
For use by centre staff to record assessment decisions and the location of the evidence. An
assessment record is available for each module. An example of a completed assessment
record follows.
•
Observation Record
For use by observers/assessors to record observation of a candidate’s performance and to
record any questioning and/or discussion carried out during the observation. This record,
when completed, will form part of a candidate’s evidence. An example of a completed
observation record follows.
•
Internal Moderator’s Sampling Record
For use by centre staff to record the internal moderation sample and the sampling rationale.
An example of a completed sampling record follows.
•
Internal Moderator’s Report on Assessment Decisions
For use by the centre’s Internal Moderator/s to record feedback to assessors including
action/s for the assessor and confirmation that actions have been completed. An example of
a completed report follows.
•
External Moderation Candidate Form
For use by centre staff to list all the candidates being entered for external moderation. The
centre is required to send two copies of the completed form to the OCR Moderator at least
four weeks before the external moderation meeting/centre moderation visit. The OCR
moderator will use this list to select the sample for external moderation and return it to the
centre. An example of a completed form follows.
•
Frequently Asked Questions
Contains answers to questions raised by centres.
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Supporting Documentation
ACCREDITATION FOR LIFE AND LIVING
ASSESSMENT RECORD
Centre name
The Grange
Centre no
12345
Candidate name
Jodie Manley
Assessor name
Jane Davis
Skill area
The Community
Grade
Introductory
Module no and title
Module 1 Respond to community facilities
Evidence Record
Evidence must show that you can:
Evidence location
1. On two different days respond to a different community facility
Pages 2, 3, 5
2. Take part in recording:
a) the two different community facilities you visited
b) when you visited each facility
c) what you responded to in each facility
d) how you indicated your response/s
a) pages 2, 5
b) pages 2, 5
c) pages 3, 6
d) pages 3, 6
Assessment Decision
Assessment method/s used:
Observation
Examination of product/candidate’s work
Questioning of candidate
Assessment of the evidence for
this module confirms:
It is valid
It is authentic
It is sufficient
Feedback to candidate on evidence assessed:
☺
Well done Jodie!
During the theatre visit you used your PECS communication book very clearly and accurately to tell me which
areas of the theatre you enjoyed visiting. You clearly responded to the special effects whilst on the stage.
It was very clear that you want to re- visit the art gallery again – I think you enjoyed the quiet and atmosphere
there. Well done for using your communication book to indicate that you wanted to go back and touch the wood
sculptures again.
When we looked at the community visit photographs on the Smart Board you clearly remembered each visit and
made a clear decision about which one should be in your evidence portfolio.
I confirm that the candidate has met the requirements of the Evidence must show you can
statements for this module.
Assessor signature
Candidate signature
50
Jane Davis
Jodie Manley
Date 12/05/07
Date 13/05/07
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Supporting Documentation
NATIONAL SKILLS PROFILE
OBSERVATION RECORD
Centre name
Flowery Grange
Candidate name
Lily Canna
Observer name
Anne Assessor
Skill area
Horticulture
Module no and title
Module 4 - Prepare and plant
Date of observation
2 April 2007
Centre no
01234
Grade
3
Description of what was observed:
(Make clear the link between what was observed and the Evidence must show you can statements)
1. Lily filled a number of small flower pots with potting compost.
2. She carefully opened the packet of pumpkin seeds and emptied them into a saucer. She pushed
one seed into the compost in each pot and put the remaining seeds back into the packet.
3. She used the bench in the greenhouse and made sure that the compost did not spill onto the
ground whilst filling the pots.
4. She wore a pair of gardening gloves, an apron and a pair of stout shoes.
5. Lily opened the compost bag with a penknife which she closed after use and returned to her
tutor. She used a trowel to fill the pots and watered the pots with a watering can which she
had filled with sufficient water for the task.
6. Lily followed the instructions she had been given and completed the task to the required
standard..
Summary of observer questions and candidate responses (if questions asked):
Lily was asked why she had only half filled the watering can. She replied that it was too heavy
for her to manage when full and not much water was needed anyway as there were only ten pots.
Feedback to candidate:
(Indicate which of the Evidence must show you can statements have been achieved)
Well done Lily. All evidence requirements have been met. You will be able to complete this
module after Easter when we plant up hanging baskets for the summer sale.
I confirm that the candidate met the required standard.
Observer signature
Candidate signature
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Anne Assessor
2/04/2007
Date 4/04/2007
Date
51
Supporting Documentation
VALR2/H
Page
1 of 3
ACCREDITATION FOR LIFE AND LIVING
INTERNAL MODERATOR’S SAMPLING RECORD1
Centre name
Smith Designs
Internal Moderator name
Ann Moderator
Sampling period
From
1 December 2005
Centre no
06671
To
31 May 2006
Sampling rationale
1. In line with OCR’s minimum requirements, the sample includes all assessors in my team and, for each
assessor, all skill areas.
2. I have sampled more candidates from Steve Jones and Raj Ahmed as they are both inexperienced assessors.
In addition, for each candidate, I’ve sampled all the modules they’ve completed.
3. I have sampled more candidates from the Creative Arts skill area as this is a new skill area in our centre.
In addition, for each candidate, I’ve sampled all the modules they’ve completed.
4. As The Environment and Leisure have been assessed by experienced assessors, I have sampled only two of
the four modules completed by each candidate.
Assessor name 2
Skill area/s
Steve Jones (SJ)
Total no. of
candidates
No.
sampled
Communication
16
3
Personal Skills
16
4
Raj Ahmed (RA)
ICT
12
3
Emilie Sampari (ES)
Creative Arts
12
5
The Environment
12
1
Leisure
8
1
Sally Smith (SS)
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Supporting Documentation
NATIONAL SKILLS PROFILE
INTERNAL MODERATOR’S REPORT ON ASSESSMENT DECISIONS
Centre name and no
Smith Designs
Internal Moderator name (print)
Ann Moderator
Assessor name (print)
Emilie Sampari (ES)
06671
Assessor
decision
correct?
Y/N
Action
needed?
Y/N
Kate Barrow
Yes
Yes
Third
Nav Basu
Yes
Yes
4 and 5
Third
Lee Simms
Yes
Yes
Arts and Crafts
1 and 3
Third
Jo Smith
Yes
Yes
Arts and Crafts
4 and 5
Third
Sean McClean
Yes
Yes
Media
2 and 3
Third
Tanu Blair
Yes
Yes
Module no
Grade
Candidate name
Arts and Crafts
1 and 3
Third
Arts and Crafts
3 and 4
Arts and Crafts
Skill area
Feedback to assessor (including any action)
The feedback given to each candidate clearly identifies how their evidence meets the ‘Evidence must show you
can statements’ for each module. You’ve also annotated candidates’ evidence where appropriate to provide more
detailed feedback which is very motivating.
Action: I recommend that you keep a copy of the completed assessment records in a separate file in case a
candidate loses their portfolio (see section on Assessment in OCR’s Centre Handbook).
Internal Moderator signature
A Moderator
Date
16/02/06
Assessor signature
E Sampari
Date
17 Feb 06
Action taken by assessor (if applicable)
I’ve copied all assessment records completed so far and filed them in numerical order in
a file which I’ve titled Assessment Records.
Assessor signature
E Sampari
Date
27 Feb 06
Internal Moderator signature
A Moderator
Date
28/02/06
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Supporting Documentation
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10 Further Support And Information
10.1 General enquiries
The Customer Contact Centre offers support to centres and candidates as well as giving
information on OCR's products and services. For queries relating to any of our qualifications,
please contact the OCR Customer Contact Centre. We are open to take your calls between
8.00am and 5.30pm.
Customer Contact Centre (General)
This department is the first point of contact for all of OCR's customers regarding general
qualifications, including GCSE, A Level and AEA.
Telephone:
Fax:
Email:
01223 553 998
01223 552 627
general.qualifications@ocr.org.uk
Customer Contact Centre (Vocational)
This department is the first point of contact for all of OCR's customers regarding vocational
qualifications, including NVQs and CLAIT.
Telephone:
Fax:
Email:
02476 851 509
02476 421 944
vocational.qualifications@ocr.org.uk
Alternatively, you could visit OCR’s website at www.ocr.org.uk for further information on OCR
qualifications.
10.2 External moderation meeting booking queries
The dates and venues for the annual meetings are available on the OCR website at
www.ocr.org.uk during January, together with the meeting booking form.
If you have any queries about your external moderation meeting booking or wish to cancel your
place at a meeting, please contact our Business Administration Team on:
Telephone:
Email:
55
024 76 470033
allmoderationmeetings@ocr.org.uk (Accreditation for Life and Living)
nspmoderationmeetings@ocr.org.uk (National Skills Profile)
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Further Support and Information
10.3 Certification queries
If you have any queries about certification, please contact Operations Customer Support on 024 76
470033. All certificate claims should be returned to:
Operations
OCR
Progress House
Westwood Way
Coventry
CV4 8JQ
10.4 Results enquiries
Centres can make a results enquiry to OCR against the outcome of external moderation. The
enquiry must be made in writing within two months of the date of external moderation. Forms and
current fees can be obtained from:
Results Enquiries (Business Administration Team)
OCR
Progress House
Westwood Way
Coventry
CV4 8JQ
Telephone:
024 76 470033
10.5 Customer feedback
We welcome your comments, good and bad. They help us to improve our products and service
and to acknowledge staff who give good service. Please contact customerfeedback@ocr.org.uk
with your comments.
If, for any reason, you are dissatisfied with our service and want to write to us formally, please
address your letter to:
The Director of Quality and Standards
OCR
1 Hills Road
Cambridge
CB1 2EU.
We always encourage our customers to put their concerns in writing. This helps us to ensure that
all points are understood and are faithfully communicated to someone who can help you.
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Further Support and Information
10.6 OCR Training Events
Information on OCR’s training events for centres can be found on the OCR website by going to
www.ocr.org.uk or by contacting:
OCR Training
Coventry Office
Westwood Way
Coventry
CV4 8JQ
Telephone:
Fax:
Email:
024 76 496398
024 76 496399
training@ocr.org.uk
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