Feedback from Quality Network
Thursday 8 November Thistle Hotel
Food for Thought (2)
1. Can you suggest new and innovative ways of assessing practice in the revised HNC?
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Holistic and integrated assessment brought together by observed practice
HNC must ensure that candidates have experience across the sector and across age groups
Self assessment - as in the Care Inspectorate HMI
Video links recording (voice)
Peer assessment (more than 1 student in nursery)
Observe practice
Reflecting on practice/professional discussion
Forums
Sharing ideas
All Stakeholders - witness statements
Peer assessing
Variety of settings e.g. hospitals
Follow the SVQ assessment strategy. Work in partnership. Upskill college workforce
IV process is different in SVQ & HN.
Standardisation
Important to build partnerships to allow SVQ assessments to happen
Skype
Interactive on-line material (blended learning)
2. If there were to be shared units across the HN’s (Health, Social Care and Childcare) what
do you think these might be?
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Core units as in VQs – Development, rights, Communication & Reflective Practice
Children’s Rights Social Policy
Values & Principles
Professional Practice (including Communication with Others and participating in team
meetings
Sociology/Psychology
Health and Wellbeing
Reflective Practice Integrated working policy & practice legislation
Values & Principles
Children’s Rights
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Positive Partnerships
Integrated Services
Communication
Social Policy
Assessment of Needs
Safeguarding Unit
Units which match mandatory SVQ units
Health & Safety
Child Development
Child Protection Legislation
Working in partnership with VQ Training Providers
Perhaps not explicit – must be occupationally competent
3. How will the new policy landscape influence the HNC revision process?
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CYP Bill, Parent Strategy, Early Years Framework, Pre-Birth to 3, C of E, UNRC
More on collaboration working (with parents) needed in the programme
Covered by reading and writing, correcting spelling at this level can work out numbers
Through assessments, data collection, Independent research
To include: CYP Bill, Parent Strategy Early Years Framework, Pre-Birth to 3, C of E, UNRC
Personalisation & Choice allow relation to students learning
Wording of policy documents – ‘Models’
Frameworks[policies – Awareness of impact eg GIRFEC, C of E
E portfolios
Networks
New information required around
1) working with parents
2) 600 hours and changing roles may influence placement opportunities and
experience
Think “outside the box” be more creative not stuck in a rut
Government lead revised qualification. Policy & legislation will need to shape qualification
to ensure it is fit for purpose
4. Should the SVQ Assessment Strategy explicitly state what qualifications and length of
experience an Assessor and IV should have?
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Perhaps not explicit but must be occupationally competent
Length of service possibly not
Yes – should be really explicit and stated in assessment strategy
Qualified to same level or above and on SSC list (or other 3 nations)
Length of experience
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Length of experience - in practice or assessing ?
Need to specify the length of service of mentor in the centre
If you specify “need 2 year’s experience of assessing” how would they get that 2 years
May dilute the amount of EECC the students study
You would still tailor the programme to fit the students
Yes – to maintain standards
Suggested minimum?
Be specific to the requirements
Clear assessment strategy Yes, absolutely
Length of experience may not be appropriate
Qualifications are reliable
Not too explicit ok as it is
5.
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In relation to experience how “current” is “current”?
Currency – current at the time it is assessed not from start to finish of the award
CPD requirements are additional to currency
Currency is occupational competence it is crucial. EVs should look at this
Visiting students on placement, does that keep lecturers current?
Design descriptors which allow for currency
Mandatory number of hours per year
When experience is relevant to the job role
Good opportunities to get CPD – for lecturers/assessors and staff
More generic staff Child/Health/Social Care staff
Don’t’know
Need to review in 10 years to see if this has been effective
Make it easier to transfer from 1 sector to another
Placement supervisor consultations
If shared consistency is needed
CPD – Placement visit recognised as experience up-skilling
Define current
Currency linked to occupational competency
As long as CPD is up to date
Keep up to date NOW!!
6. The revised HNC in Early Years may include SVQ units – if this happens who do you think
should assess them?
 Qualified VQ assessors – assessing practice is very different to lecturing
 For HNC lecturers assessor competence could be gained through CPD linked to L& D units
 A professional suitably qualified person who has significant time with the learners in class.
Not just a person who assesses
 networking between Lecturers and SVQ Assessors (if shared)
 knowledge of both awards
 someone who has appropriate qualification and occupationally competent
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SVQ and HN units need to have the same SCQF levels/points
Must be people who have appropriate assessor awards (plus CPD)
Occupationally competent trained assessor
Experienced person with relevant current quality