Qualifications Update:Care
Qualifications Update:Care
• The Unit content is similar to the content of the current Care Higher. Units are:– Human Development and Behaviour (Psychology for Care)
– Social Influences (Sociology for Care)
– Values and Principles (V&P in Care)
• Units have more open and flexible learning contexts, making them suitable for a range of learning situations
• Outcomes are skills-based and provide flexibility by providing candidates choice of individual(s) to investigate for assessment
Key messages: UnitsKey messages: Units
• The Care Higher Course builds on good practice and combines the best aspects of the current Care Higher and Mental Health Care Higher Courses
• There is progression from National 5 Care Project in terms of the structure – no planning and evaluation stages
• Opportunities for personalisation and choice for learners provided by a choice of briefs for candidates undertaking the Course Assessment Project
Key messages: CourseKey messages: Course
• needs of individuals• human development at different stages of the lifespan• effects of life experiences • models of transition and loss• care planning process• positive care practice • role of legislation • sociological and psychological theories• social influences on individuals• relevance of sociological and psychological understanding
for care work
Topics that will be familiar to centresTopics that will be familiar to centres
The following will be new to centres delivering the current Care Higher :•having a choice of the amount and type of content to teach in topics such as:
– psychological theories – sociological theories
•topics such as:– explaining and analysing actions taken in society to improve the
life chances of individuals
•Preparing candidates for Course Assessment
Aspects that will be new to centresAspects that will be new to centres
Assessment Support Schedule 2013/14 Assessment Support Schedule 2013/14
Sept 13 CfE Update Letter
Oct 13 Unit Assessment Support (Package 1)
Feb 14 Unit Assessment Support (Package 2)
Feb 14 Higher Specimen Question Paper
Mar 14 Coursework General Assessment Information
Apr 14 Unit Assessment Support (Package 3)
May 14 Update Mandatory Documents
Jun 14 Update Unit Assessment Support
Care Unit Assessment
at Higher
Care Unit Assessment
at Higher
Unit assessment - recapUnit assessment - recap• Flexible and open Assessment Standards and Evidence
Requirements in Units
• Greater range of techniques and methodologies for assessment – encouraged
• Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments
• More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching
Unit Assessment Support purpose Unit Assessment Support purpose
As at National 5, Assessment Support will be provided which you can use to:
•Assess your candidates
•Adapt for your own assessment programmes
•Help you develop your own assessments
Unit Assessment Support at HigherUnit Assessment Support at Higher – key features – key features
• Valid from August 2014
• Complements and supports learning and teaching
• Assess competence against Unit Outcomes and Assessment Standards
• Designed to encourage professional judgment
• Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence
• Show range of approaches to generating assessment evidence
• Give information on the type of evidence which could be gathered
Unit assessment support Unit assessment support packages at Higher - approachespackages at Higher - approaches
Package 1 • Unit by Unit approach – discrete assessment
tasks for each UnitPackage 2 • Portfolio approach – naturally occurring
evidence Package 3 • Combined approach – groups Outcomes and
Assessment Standards from different Units
Assessment Support Package ExampleAssessment Support Package Example• Unit by Unit Approach: all 3 Units are provided • Look at Values and Principles Unit as an example of
the key aspects of the Care Higher UASPs:- Overview of Assessment section indicates the general
requirements for the Unit- Use the Judging Evidence Table for guidance on making
assessment judgements (column 3) and guidance notes for the specific assessment task (column 4)
- Re-assessment: for individual Assessment Standards, but in a new context
- Appendix 1: Instructions for candidates
Workshop AimsWorkshop Aims• To understand the assessment and evidence
requirements of the Unit Assessment Support for the Higher Units provided
• To consider a range of ways of generating evidence for the Higher Unit Assessment Support provided
Workshop TaskWorkshop TaskIn small groups of 2-3, choose one Unit to look at and discuss: •the assessment task in the Unit Assessment Support provided •how to generate evidence for the Unit Assessment Support provided•how to make assessment judgments for the Unit Assessment Support provided
CareHigher Course Assessment
CareHigher Course Assessment
Course Assessment at HigherCourse Assessment at Higher• Course Assessment at National 5, Higher and
Advanced Higher assesses Added Value
• Courses at Higher are normally assessed by one or two Components
• Courses at Higher are graded A – D, as at present
• Controlled Assessment of setting, conducting and marking
• For Care there is 1 Component – a Project
Higher Care ProjectHigher Care Project• The purpose of the project is to assess breadth
and application of mandatory skills, knowledge and understanding for the Course
• The project will require learners to apply knowledge and understanding gained from the Units in a new context, which is provided by a brief
• Learners will have a choice of briefs to investigate
Higher Care BriefsHigher Care Briefs• Each brief will be phrased as a question to
which the candidate has to respond by undertaking research and then presenting a written response, with a conclusion, in the form of a report.
• Examples of possible briefs include:– Should all care workers be qualified?– Is it always possible to create a positive care
environment?
Higher Care: Word Count and Time LimitHigher Care: Word Count and Time Limit Word Count•Currently - word counts for each stage of the Mental Health Care Higher. •Care Higher – word count around 4,500Time Limit•Currently - time limit for the writing up of 2 stages of the Mental Health Care Higher•Care Higher- no time limit will be given because the report will be produced in supervised, not controlled, conditions
Higher Care: Conditions of Higher Care: Conditions of AssessmentAssessment
The project:•will be carried out over a period of time and under supervision •is worth 100 marks•will be externally marked by SQA
Supervision and controlSupervision and controlThe project will be conducted under some supervision and control. This means that although candidates may complete part of the work outwith the learning and teaching setting, assessors should put in place processes for monitoring progress and ensuring that the work is the candidate’s own and that plagiarism has not taken place.
Examples of supervisionExamples of supervision ♦ regular checkpoint/progress meetings
with candidates ♦ short spot-check personal interviews ♦ checklists which record activity/progress ♦ photographs, film or audio evidence
Higher Care: Preparing for Course Higher Care: Preparing for Course AssessmentAssessment
• All knowledge and understanding underpinning the project will be covered within the units
• Opportunities will have to be provided to develop some skills not assessed within the Units, to prepare for Course Assessment eg:– Planning a big piece of work; time management– Report writing– Gathering and using references appropriately
Progression from National 5 Project: Progression from National 5 Project: Structure of ProjectStructure of Project
• National 5 has marks allocated to three sections:– Plan (10)– Responding to the brief (70)– Evaluation (20)
• Higher has all marks allocated to responding to the brief (100)
Progression from National 5 Project: Progression from National 5 Project: Format of the briefFormat of the brief
• National 5 brief:– Provides a choice of format - information booklet,
report – Is similar to the Units in that there has to be reference
to a specific individual
• Higher brief– Format is set as a written report– Provides a topic to reserach: moves away from having
to focus on an individual
Workshop 2: AimWorkshop 2: Aim
• To understand the requirements of Higher Course Assessments
• Materials provided:– FIOCA: Further Information on Course
Assessment– Draft list of prompts with mark allocation: still
under development
Workshop 2: TaskWorkshop 2: TaskFollowing on from your discussion in Workshop 1, and using the materials provided, discuss:•the requirements of the Higher Course Assessment •how these requirements build on the Higher Units•how these requirements build on National 5