Information updates and resources to support managers and employers to understand the changes to health and social care and children’s care, play, learning and development qualifications.
Changes to how qualifications are assessed
Changes have been made to how health and social care and children’s care, play, learning and development qualifications are assessed as a result of the Covid-19 pandemic. We've held online sessions to support managers, employers and learners understand these changes and how it may affect them.
Resources
The following resources can be used by those who were unable to attend the sessions or by those who wish to share the information.
The presentation slides and notes give detailed information on what the changes are, the use of expert witnesses and how to support this process. Presentations have been recorded and the videos will be available soon.
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Hello, my name is Karen Wakelin...
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..and I'm one of the Improvement
and Development managers...
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..at Social Care Wales.
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This presentation is going to take
you through adaptations made...
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..to the assessment of health
and social care qualifications.
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Most people will be aware
of the changes which were made...
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..for the achievement of GCSE
and A level qualifications...
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..but little was heard about
vocational qualifications.
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When Covid-19 hit in March 2020...
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..we were asked to work
with Qualifications Wales...
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..and the consortium, which is City
and Guilds and WJEC to consider...
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..short-term adaptations for the
assessment of qualifications.
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This was a particular issue for
learners undertaking courses...
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..within further education.
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We have all had more time
to consider the issues...
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..and the adaptations initially used
have now been refined.
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This presentation is going to focus
on adaptations...
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..for the Level 2 Health and Social
Care core qualification...
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..and the Level 2 and 3 Health and
Social Care practice qualifications.
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The new Level 4 and 5 qualifications
were only available...
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..from September 2020.
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We'll be looking at any adaptations
which may be needed...
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..for these later in the year.
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All of the adaptations described
today will apply...
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..to the older 'QCF' Diploma
qualifications...
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..if learners have not yet
completed these.
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Before we consider the assessment
adaptations...
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..I think it will be helpful
to recap...
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..on the assessment arrangements
in more 'normal' times.
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Learners may undertake
their qualifications...
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..either through FE college,
a work based learning provider...
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..or something called
an 'in-house' assessment centre.
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Whichever route is used,
the assessor is responsible...
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..for making the arrangements
for the learner to be assessed.
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The formal assessment is made up
of three case studies...
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..and a multi choice question test.
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These cover...
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..principles and values, health and
well-being, professional practice...
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..safeguarding
and health and safety.
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And learners can undertake either an
adults, children and young people...
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..or a combined pathway.
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There are a selection of scenarios
available for the case studies...
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..to reflect the range of roles
in the sector.
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The case studies can be
downloaded...
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..two weeks before the formal
assessment takes place.
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This gives workers time
to revise and prepare.
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The assessment then takes place...
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..in something called
'controlled conditions'.
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This differs across different
assessment centres...
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..but examples would be a quiet
office space, a classroom...
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..or a training room
with the assessor present.
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The worker has a number of questions
to answer on the case study...
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..based on the sections
that are being tested...
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..for example, safeguarding
and principles and values.
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They are able to take in
an A4 sheet of notes with them.
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If workers fail to achieve
the marks needed...
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..to pass the assessment,
they can undertake it again...
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..using the same case study,
but with different questions.
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Details about the total number
of times they can be retested...
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..for each case study is included in
the qualification specification...
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..which can be found on the health
and care learning website.
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Once workers have achieved
all three case studies...
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..they can undertake
the multi choice question test...
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..again,
under controlled conditions.
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This is an online test,
but it can be completed on paper...
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..if this is requested in advance.
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There are sample multi choice
questions tests, case studies...
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..and expected answers available...
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..on the Health and Care Learning
Wales website...
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..and these will help managers
and workers know what to expect.
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The assessor must make sure
the learners...
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..have had sufficient teaching
and learning provided to them...
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..to prepare adequately
for the assessment...
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..because we want to make sure
that they've got...
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..the very best possible
chance of passing.
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The workbooks developed for the
All Wales Induction Framework...
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..for Health and Social Care
can help with this...
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..because they've got case studies
and questions typical of those...
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..in the actual tests.
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They will discuss and agree
the learner's 'readiness'...
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..for assessment with both
the learner and their manager.
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More detailed information
on the content can be found...
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..on the Health and Care Learning
Wales website.
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You will find links on the notes
page of this presentation.
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Copies of the workbooks can be found
on the Induction Framework pages...
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..of the Social Care Wales website.
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So, what has changed?
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The number of assessments learners
needed to complete...
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..was temporarily reduced,
that is...
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..learners registered
before 31 August, 2020...
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..and who will complete
their qualification...
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..by 18 December, 2020,
only need to complete...
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..one case study
and a multi choice question...
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..or if they're doing the combined
pathway, two case studies...
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..and one multi choice
question test.
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In exceptional circumstances,
learners can complete...
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..either two case studies
for the single pathway...
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..or three case studies
for the combined pathway...
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..an no multi choice question test.
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This was put in place
to make sure that learners...
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..were not disadvantaged as a result
of Covid-19 restrictions...
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..particularly where assessment
centres had been closed.
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So, retaining integrity.
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It's really important
to ensure that...
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..whatever adaptations
are put in place...
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..the qualifications retain
their integrity.
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Therefore, City and Guilds and WJEC
have put measures in place...
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..to ensure all learners have
completed learning...
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..across all of the qualification,
and the assessor has carried out...
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..formative assessment to ensure
that the learner is ready...
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..for the formal assessment for
all parts of the qualification...
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..that is, the case studies and
multi choice question test.
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All learners registered
after 1 September...
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..or those who cannot complete
by 18 December...
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..must undertake
the full assessment process...
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..that is, all of the case studies
and the multi choice question test.
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This is because many centres
have now put things in place...
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..which ensure safe environments
for learners...
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..to complete their tests
under controlled conditions.
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The next slide is going to explore
what can happen...
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..if this is not the case.
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So, what if there are
further restrictions...
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..and learners cannot access
environments...
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..where assessments can take place
under controlled conditions?
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So, Option 1 -
the centre can reschedule...
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..if the length of delay
is up to 4 months.
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Option 2 - a learner can
undertake a remote verbal...
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..question and answer
for the case studies, if...
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..the centre is closed
for longer than 4 months...
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..the qualification is needed
for progression...
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..either, for the learner's course
or for their employment...
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..or the learner needs
to self-quarantine.
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There's also something called
remote invigilation.
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City and Guilds are undertaking
a pilot over the coming months...
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..so tests can take place
without the assessor...
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..being in the same physical space.
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Remote invigilation
will enable learners...
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..to complete online test sessions
in a one of two ways...
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..that is, live invigilation
or record and test...
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..away from their approved centre.
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A key element of the process
will be the authentication...
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..of the learner through key codes
and email addresses...
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..prior to the commencement
of the online test.
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This will reduce the need
for learners...
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..to complete their case studies
or multi choice question tests...
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..in the centre itself and
recording will be used...
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..to check the learner is not
using additional materials...
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..or resources to answer
the questions...
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..such as mobile phones
or text books etc.
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So, I'm going to talk about
the Level 2 and 3...
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..Health and Social Care Practice
qualifications now...
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..and the adaptations that have been
made for assessment of these.
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Again, we're going to recap
on the assessment arrangements...
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..in more 'normal' times
before we look at what has changed.
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So, for these qualifications...
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..the assessment would take place
over a period of 6 to 12 months...
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..and that would include...
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..a structured task which is made up
of a set of 4 plans...
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..which show how the learner
contributes to the support...
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..of an individual in their role.
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Each plan needs to have
a different focus...
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..that reflects the scope
of the role.
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The assessor then carries out
4 observations of the learner...
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..taking into consideration how they
prepare for and provide support.
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They will question the learner...
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..to sample their knowledge
and understanding.
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The plans are agreed between
the learner, the assessor...
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..and the manager to make sure
that they're suitable.
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The learner will also have
a portfolio of evidence...
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..that's not covered
by the structured task...
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..and they will complete a
reflective log of their practice...
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..during the assessment period.
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And then there's a final discussion
and that helps the assessor...
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..confirm or consolidate
any gaps in evidence.
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So, at Level 2,
areas which are considered...
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..across all of the assessment
activities are...
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..person-centred approaches,
rights-based approaches...
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..communication
and active participation.
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At Level 3,
areas that are considered...
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..across all of the assessment
activities are...
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..person or child-centred
approaches...
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..rights-based approaches,
active participation...
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..physical health and well-being,
mental health and well-being...
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..communication and personal,
social, emotional...
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..and behavioural support.
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So, what has changed?
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Observation of practice is central
to the assessment...
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..of the health and social care
practice qualifications.
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In exactly the same way as
for other professions...
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..for example, a nurse, a doctor
or a teacher...
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..observation of practice
is essential to confirm...
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..the competence needed to achieve
the qualification.
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In addition to the 4 observations
detailed on the last slide...
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..the new qualifications require
2 pre-assessment observations...
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..to confirm that a learner is ready
to undertake the formal assessment.
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As many care settings are not able
to support access to assessors...
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..as a result of Covid-19
restrictions and safety issues...
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..it has been agreed...
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..from September 2020
until June 2021...
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..where observations of practice
cannot take place...
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..a suitably experienced employer,
manager, or leader...
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..can undertake the role
of an expert witness.
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The expert witness will be expected
to observe the learner in practice.
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This will be followed by a remote
professional discussion...
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..between the assessor, learner
and the expert witness.
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The assessor will be able to ask
questions of both the learner...
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..and the expert witness to make
decisions of competency...
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..for achievement
of the qualification.
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The expert witness is really being
the eyes and the ears...
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..of the assessor for those
observations.
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The assessor will be responsible
for making the final judgement...
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..and would triangulate evidence
from across the assessment tasks...
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..for example, looking at
the reflective log, the portfolio...
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..looking at the expert witness
testimonies...
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..and the professional discussion to
make sure that they all correlate.
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There is some criteria which is set
for expert witnesses...
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..and they must...
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..have a working knowledge
of the qualification or the units...
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..for which
they are giving testimony.
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They need to be occupationally
competent...
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..in their area of expertise
to at least the same level...
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..of the qualification
or the units...
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..for which they are providing
testimony.
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And, they must have either
any qualification...
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..in assessment of workplace
performance...
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..or a professional work role
which involves evaluating...
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..the everyday practice of staff.
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City and Guilds will provide
training for expert witnesses.
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The assessor must provide
through guidance...
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..as to what they need to be looking
for throughout the observation...
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..and how this will be recorded.
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Learning providers are expected
to work...
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..in partnership with employers and
they are also asked to consider...
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..if observations can take place...
235
00:13:38,560 --> 00:13:42,040
..allocating assessors
to specific employment settings...
236
00:13:42,080 --> 00:13:45,040
..with an attempt to keep
the number of assessors...
237
00:13:45,080 --> 00:13:47,040
..to a minimum to reduce footfall.
238
00:13:47,080 --> 00:13:50,240
Separating activities around
planning, reviewing...
239
00:13:50,280 --> 00:13:53,520
..and progress checks
that can be completed remotely.
240
00:13:53,560 --> 00:13:56,320
Opportunities to access
the service setting...
241
00:13:56,360 --> 00:13:59,920
..can then prioritise observational
assessment activities.
242
00:14:01,040 --> 00:14:04,120
Capturing the capabilities
of all within a setting...
243
00:14:04,160 --> 00:14:06,520
..to support assessment,
for example...
244
00:14:06,560 --> 00:14:10,320
..using work-based assessors
that might not have been engaged...
245
00:14:10,360 --> 00:14:12,000
..in that role for some time.
246
00:14:12,440 --> 00:14:16,160
Making use of outdoor environments
for outside observation...
247
00:14:16,200 --> 00:14:18,440
..where possible and appropriate.
248
00:14:19,240 --> 00:14:22,760
All of the adaptations will be
reviewed in June 2021.
249
00:14:22,800 --> 00:14:26,520
If some of these have been
successful, they may be retained.
250
00:14:27,240 --> 00:14:30,880
And, as I mentioned at the beginning
of this presentation...
251
00:14:30,920 --> 00:14:34,760
..the same adaptations are applied
to the older qualifications...
252
00:14:34,800 --> 00:14:39,440
..as well, for example, 'QCF'
level 2, 3 and 5 diplomas...
253
00:14:39,480 --> 00:14:41,240
..for health and social care
254
00:14:45,240 --> 00:14:46,920
So, just to finish off...
255
00:14:46,960 --> 00:14:50,680
..and to recap on some top tips
for supporting observations...
256
00:14:50,720 --> 00:14:52,240
..as an employer.
257
00:14:52,640 --> 00:14:55,120
Where outdoor activities
are happening...
258
00:14:55,160 --> 00:14:57,840
..use these opportunities
for observation.
259
00:14:58,840 --> 00:15:02,280
Maybe, select activities which
would need to be observed...
260
00:15:02,320 --> 00:15:05,360
..to confer competence
within a role, for example...
261
00:15:05,400 --> 00:15:09,040
..administration of medication,
moving and positioning etc.
262
00:15:10,040 --> 00:15:13,920
Negotiate agreement with assessors
for them to maybe spend...
263
00:15:13,960 --> 00:15:17,440
..block number of days at the
setting, with some time spent...
264
00:15:17,480 --> 00:15:21,240
..undertaking observations
and the rest engaging in practice...
265
00:15:21,280 --> 00:15:23,240
..as a means of updating
their CPD.
266
00:15:23,280 --> 00:15:26,760
They could then be counted
as an additional member of staff...
267
00:15:26,800 --> 00:15:29,760
..for the period of time
on placement at the setting.
268
00:15:29,800 --> 00:15:33,680
Work with the employer assessor
to undertake the risk assessment...
269
00:15:33,720 --> 00:15:35,680
..and measures to mitigate these.
270
00:15:35,720 --> 00:15:39,560
Some employers may be able to
arrange redeployment of assessors...
271
00:15:39,600 --> 00:15:43,360
..for a period of time where they
have in-house assessment centres.
272
00:15:43,400 --> 00:15:46,960
And, only have the assessor
in the setting for observations.
273
00:15:47,000 --> 00:15:50,160
Do all of the planning etc.
using digital technology.
274
00:15:50,640 --> 00:15:54,240
If you have any feedback on this
process, please let us know.
275
00:15:54,280 --> 00:15:56,600
Thank you very much for listening.
-
00:00:01,000 --> 00:00:04,360
Hello and welcome to this
presentation today.
2
00:00:07,840 --> 00:00:11,400
We're going to be talking about
adaptations to assessments...
3
00:00:11,440 --> 00:00:14,600
..of qualifications, but firstly,
we need to look at...
4
00:00:14,640 --> 00:00:17,120
..why these modifications
have been made.
5
00:00:17,160 --> 00:00:20,440
Most people will be aware
of the changes which were made...
6
00:00:20,480 --> 00:00:23,960
..for the achievement of GCSEs
and A level qualifications...
7
00:00:24,000 --> 00:00:27,880
..but little will have been heard
about vocational qualifications.
8
00:00:27,920 --> 00:00:31,760
When Covid-19 hit in March 2020, as
like all the GCSEs and A levels...
9
00:00:31,800 --> 00:00:34,840
..we were asked to work with
Qualifications Wales...
10
00:00:34,880 --> 00:00:38,360
..and the consortium, City and
Guilds and WJEC to consider...
11
00:00:38,400 --> 00:00:42,360
..short-term modifications to the
assessment of qualifications...
12
00:00:42,400 --> 00:00:45,080
..to allow students to complete
their studies.
13
00:00:45,120 --> 00:00:46,360
As you can imagine...
14
00:00:46,400 --> 00:00:49,560
..this was an extremely stressful
time for students...
15
00:00:49,600 --> 00:00:52,960
..worrying if they would be able
to complete their studies.
16
00:00:53,000 --> 00:00:56,840
So we needed to make sure that no
student was negatively impacted...
17
00:00:56,880 --> 00:00:58,360
..due to Covid.
18
00:00:58,400 --> 00:01:01,800
So we put in place some interim
measures and solutions.
19
00:01:02,600 --> 00:01:06,800
Unfortunately, as you know,
with continued disruption...
20
00:01:06,840 --> 00:01:09,480
..we now need to look at
longer term solutions.
21
00:01:09,520 --> 00:01:13,000
We've had more time to consider
the issues and adaptations...
22
00:01:13,040 --> 00:01:15,720
..initially implemented
back in the summer...
23
00:01:15,760 --> 00:01:18,400
..and have now been refined
and extended.
24
00:01:18,800 --> 00:01:21,160
So, in this presentation...
25
00:01:21,200 --> 00:01:25,000
..we will be looking at the
following qualifications...
26
00:01:26,800 --> 00:01:31,000
..Level 2 Core and Level 3 CCPLD...
27
00:01:31,040 --> 00:01:33,320
..qualifications and adaptations.
28
00:01:44,480 --> 00:01:49,000
So, firstly, looking at the level 2
core qualification.
29
00:01:49,800 --> 00:01:53,960
The CCPLD Core has five sections -
health and well-being...
30
00:01:54,000 --> 00:01:58,440
..professional practice,
safeguarding and health and safety.
31
00:01:59,800 --> 00:02:01,920
You may or may not be aware...
32
00:02:01,960 --> 00:02:05,400
..it's aligned to the early years
induction framework.
33
00:02:05,800 --> 00:02:08,760
So, how is this core qualification
assessed?
34
00:02:09,800 --> 00:02:13,040
The formal assessment is made up
of three case studies...
35
00:02:13,080 --> 00:02:15,600
..and a multi choice question test.
36
00:02:15,640 --> 00:02:19,040
Case study 1 is based on the
principles and values...
37
00:02:19,080 --> 00:02:22,320
..of children, care, play, learning
and development...
38
00:02:22,360 --> 00:02:24,120
..and health and well-being.
39
00:02:24,160 --> 00:02:27,520
Case study 2 is again, based on the
principles and values...
40
00:02:27,560 --> 00:02:31,600
..and professional practices of the
early years and childcare worker.
41
00:02:31,640 --> 00:02:36,320
Case study 3 is again, based on the
principles and values...
42
00:02:36,360 --> 00:02:38,920
..and also safeguarding children.
43
00:02:41,000 --> 00:02:45,320
The multi choice question task is
based on all of the sections...
44
00:02:45,360 --> 00:02:47,040
..and is 75 minutes long.
45
00:02:48,200 --> 00:02:51,640
So, the case studies can be
downloaded two weeks...
46
00:02:51,680 --> 00:02:54,520
..before the formal assessment
takes place...
47
00:02:54,560 --> 00:02:58,200
..and this will give workers
the time to revise and prepare.
48
00:02:58,800 --> 00:03:02,440
The assessment then, takes place
in controlled conditions.
49
00:03:02,480 --> 00:03:05,600
This differs across different
assessment centres...
50
00:03:05,640 --> 00:03:09,800
..when an example would be a quiet
office space or a classroom.
51
00:03:09,840 --> 00:03:12,800
It wouldn't be appropriate
in a busy office.
52
00:03:14,400 --> 00:03:17,280
So the worker has a number
of questions to answer...
53
00:03:17,320 --> 00:03:20,960
..on the case study based on the
sections that they are covering.
54
00:03:21,000 --> 00:03:22,920
For example, safeguarding.
55
00:03:22,960 --> 00:03:25,960
They are able to take an A4 sheet
of notes with them...
56
00:03:26,000 --> 00:03:29,520
..and they are given 60 minutes
to complete the task...
57
00:03:29,560 --> 00:03:33,800
..but they can't have
any completed answers.
58
00:03:34,600 --> 00:03:38,680
If workers fail to achieve the marks
needed to pass the assessment...
59
00:03:38,720 --> 00:03:42,080
..they can undertake it again,
using the same case study...
60
00:03:42,120 --> 00:03:44,560
..but they will have different
questions.
61
00:03:44,600 --> 00:03:47,480
Further details about the total
number of times...
62
00:03:47,520 --> 00:03:49,680
..they can be retested
is included...
63
00:03:49,720 --> 00:03:52,200
..in the Qualifications
Specification...
64
00:03:52,240 --> 00:03:56,200
..and these can be found on the
health and care learning website.
65
00:03:58,000 --> 00:04:01,320
So, once workers have achieved
all three case studies...
66
00:04:01,360 --> 00:04:04,560
..they can undertake
the multi choice question test.
67
00:04:05,400 --> 00:04:09,800
This is an online test that, if
needs be, can be completed on paper.
68
00:04:09,840 --> 00:04:12,480
But it needs to be requested
in advance.
69
00:04:12,520 --> 00:04:15,680
There are lots of sample
multi choice question tests...
70
00:04:15,720 --> 00:04:19,360
..case studies and expected answers
to help both the manager...
71
00:04:19,400 --> 00:04:22,760
..and the workers, so they know what
to expect, and again...
72
00:04:22,800 --> 00:04:25,800
..these are on the health and care
learning website.
73
00:04:26,600 --> 00:04:29,960
It's the job of the assessor to make
sure that the learner...
74
00:04:30,000 --> 00:04:32,680
..has had sufficient teaching
and learning...
75
00:04:32,720 --> 00:04:36,200
..so that they're adequately
prepared for the assessment...
76
00:04:36,240 --> 00:04:39,680
..to make sure they have the best
possible chance of passing.
77
00:04:39,720 --> 00:04:43,200
The workbooks developed for
the early years and childcare...
78
00:04:43,240 --> 00:04:46,520
..in the All Wales Induction
Framework can help with this.
79
00:04:46,560 --> 00:04:50,200
The assessor will discuss and agree
the learner's readiness...
80
00:04:50,240 --> 00:04:53,480
..for assessment, with both the
learner and the manager.
81
00:04:53,520 --> 00:04:57,200
It is really important that
everybody participates in that.
82
00:04:57,600 --> 00:05:03,600
So, you may have learners or workers
on the old QCF qualification.
83
00:05:03,640 --> 00:05:07,320
It is still the assessor who is
responsible for the assessment...
84
00:05:07,360 --> 00:05:10,000
..of the learner
and making the judgement.
85
00:05:14,160 --> 00:05:19,360
So, the level 2 qualification -
what has changed?
86
00:05:20,800 --> 00:05:24,640
These adaptations have been agreed
because of Covid-19.
87
00:05:24,680 --> 00:05:27,960
So the number of assessments
learners need to complete...
88
00:05:28,000 --> 00:05:29,880
..has been reduced temporarily.
89
00:05:29,920 --> 00:05:34,800
Learners registered before
31 August, will need to complete...
90
00:05:34,840 --> 00:05:37,760
..the qualification by 18 December.
91
00:05:37,800 --> 00:05:41,000
They will need to complete
one case study...
92
00:05:41,040 --> 00:05:43,400
..and one multi choice
questionnaire.
93
00:05:43,600 --> 00:05:47,840
In exceptional circumstances,
they can do two case studies...
94
00:05:47,880 --> 00:05:50,600
..and no multi choice questions.
95
00:05:51,800 --> 00:05:55,240
And this was put in place
to ensure that learners...
96
00:05:55,280 --> 00:05:59,200
..were not disadvantaged as a result
of Covid-19 restrictions...
97
00:05:59,240 --> 00:06:02,800
..particularly where assessment
centres have been closed.
98
00:06:06,400 --> 00:06:10,800
So, we've talked about those
who started before August.
99
00:06:10,840 --> 00:06:15,080
The Level 2 qualification for those
registered after 1 September.
100
00:06:15,120 --> 00:06:18,280
All learners registered
after 1 September...
101
00:06:18,320 --> 00:06:23,400
..or those who cannot complete
by 18 December must undertake...
102
00:06:23,440 --> 00:06:25,280
..the full assessment process.
103
00:06:25,320 --> 00:06:29,080
They have to do all the case studies
and the multi choice questions.
104
00:06:30,200 --> 00:06:33,480
Many centres have put things
in place which will ensure...
105
00:06:33,520 --> 00:06:37,000
..safe environments for learners
to complete their tasks...
106
00:06:37,040 --> 00:06:39,000
..under controlled conditions.
107
00:06:39,200 --> 00:06:42,760
In the next slide, we'll be talking
about what can happen...
108
00:06:42,800 --> 00:06:44,360
..if this is not the case.
109
00:06:44,720 --> 00:06:47,160
What if there are further
restrictions...
110
00:06:47,200 --> 00:06:49,800
..and learners cannot access
environments?
111
00:06:49,840 --> 00:06:54,040
For example, the two week firebreak
we've just had.
112
00:06:54,080 --> 00:06:57,800
Option 1 - the centre can reschedule
if the length of the delay...
113
00:06:57,840 --> 00:06:59,400
..is up to four months.
114
00:06:59,440 --> 00:07:03,960
Option 2 - they can do remote verbal
question and answer for case study.
115
00:07:04,800 --> 00:07:08,160
But the centre must be closed
for longer than four months...
116
00:07:08,200 --> 00:07:11,440
..and the qualification must be
needed for progression.
117
00:07:11,480 --> 00:07:15,360
For example, employment
or for a further course.
118
00:07:16,600 --> 00:07:20,200
Or, finally, because the learner
needs to self quarantine.
119
00:07:21,400 --> 00:07:25,640
We're also looking at the
possibility of remote invigilation.
120
00:07:25,680 --> 00:07:29,840
City and Guilds are going to pilot
this over the coming months.
121
00:07:29,880 --> 00:07:32,920
This will reduce the need
for learners to complete...
122
00:07:32,960 --> 00:07:37,200
..their case studies or multi choice
questions at centres themselves.
123
00:07:37,240 --> 00:07:40,600
Recordings will be used to check
the learner is not using...
124
00:07:40,640 --> 00:07:44,320
..additional materials or resources
to answer the questions...
125
00:07:44,360 --> 00:07:46,320
..for example, mobile phones.
126
00:07:50,400 --> 00:07:55,720
So, I think what we're trying to say
is that it's really important...
127
00:07:55,760 --> 00:07:58,440
..that we retain integrity
of qualifications.
128
00:07:58,480 --> 00:08:01,640
It's important to ensure that
whatever adaptations...
129
00:08:01,680 --> 00:08:03,200
..are put in place...
130
00:08:03,240 --> 00:08:05,920
..the qualifications retain
their integrity.
131
00:08:05,960 --> 00:08:09,200
Therefore, City and Guilds have put
measures in place...
132
00:08:09,240 --> 00:08:12,280
..to ensure all learners
have completed learning...
133
00:08:12,320 --> 00:08:15,560
..across all of the qualifications
and the assessors...
134
00:08:15,600 --> 00:08:18,960
..have carried out formative
assessment to ensure that...
135
00:08:19,000 --> 00:08:21,840
..the learner is ready
for the formal assessment.
136
00:08:21,880 --> 00:08:25,840
We need to make absolutely sure that
core skills have been attained...
137
00:08:25,880 --> 00:08:28,720
..and knowledge has been embedded
into practice.
138
00:08:28,760 --> 00:08:30,440
We cannot compromise on this.
139
00:08:30,480 --> 00:08:34,360
We need to make sure that we have
a highly skilled, safe, competent...
140
00:08:34,400 --> 00:08:37,480
..qualified workforce,
working with our children.
141
00:08:41,120 --> 00:08:45,600
So, how are the level 2 and 3
practice qualifications assessed?
142
00:08:45,640 --> 00:08:48,800
Again, we will recap on the
assessment arrangements...
143
00:08:49,840 --> 00:08:51,360
..in more normal times.
144
00:08:51,400 --> 00:08:55,400
Assessment takes place
over a period of 6 to 12 months.
145
00:08:55,800 --> 00:08:59,360
The assessor will carry out
a minimum of four observations.
146
00:08:59,400 --> 00:09:03,720
The plans are agreed between the
learner, assessor and manager.
147
00:09:05,000 --> 00:09:10,560
A portfolio of evidence,
a reflective log of practice...
148
00:09:10,600 --> 00:09:14,600
..and a final discussion
which helps the assessor confirm...
149
00:09:14,640 --> 00:09:17,000
..or consolidate any gaps
in knowledge.
150
00:09:18,600 --> 00:09:21,760
During these assessments,
the learner must show...
151
00:09:21,800 --> 00:09:25,280
..how they support a child
during a period of transition.
152
00:09:26,800 --> 00:09:30,960
Support an opportunity
in an outside environment...
153
00:09:31,000 --> 00:09:32,800
..and an inside environment.
154
00:09:34,000 --> 00:09:37,680
Support a child with an experience
that is non routine...
155
00:09:37,720 --> 00:09:40,680
..and support a child
on a one-to-one basis.
156
00:09:42,000 --> 00:09:47,000
And they also need to make sure
that they support an opportunity...
157
00:09:47,040 --> 00:09:49,400
..that involves more than one child.
158
00:09:50,800 --> 00:09:54,640
Full details of the assessment
requirements can be found, again...
159
00:09:54,680 --> 00:09:57,400
..on the health and care
learning website.
160
00:09:57,800 --> 00:10:02,440
In relation to the level 3 CCPLD
practice qualifications...
161
00:10:02,480 --> 00:10:05,920
..assessment takes place over
a period of 6 to 12 months...
162
00:10:05,960 --> 00:10:09,800
..and the learner is required
to complete four observations...
163
00:10:09,840 --> 00:10:12,600
..of children within a real work
environment.
164
00:10:12,800 --> 00:10:16,480
In addition to this, the learner
must evaluate and reflect...
165
00:10:16,520 --> 00:10:20,680
..on the learning development, play,
health and well-being of children.
166
00:10:20,720 --> 00:10:23,800
They need to plan and deliver
four opportunities...
167
00:10:24,400 --> 00:10:27,440
..that cover physical health,
communication...
168
00:10:27,480 --> 00:10:30,840
..language and literacy,
cognitive, personal, social...
169
00:10:30,880 --> 00:10:32,520
..and emotional behaviour.
170
00:10:32,560 --> 00:10:35,840
The assessor will question
the learner to make sure...
171
00:10:35,880 --> 00:10:38,800
..and sample their knowledge
and understanding.
172
00:10:39,800 --> 00:10:43,800
Plans will be developed and agreed
between the learner, assessor...
173
00:10:43,840 --> 00:10:46,560
..and manager to ensure
that they are suitable.
174
00:10:46,600 --> 00:10:50,360
In addition, the learner will
produce a portfolio of evidence...
175
00:10:50,400 --> 00:10:54,640
..a reflective log and a final
professional discussion...
176
00:10:54,680 --> 00:10:58,120
..and this will help the assessor
confirm or consolidate...
177
00:10:58,160 --> 00:10:59,800
..any gaps in knowledge.
178
00:11:05,520 --> 00:11:09,080
So, in relation to the level 2 and 3
practice qualifications...
179
00:11:09,120 --> 00:11:10,600
..what's changed?
180
00:11:10,640 --> 00:11:13,800
As we've said, observation
of practice is essential...
181
00:11:13,840 --> 00:11:16,680
..to the assessment of the CCPLD
qualifications.
182
00:11:16,720 --> 00:11:20,200
We need to make sure that we have
a professional, qualified...
183
00:11:20,240 --> 00:11:21,760
..and competent staff.
184
00:11:21,800 --> 00:11:24,840
As many childcare settings
are not able to support...
185
00:11:24,880 --> 00:11:28,440
..access to assessors as a result
of Covid-19 restrictions...
186
00:11:28,480 --> 00:11:30,000
..and safety issues.
187
00:11:30,040 --> 00:11:32,720
It has been agreed from September
until 2021...
188
00:11:32,760 --> 00:11:35,200
..where observation
cannot take place...
189
00:11:35,240 --> 00:11:39,280
..a suitably experienced employer
or leader can undertake the role...
190
00:11:39,320 --> 00:11:40,840
..of an expert witness.
191
00:11:40,880 --> 00:11:44,920
The expert witness will be expected
to observe the learner in practice.
192
00:11:44,960 --> 00:11:48,440
This will be followed by
a remote professional discussion...
193
00:11:48,480 --> 00:11:51,520
..between the assessor, learner
and expert witness.
194
00:11:51,560 --> 00:11:54,040
They'll be the eyes and ears
of the assessor.
195
00:11:54,080 --> 00:11:58,200
The assessor will be able to ask
questions about the learner...
196
00:11:58,240 --> 00:12:02,640
..and expert witness to make
decisions of competency...
197
00:12:02,680 --> 00:12:05,600
..for the achievement
of the qualifications.
198
00:12:06,200 --> 00:12:09,680
So, who will be the expert
witnesses?
199
00:12:10,200 --> 00:12:11,720
As I said earlier...
200
00:12:11,760 --> 00:12:15,600
..the expert witness will be a
suitably employed manager or leader.
201
00:12:15,640 --> 00:12:19,120
They must have a working knowledge
of the qualifications...
202
00:12:19,160 --> 00:12:22,040
..or the units for which
they're giving testimony.
203
00:12:22,080 --> 00:12:24,520
They need to occupationally
competent...
204
00:12:24,560 --> 00:12:27,800
..in their area of expertise
to at least the same level...
205
00:12:27,840 --> 00:12:31,800
..as the qualifications for which
they're providing testimony.
206
00:12:31,840 --> 00:12:34,960
They can have either
a qualification assessment...
207
00:12:35,000 --> 00:12:38,280
..or workplace performance
or professional work role...
208
00:12:38,320 --> 00:12:42,000
..which involves evaluating
the everyday practice of staff.
209
00:12:44,600 --> 00:12:47,560
We need to be clear they are
providing a testimony...
210
00:12:47,600 --> 00:12:49,240
..and not a judgement.
211
00:12:49,600 --> 00:12:52,680
And, as I said previously,
this will be followed...
212
00:12:52,720 --> 00:12:56,280
..by a remote professional
discussion between the learner...
213
00:12:56,320 --> 00:12:58,400
..the manager and the assessor.
214
00:12:59,000 --> 00:13:01,640
The assessor is therefore
responsible...
215
00:13:01,680 --> 00:13:03,760
..for making
the final judgement...
216
00:13:03,800 --> 00:13:07,800
..and will triangulate evidence
from across the assessment tasks.
217
00:13:08,200 --> 00:13:11,000
So, how will the expert witness
be supported?
218
00:13:11,040 --> 00:13:14,600
Expert witnesses must be provided
with induction training...
219
00:13:14,640 --> 00:13:17,520
..and ongoing support
from the learning provider.
220
00:13:17,560 --> 00:13:20,240
The learning providers
are expected to work...
221
00:13:20,280 --> 00:13:24,120
..in partnership with employers,
and are also asked to consider...
222
00:13:24,160 --> 00:13:27,400
..if observations can take place,
then they must do that.
223
00:13:27,440 --> 00:13:30,280
They need to think about
allocating assessors...
224
00:13:30,320 --> 00:13:33,800
..to specific employment settings
with an attempt to keep...
225
00:13:33,840 --> 00:13:37,200
..the number of assessors
to a minimum, to reduce footfall.
226
00:13:37,240 --> 00:13:40,520
We need to separate activities
around planning review...
227
00:13:40,560 --> 00:13:42,120
..and progress checks.
228
00:13:43,200 --> 00:13:46,480
We need to look at capturing
the capabilities of all...
229
00:13:46,520 --> 00:13:49,800
..within a setting to support
assessment, for example...
230
00:13:49,840 --> 00:13:51,400
..work based assessors.
231
00:13:51,440 --> 00:13:54,000
And making use of the outdoor
environment...
232
00:13:54,040 --> 00:13:58,000
..for outside observations,
where possible, and appropriate.
233
00:14:07,800 --> 00:14:11,440
That was a whistle tour of all
the adaptations that we've made...
234
00:14:11,480 --> 00:14:14,040
..to the core and the level 2 and 3.
235
00:14:14,080 --> 00:14:15,840
Thank you for your time.
236
00:14:15,880 --> 00:14:16,880
Diolch.
Supporting work placements
We've held online sessions introducing the new work placement guide to support employers, learning providers and learners. The sessions also highlighted the importance of placements and how they can be used.
Resources
The following resources can be used by those who were unable to attend the sessions or by those who wish to share the information.
The introduction to the work placement guidance - presentation includes checklists and templates that can be used to support work placements. The presentation was recorded and the video will be available soon.
-
00:00:02,000 --> 00:00:03,960
Hello, my name is Karen Wakelin...
2
00:00:04,000 --> 00:00:07,480
..and I'm one of the Improvement
and Development managers...
3
00:00:07,520 --> 00:00:09,000
..at Social Care Wales.
4
00:00:09,040 --> 00:00:12,880
This presentation is going to take
you briefly through a tool kit...
5
00:00:12,920 --> 00:00:14,880
..we have developed to support...
6
00:00:14,920 --> 00:00:17,560
..successful work placement
opportunities.
7
00:00:20,200 --> 00:00:24,240
Health, social care, playwork, early
years and childcare services...
8
00:00:24,280 --> 00:00:28,240
..are all about making a positive
difference to the lives of others...
9
00:00:28,280 --> 00:00:30,520
..with a huge range of roles
available.
10
00:00:30,560 --> 00:00:33,080
This makes it
a highly rewarding career.
11
00:00:34,000 --> 00:00:38,120
Experience of work in these services
is crucial to bridge the gap...
12
00:00:38,160 --> 00:00:41,240
..between education or training
and the world of work.
13
00:00:42,000 --> 00:00:45,160
At its best,
it can open people's eyes to jobs...
14
00:00:45,200 --> 00:00:48,440
..they had never thought of,
inform career decisions...
15
00:00:48,480 --> 00:00:52,240
..and provide valuable work
experience for job applications...
16
00:00:52,280 --> 00:00:54,520
..and entry to higher education.
17
00:00:55,800 --> 00:00:57,960
As employers,
you may be wondering...
18
00:00:58,000 --> 00:01:01,880
..why we are promoting opportunities
for work placement at a time...
19
00:01:01,920 --> 00:01:05,400
..when you are facing the biggest
challenges to our health...
20
00:01:05,440 --> 00:01:08,600
..social care and childcare services
in living memory.
21
00:01:09,600 --> 00:01:13,160
Many of you may have watched
Rhod Gilbert's work experience...
22
00:01:13,200 --> 00:01:14,680
..in a care home.
23
00:01:14,720 --> 00:01:18,360
This programme did so much to raise
the profile of social care...
24
00:01:18,400 --> 00:01:20,960
..and the perception
of what the job is about.
25
00:01:21,000 --> 00:01:23,680
A few of Rhod's quotes
from the programme are...
26
00:01:23,720 --> 00:01:25,600
"Low skilled, says who?
27
00:01:25,800 --> 00:01:29,720
"If we valued our carers
even 1% as much as we should...
28
00:01:29,760 --> 00:01:32,600
"..it would be the most rewarding
job you could do.
29
00:01:34,000 --> 00:01:36,240
"It's been a privilege
and an honour...
30
00:01:36,280 --> 00:01:40,080
"..and one of the toughest
experiences, but one of the best.
31
00:01:41,600 --> 00:01:44,800
"I came into it expecting it
to be tough, and it is tough.
32
00:01:44,840 --> 00:01:47,960
"I didn't expect it
to be this happy, this joyful.
33
00:01:48,400 --> 00:01:50,760
"I didn't expect it
to be this rewarding".
34
00:01:51,800 --> 00:01:55,440
We need to find a way to keep
attracting people into the sector...
35
00:01:55,480 --> 00:01:57,720
..but as a valued career
of choice...
36
00:01:57,760 --> 00:02:00,400
..not because nothing else
is available.
37
00:02:02,200 --> 00:02:05,440
We have developed a tool kit
which we hope will help you...
38
00:02:05,480 --> 00:02:09,360
..make work placement a positive
experience for you as employers...
39
00:02:09,400 --> 00:02:12,080
..for the individuals
who use your services...
40
00:02:12,120 --> 00:02:16,080
..and for the person coming in
to experience work in your setting.
41
00:02:19,800 --> 00:02:22,560
So, what is work placement
and who needs it?
42
00:02:23,800 --> 00:02:27,640
Experience of work through placement
in health, social care...
43
00:02:27,680 --> 00:02:30,720
..playwork or early years
and childcare settings...
44
00:02:30,760 --> 00:02:33,600
..may be used for many reasons,
for example...
45
00:02:34,000 --> 00:02:38,080
..employers who want to invest in
and support the development...
46
00:02:38,120 --> 00:02:42,040
..of the future workforce,
motivating and inspiring people...
47
00:02:42,080 --> 00:02:43,640
..to work in the sector.
48
00:02:44,600 --> 00:02:48,440
..for pupils and students, people
looking for a change in career...
49
00:02:48,480 --> 00:02:52,080
..or those returning to work
to explore job opportunities...
50
00:02:52,120 --> 00:02:55,360
..build confidence and develop
knowledge and skills...
51
00:02:55,400 --> 00:02:58,080
..which prepare them for work
in the sectors...
52
00:02:58,600 --> 00:03:01,840
...for learners undertaking
formal qualifications...
53
00:03:01,880 --> 00:03:06,480
..through FE colleges, higher
education institutes, schools...
54
00:03:06,520 --> 00:03:10,880
..or other learning providers, to
apply knowledge and understanding...
55
00:03:10,920 --> 00:03:14,000
..gained through study
in a practical environment...
56
00:03:14,040 --> 00:03:17,200
..and develop the skills needed
to achieve competence.
57
00:03:18,760 --> 00:03:21,040
So, what are the benefits
for employers?
58
00:03:21,800 --> 00:03:25,040
Offering work placement
opportunities can bring you...
59
00:03:25,080 --> 00:03:26,640
..a wealth of benefits.
60
00:03:26,800 --> 00:03:30,280
Tapping into a potential pool
of workers and contributing...
61
00:03:30,320 --> 00:03:33,000
..to the development
of the next generation...
62
00:03:33,040 --> 00:03:34,920
..of a highly skilled workforce.
63
00:03:37,000 --> 00:03:40,080
Learning from feedback and
reflection of learners...
64
00:03:40,120 --> 00:03:41,720
..to improve your service.
65
00:03:42,600 --> 00:03:45,960
Routinely reviewing standards
and practices to ensure...
66
00:03:46,000 --> 00:03:48,280
..they are up to date
and of good quality.
67
00:03:49,600 --> 00:03:53,440
Promoting the value of the sectors,
the range of roles available...
68
00:03:53,480 --> 00:03:57,520
..and motivating people to work in
health, social care or childcare...
69
00:03:57,560 --> 00:03:59,080
..as a career of choice.
70
00:03:59,800 --> 00:04:02,680
Promoting your own service
and what it has to offer.
71
00:04:03,800 --> 00:04:07,080
And, supporting the development
of your own workforce...
72
00:04:07,120 --> 00:04:08,600
..through mentoring.
73
00:04:10,600 --> 00:04:14,360
So, this slide and the next one
are just a screen shot, really...
74
00:04:14,400 --> 00:04:17,200
..of the work placement guide
on our website...
75
00:04:17,240 --> 00:04:20,200
..so you know what to look for
when you're there.
76
00:04:24,800 --> 00:04:28,600
So, for ease of use, the guide has
been divided into three parts...
77
00:04:29,200 --> 00:04:32,480
..employers, learning providers
and learners.
78
00:04:33,000 --> 00:04:35,480
Each part contains the same
information...
79
00:04:35,520 --> 00:04:38,000
..which has been tailored
for the audience.
80
00:04:38,040 --> 00:04:41,600
You may want to look at the
information provided to learners...
81
00:04:41,640 --> 00:04:44,000
..as well as the part
developed for you...
82
00:04:44,040 --> 00:04:47,800
..as this will help you understand
expectations they may have.
83
00:04:51,200 --> 00:04:55,000
Each part has seven sections
providing detailed information...
84
00:04:55,040 --> 00:04:57,600
..from how to prepare
for work placements...
85
00:04:57,640 --> 00:05:00,480
..to providing feedback
when they have finished.
86
00:05:00,520 --> 00:05:03,200
We're going to look
at each of these sections...
87
00:05:03,240 --> 00:05:05,000
..in a little more detail next.
88
00:05:08,400 --> 00:05:09,800
Section 1.
89
00:05:11,600 --> 00:05:13,600
The benefits of work placement.
90
00:05:14,000 --> 00:05:17,680
As already outlined, offering work
placement opportunities...
91
00:05:17,720 --> 00:05:19,600
..can bring a wealth of benefits.
92
00:05:19,640 --> 00:05:23,280
Working in the sectors can be both
rewarding and challenging.
93
00:05:23,320 --> 00:05:27,000
It gives learners an opportunity
to try out and learn on the job...
94
00:05:27,040 --> 00:05:30,600
..and promote the value of the
sectors, and motivate people...
95
00:05:30,640 --> 00:05:32,880
..to work with you
as a career of choice.
96
00:05:32,920 --> 00:05:35,960
They can also give you
an opportunity to reflect on...
97
00:05:36,000 --> 00:05:38,960
..the practice at your work
setting and make sure...
98
00:05:39,000 --> 00:05:41,880
..your standards are up to date
and of good quality.
99
00:05:44,200 --> 00:05:45,600
Section 2.
100
00:05:45,640 --> 00:05:47,560
Preparing for work placement.
101
00:05:47,600 --> 00:05:51,560
Preparing for work placements is one
of the most important aspects...
102
00:05:51,600 --> 00:05:53,680
..of offering these opportunities.
103
00:05:53,720 --> 00:05:57,000
Being clear about the types
of activities learners can...
104
00:05:57,040 --> 00:06:01,200
..and cannot be involved in, can
remove the risk of misconceptions.
105
00:06:01,600 --> 00:06:05,040
Providing information which helps
learners understand...
106
00:06:05,080 --> 00:06:08,440
..what is expected of them
and what they can expect of you...
107
00:06:08,480 --> 00:06:12,600
..will support a smooth process
and positive placement experience.
108
00:06:14,600 --> 00:06:16,000
Section 3.
109
00:06:16,040 --> 00:06:19,120
Getting the most out of work
placement opportunities.
110
00:06:19,800 --> 00:06:22,560
Investment in work placement
opportunities...
111
00:06:22,600 --> 00:06:25,560
..will take careful planning
and it is important...
112
00:06:25,600 --> 00:06:29,080
..you are able to maximise the
benefits for your work setting.
113
00:06:29,600 --> 00:06:33,240
You may want to offer the learner
a chance to visit the setting...
114
00:06:33,280 --> 00:06:35,240
..before their placement starts.
115
00:06:35,280 --> 00:06:37,520
This will help them know
what to expect.
116
00:06:37,560 --> 00:06:40,040
You may also want to conduct
an interview...
117
00:06:40,080 --> 00:06:42,120
..to see whether they are suitable.
118
00:06:42,160 --> 00:06:44,600
If it is difficult to do this
face to face...
119
00:06:44,640 --> 00:06:47,080
..as a result of Covid-19
restrictions...
120
00:06:47,120 --> 00:06:51,160
..think about giving them a digital
guided tour with opportunities...
121
00:06:51,200 --> 00:06:53,040
..to say hello to other workers.
122
00:06:53,080 --> 00:06:55,640
Each person's learning needs
will differ...
123
00:06:55,680 --> 00:06:59,520
..depending on their reason for
undertaking the work placement...
124
00:06:59,560 --> 00:07:02,720
..for example, gaining a vocational
qualification...
125
00:07:02,760 --> 00:07:06,560
..or a taster for young people
in school, or building the skills...
126
00:07:06,600 --> 00:07:10,280
..and confidence of those looking
for employment in your sector.
127
00:07:10,320 --> 00:07:13,360
It is important to be clear
about their objectives...
128
00:07:13,400 --> 00:07:16,640
..and what you can offer to make
sure there is a good match.
129
00:07:16,680 --> 00:07:19,560
There are a number of things
you should consider...
130
00:07:19,600 --> 00:07:22,480
..and we have provided a checklist
which will help.
131
00:07:22,520 --> 00:07:25,760
One of the most important
is the allocation of a mentor...
132
00:07:25,800 --> 00:07:28,480
..who will be available
to support a learner...
133
00:07:28,520 --> 00:07:31,200
..for the duration
of their placement with you.
134
00:07:31,240 --> 00:07:34,680
The mentor can support by making
sure the learner is clear...
135
00:07:34,720 --> 00:07:37,400
..about expectations,
providing feedback...
136
00:07:37,440 --> 00:07:39,600
..reassurance and encouragement.
137
00:07:41,600 --> 00:07:43,000
Section 4.
138
00:07:44,000 --> 00:07:47,680
This section provides important
information on regulations...
139
00:07:47,720 --> 00:07:51,600
..standards and legislation you must
meet, such as safeguarding...
140
00:07:51,640 --> 00:07:55,400
..health and safety and data
protection and confidentiality.
141
00:07:57,200 --> 00:07:58,600
Section 5.
142
00:07:59,800 --> 00:08:02,880
Where learners are undertaking
placement with you...
143
00:08:02,920 --> 00:08:05,360
..as part of a course
or qualifications...
144
00:08:05,400 --> 00:08:07,840
..there will be specific
requirements...
145
00:08:07,880 --> 00:08:10,760
..they will need to meet
to develop their practice.
146
00:08:10,800 --> 00:08:14,080
It is important for you to talk
to the learning provider...
147
00:08:14,120 --> 00:08:17,680
..arranging the work placement
to make sure you can provide...
148
00:08:17,720 --> 00:08:21,080
..sufficient opportunities
for the learner to develop...
149
00:08:21,120 --> 00:08:23,200
..and have their practice assessed.
150
00:08:23,240 --> 00:08:25,400
Section 6 - Providing Feedback.
151
00:08:25,640 --> 00:08:28,360
Robust, constructive
and clear feedback...
152
00:08:28,400 --> 00:08:32,720
..can help learners develop and also
provide an opportunity for you...
153
00:08:32,760 --> 00:08:35,600
..as an employer to reflect
on your practice.
154
00:08:35,800 --> 00:08:39,280
We've provided a template
which will help you think about...
155
00:08:39,320 --> 00:08:40,920
..the best way to do this.
156
00:08:41,200 --> 00:08:44,760
Unfortunately, there may be times
where you need to provide...
157
00:08:44,800 --> 00:08:48,440
..negative feedback if you are
concerned about the practice...
158
00:08:48,480 --> 00:08:52,160
..behaviour or the suitability
of learners to work in the sector.
159
00:08:52,200 --> 00:08:55,760
Make sure you have agreed processes
for reporting concerns...
160
00:08:55,800 --> 00:09:00,080
..to the learning provider including
stopping the placement if necessary.
161
00:09:01,600 --> 00:09:03,000
Section 7.
162
00:09:03,040 --> 00:09:06,600
This section contains a number
of templates for checklists...
163
00:09:06,640 --> 00:09:09,920
..and placement agreements
which you might find helpful.
164
00:09:13,800 --> 00:09:16,840
Top tips for making placements
'Covid safe'.
165
00:09:17,600 --> 00:09:21,080
A Covid risk assessment
should be completed for anyone...
166
00:09:21,120 --> 00:09:22,960
..coming on placement with you.
167
00:09:23,000 --> 00:09:26,840
Think about what you would do if you
had a brand new member of staff...
168
00:09:26,880 --> 00:09:30,120
..starting with you,
and apply the same expectations...
169
00:09:30,160 --> 00:09:31,840
..to learners on placement.
170
00:09:32,000 --> 00:09:34,160
Other things to consider are...
171
00:09:34,600 --> 00:09:38,360
..having pre-placement training
to make sure they understand...
172
00:09:38,400 --> 00:09:42,120
..how they must behave in the
setting such as social distancing...
173
00:09:42,160 --> 00:09:44,000
..hand washing and the use of PPE.
174
00:09:44,040 --> 00:09:47,120
..having block placements available
for students...
175
00:09:47,160 --> 00:09:51,000
..completing qualifications, instead
of a couple of days a week...
176
00:09:51,040 --> 00:09:53,800
..just to reduce footfall
through your setting.
177
00:09:53,840 --> 00:09:56,400
..using standard health
questionnaires...
178
00:09:56,440 --> 00:09:59,080
..for example,
has the person experienced...
179
00:09:59,120 --> 00:10:02,080
..or been in contact with anyone
who has symptoms...
180
00:10:02,120 --> 00:10:04,800
..or tested positive,
have they been abroad...
181
00:10:04,840 --> 00:10:07,680
..or into a high risk area
in the last 14 days etc...
182
00:10:07,720 --> 00:10:09,760
..and taking their temperature...
183
00:10:09,800 --> 00:10:12,240
..before they enter
the building each day.
184
00:10:12,280 --> 00:10:15,920
..think about any risks associated
with tasks or activities...
185
00:10:15,960 --> 00:10:19,440
..they may be undertaking
whilst on placement and make sure...
186
00:10:19,480 --> 00:10:23,160
..that these are low risk rather
than high risk, wherever possible.
187
00:10:24,800 --> 00:10:28,040
If you want to advertise
placement opportunities...
188
00:10:28,080 --> 00:10:31,760
..in your work setting, Wecare Wales
is developing a function...
189
00:10:31,800 --> 00:10:34,560
..which can be used
to let learning providers...
190
00:10:34,600 --> 00:10:36,480
..and learners know about these.
191
00:10:36,520 --> 00:10:39,360
If you decide to offer placement
opportunities...
192
00:10:39,400 --> 00:10:41,720
..please share
your experiences with us.
193
00:10:41,760 --> 00:10:44,440
We are keen to include employer
testimonials...
194
00:10:44,480 --> 00:10:48,080
..and real life case studies which
will bring this tool kit to life.
195
00:10:48,200 --> 00:10:49,880
Thank you for listening.
New Level 4 and Level 5 qualifications
In September 2020 new Level 4 and Level 5 qualifications in health and social care and children’s care, play, learning and development were made available. We've held online sessions giving information on the structure, size, assessment and content of the new qualifications as well as who should complete them.
Resources
The following resources can be used by those who were unable to attend the sessions or by those who wish to share the information. Presentations have been recorded and the videos will be available soon.
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Hello, my name is Karen Wakelin...
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..and I'm one of the Improvement
and Development managers...
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..for Social Care Wales.
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This presentation is going to take
you through the new level 4 and 5...
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..qualifications for health
and social care...
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..and the impact of these
on registration...
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..as a social care manager.
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Level 4 Health and Social Care
professional practice qualification.
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This qualification has been designed
for those workers...
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..who wish to develop
a level of expertise...
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..in a particular area of practice -
they may include team leaders...
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..or practice leaders.
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The content of the qualification
can be found...
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..in the Qualification Specification
and the way it will be assessed...
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..can be found
in the Assessment Pack.
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Both of these can be found on Health
and Care Learning Wales website.
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A minimum of 62 credits must be
achieved for this qualification.
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The size of the pathway units
vary a little...
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..and some learners might need
slightly more credits than this.
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There are two mandatory units
in the qualification...
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The first is 'Legislation, theories
and models of person...
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..or child-centred practice',
and that's a knowledge only unit.
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The second is Professional practice
and that's a practice unit.
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And there are a range of optional
or pathway units.
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Learners will select one of these.
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The pathway units are...
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..leading practice with individuals
living with dementia...
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..individuals living
with mental ill health...
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..individuals with learning
disability and/or autism...
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..children and young people
who are looked after...
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..disabled children
and young people...
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..families and carers...
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..leading support for reducing
restrictive practices...
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..through positive approaches
for behaviour support.
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The first mandatory unit in the
qualification is the same...
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..as one of three mandatory
units in the level 4...
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..preparing for leadership
and management qualification...
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..and we're going to talk about this
in the next slide.
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This allows an element of
transferability should learners...
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..wish to develop as a manager
at a later date.
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The assessment of the qualification
is made up of...
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..structured tasks which are set
by the awarding body...
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..and these include evaluation
of practice to improve outcomes...
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..for individuals,
the implementation of a plan...
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..to improve practice
in the setting...
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..and observation of that
implementation.
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That includes...
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..a reflective log...
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..a porfolio of evidence...
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..and a professional discussion.
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Each of the assessment tasks
for the qualification...
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..will be released incrementally
by the assessor.
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This makes sure that they are
completed sequentially.
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The length of time it takes to
complete will therefore depend...
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..on the speed at which the learner
moves through the tasks.
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The qualification can be funded...
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..through the Apprenticeship
Framework and learners can choose...
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..to complete it on its own
or alongside the level 4...
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..Preparing for Leadership
and Management...
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..in Health and Social Care.
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All learners using apprenticeship
funding must complete...
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..essential skills qualifications
as well.
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Only one pathway unit can be
completed for the qualification...
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..but the content of any of the
units can be used to inform...
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..continued professional
development.
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Learners must be
at least 18 years of age...
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..to undertake the qualification,
they must also be in a role...
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..where they can provide evidence
of practice at this level.
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There are also some other level 4
qualifications, for advocacy...
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..shared lives and the social
services practitioner.
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These qualifications
have been developed...
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..for specific functional areas.
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The assessment will be similar to
that of the other qualifications...
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..but with a stronger focus
on the functions of the role.
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We will be running separate events
for these qualifications...
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..as they are role specific.
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The Level 4 Preparing for leadership
and management...
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..in health and social care
qualification.
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This 60 credit qualification
has been developed...
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..for aspiring managers.
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It is based on the
University of South Wales...
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..'Step up to management'
qualification...
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..and provides learners with the
knowledge and understanding...
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..needed to undertake
a management role...
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..and progress on to the level 5
practice qualification.
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It is a pre-requisite for the level
5 leadership and management...
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..of health and social care practice
qualification...
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..and will be needed for
registration along with...
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..enrolment on, or completion of,
the new level 5 qualification.
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The qualification is made up of
three knowledge only units...
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The first is legislation, theories
and models of person...
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..or child-centred practice.
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That's also in the professional
practice qualification...
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..that we just looked at.
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Theoretical frameworks for
leadership and management...
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..in health and social care.
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Leadership and management of
effective team performance...
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..in health and social care
services.
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Each unit has a combination of
written and oral assessments...
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..and these are set
by the awarding body.
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Again, the content of the
qualification can be found...
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..in the Qualification Specification
and the way it can be assessed...
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..is found in the Assessment Pack.
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They are accessed on the Health
and Care Learning Wales website.
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The qualification can also
be funded...
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..through the Apprenticeship
Framework and completed...
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..alongside either the level 4
Professional Practice...
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..qualification or the level 5...
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..Leadership and Management
qualification.
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The minimum age for undertaking
this qualification is 18.
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Okay, so we're going to talk next
about the Level 5...
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..Leadership and management
qualification...
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..in Health and Social Care.
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Learners will have needed
to have completed either...
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..the Level 4 Preparing for
leadership and management...
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..or the
University of South Wales...
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..Step up to management
qualification prior to starting...
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..the level 5 qualification.
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This qualification requires learners
to put the knowledge...
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..they have learned in the Level 4
qualification into practice...
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..and learners must be in a role
where they can show...
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..that they meet the requirements.
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The 120 credit qualification
is made up...
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..of 90 credits mandatory content
and 30 credits from optional units.
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The 90 credits cover generic aspects
of the leadership and management...
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..of social care services,
including...
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..person or child-centred practice,
effective team performance...
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..quality of service delivery,
professional practice...
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..safeguarding
and health and safety.
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It will be a requirement for
registration for new managers...
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..to either hold this
or be enrolled on it.
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Those enrolled on the qualification
must complete it within 3 years...
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..of their date of registration
as a manager.
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The assessment of the qualification
is made up of...
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..a business project based
on an opportunity for a new...
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..or revised provision within
the service or organisation...
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..to improve service delivery,
and that would include observation.
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It includes a reflective log,
a portfolio of evidence...
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..and again,
a professional discussion.
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The content of the qualification,
again, can be found...
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..in the Qualification Specification
and the assessment...
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..in the Assessment Pack...
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..on the Health and Care
Learning Wales website.
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The qualification can be funded...
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..through the Apprenticeship
Framework.
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The minimum age
for completion is 18.
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So, the next slide is a screenshot,
really, of our website.
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We have a Qualification Framework
for social care...
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..and regulated childcare
and this can be used...
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..to see which qualification
is required for different roles.
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It is located on the 'Find a
qualification' tab on our website...
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..as shown on the screen.
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It is an interactive framework
which can be used to drill down...
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..from service areas into roles,
and then the qualifications needed.
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The example on screen here shows
care home services for adults...
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..and you can click on
any of those job roles...
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..and it will tell you the
qualifications which are needed.
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So the next two slides are the same
screenshots in Welsh.
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The Qualification framework
sets out the requirements...
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..and recommendations
for qualifications...
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..for a wide range of roles.
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It's an interactive tool
and sets out a number of things.
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So, the current qualification
accepted sets out...
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..the current qualifications
that are accepted for practice...
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..and whether there are any
registration requirements...
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..for a particular role.
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The section for other requirements
sets out...
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..any additional requirements
set by others...
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..for example, service regulators.
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The section for other qualifications
sets out any other current...
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..or older qualifications
that are accepted for practice...
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..for example the QCF diplomas
or NVQ qualifications.
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The section for other UK
qualifications sets out...
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..any UK qualifications
which are accepted for practice...
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..along with any top ups
that may be needed.
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The induction requirements set out
any specific...
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..induction requirements and,
where relevant, links to...
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..the All Wales Induction Framework.
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PRTL - Post Registration Training
and Learning sets out...
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..any additional learning needed
for a particular role...
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..usually for registration.
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The Qualification framework can be
accessed on our website.
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The link to it is in the notes page.
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So, what's needed for registration?
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The qualifications required for each
role for registration are listed...
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..on the Qualification Framework.
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Sometimes, managers may hold
a similar qualification...
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..to one of those listed,
for example...
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..Level 5 Diploma in Leadership of
Health and Social Care Services...
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..Adult Management, but they want
to work in a different role...
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..perhaps in care home services
where they would need...
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..a Level 5 Diploma in Leadership of
Health and Social Care Services...
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..Adult Residential Management.
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Another example would be someone
coming to work in Wales...
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..from another UK nation.
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In the past, managers would have
been able to 'top up'...
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..their qualification with
additional units.
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This is no longer possible.
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Following discussions
with the sector...
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..we have decided to develop
an induction framework...
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..for social care managers.
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The induction framework is based
on the learning outcomes...
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..of the new level 5 qualification.
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We will be introducing this
at a later date...
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..for all new social care managers,
but for those who wish to use...
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..an alternative qualification
as we have just described...
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..completion will be required within
their first 3 years of registration.
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This will ensure they have been
given the opportunity and support...
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..to develop the skills and
competencies for their new role.
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Completion of the induction
framework will replace the need...
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..for top up units.
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Those moving from another UK Nation
would then learn about specific...
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..Welsh legislation and show
how they are applying this...
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..in their practice.
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We are currently working on detailed
guidance for this...
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..and will be running sessions
for employers...
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..a little later in the year.
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This will include
who would be responsible...
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..for signing off the framework
as being completed.
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It will be implemented immediately
for those managers who need it...
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..as top up for their qualification
for registration...
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..and later in the year for general
use for social care managers.
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If you have any queries
about qualifications...
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..please contact us
and let us know...
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..and look out for the upcoming
events for the implementation...
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..of the induction framework.
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Thank you.
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00:00:00,120 --> 00:00:02,080
Hello, my name is Karen Wakelin...
2
00:00:02,120 --> 00:00:05,600
..and I'm one of the Improvement
and Development managers...
3
00:00:05,640 --> 00:00:07,200
..for Social Care Wales.
4
00:00:07,600 --> 00:00:11,480
This presentation is going to take
you through the new level 4 and 5...
5
00:00:11,520 --> 00:00:14,280
..qualifications for health
and social care...
6
00:00:14,320 --> 00:00:16,880
..and the impact of these
on registration...
7
00:00:16,920 --> 00:00:18,480
..as a social care manager.
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00:00:23,400 --> 00:00:27,360
Level 4 Health and Social Care
professional practice qualification.
9
00:00:28,200 --> 00:00:31,560
This qualification has been designed
for those workers...
10
00:00:31,600 --> 00:00:34,160
..who wish to develop
a level of expertise...
11
00:00:34,200 --> 00:00:38,120
..in a particular area of practice -
they may include team leaders...
12
00:00:38,160 --> 00:00:39,720
..or practice leaders.
13
00:00:40,400 --> 00:00:43,160
The content of the qualification
can be found...
14
00:00:43,200 --> 00:00:47,280
..in the Qualification Specification
and the way it will be assessed...
15
00:00:47,320 --> 00:00:49,480
..can be found
in the Assessment Pack.
16
00:00:49,920 --> 00:00:54,200
Both of these can be found on Health
and Care Learning Wales website.
17
00:00:55,400 --> 00:00:59,400
A minimum of 62 credits must be
achieved for this qualification.
18
00:01:00,200 --> 00:01:02,760
The size of the pathway units
vary a little...
19
00:01:02,800 --> 00:01:06,600
..and some learners might need
slightly more credits than this.
20
00:01:07,000 --> 00:01:10,080
There are two mandatory units
in the qualification...
21
00:01:10,600 --> 00:01:14,240
The first is 'Legislation, theories
and models of person...
22
00:01:14,280 --> 00:01:18,360
..or child-centred practice',
and that's a knowledge only unit.
23
00:01:19,000 --> 00:01:23,000
The second is Professional practice
and that's a practice unit.
24
00:01:25,200 --> 00:01:28,240
And there are a range of optional
or pathway units.
25
00:01:28,280 --> 00:01:30,400
Learners will select one of these.
26
00:01:32,760 --> 00:01:34,400
The pathway units are...
27
00:01:34,440 --> 00:01:38,200
..leading practice with individuals
living with dementia...
28
00:01:39,000 --> 00:01:41,760
..individuals living
with mental ill health...
29
00:01:41,800 --> 00:01:45,400
..individuals with learning
disability and/or autism...
30
00:01:45,600 --> 00:01:48,720
..children and young people
who are looked after...
31
00:01:48,760 --> 00:01:51,200
..disabled children
and young people...
32
00:01:51,720 --> 00:01:53,320
..families and carers...
33
00:01:53,360 --> 00:01:56,720
..leading support for reducing
restrictive practices...
34
00:01:56,760 --> 00:02:00,200
..through positive approaches
for behaviour support.
35
00:02:01,000 --> 00:02:04,440
The first mandatory unit in the
qualification is the same...
36
00:02:04,480 --> 00:02:07,520
..as one of three mandatory
units in the level 4...
37
00:02:07,560 --> 00:02:11,120
..preparing for leadership
and management qualification...
38
00:02:11,160 --> 00:02:14,200
..and we're going to talk about this
in the next slide.
39
00:02:14,240 --> 00:02:17,800
This allows an element of
transferability should learners...
40
00:02:17,840 --> 00:02:20,600
..wish to develop as a manager
at a later date.
41
00:02:23,000 --> 00:02:26,080
The assessment of the qualification
is made up of...
42
00:02:26,120 --> 00:02:29,440
..structured tasks which are set
by the awarding body...
43
00:02:29,480 --> 00:02:33,320
..and these include evaluation
of practice to improve outcomes...
44
00:02:33,360 --> 00:02:36,320
..for individuals,
the implementation of a plan...
45
00:02:36,360 --> 00:02:38,640
..to improve practice
in the setting...
46
00:02:38,680 --> 00:02:41,400
..and observation of that
implementation.
47
00:02:42,600 --> 00:02:44,080
That includes...
48
00:02:44,120 --> 00:02:45,640
..a reflective log...
49
00:02:45,680 --> 00:02:47,520
..a porfolio of evidence...
50
00:02:47,560 --> 00:02:49,800
..and a professional discussion.
51
00:02:51,600 --> 00:02:54,680
Each of the assessment tasks
for the qualification...
52
00:02:54,720 --> 00:02:57,600
..will be released incrementally
by the assessor.
53
00:02:57,640 --> 00:03:01,000
This makes sure that they are
completed sequentially.
54
00:03:01,200 --> 00:03:04,880
The length of time it takes to
complete will therefore depend...
55
00:03:04,920 --> 00:03:08,600
..on the speed at which the learner
moves through the tasks.
56
00:03:09,400 --> 00:03:11,440
The qualification can be funded...
57
00:03:11,480 --> 00:03:15,360
..through the Apprenticeship
Framework and learners can choose...
58
00:03:15,400 --> 00:03:18,440
..to complete it on its own
or alongside the level 4...
59
00:03:18,480 --> 00:03:21,160
..Preparing for Leadership
and Management...
60
00:03:21,200 --> 00:03:22,840
..in Health and Social Care.
61
00:03:22,880 --> 00:03:26,360
All learners using apprenticeship
funding must complete...
62
00:03:26,400 --> 00:03:29,200
..essential skills qualifications
as well.
63
00:03:29,600 --> 00:03:33,240
Only one pathway unit can be
completed for the qualification...
64
00:03:33,280 --> 00:03:36,640
..but the content of any of the
units can be used to inform...
65
00:03:36,680 --> 00:03:39,200
..continued professional
development.
66
00:03:40,800 --> 00:03:43,240
Learners must be
at least 18 years of age...
67
00:03:43,280 --> 00:03:46,920
..to undertake the qualification,
they must also be in a role...
68
00:03:46,960 --> 00:03:50,600
..where they can provide evidence
of practice at this level.
69
00:03:55,600 --> 00:04:00,160
There are also some other level 4
qualifications, for advocacy...
70
00:04:00,200 --> 00:04:03,880
..shared lives and the social
services practitioner.
71
00:04:04,400 --> 00:04:07,040
These qualifications
have been developed...
72
00:04:07,080 --> 00:04:09,040
..for specific functional areas.
73
00:04:09,080 --> 00:04:13,040
The assessment will be similar to
that of the other qualifications...
74
00:04:13,080 --> 00:04:16,240
..but with a stronger focus
on the functions of the role.
75
00:04:16,280 --> 00:04:19,920
We will be running separate events
for these qualifications...
76
00:04:19,960 --> 00:04:21,600
..as they are role specific.
77
00:04:22,400 --> 00:04:25,560
The Level 4 Preparing for leadership
and management...
78
00:04:25,600 --> 00:04:28,200
..in health and social care
qualification.
79
00:04:28,600 --> 00:04:31,560
This 60 credit qualification
has been developed...
80
00:04:31,600 --> 00:04:33,080
..for aspiring managers.
81
00:04:33,120 --> 00:04:35,760
It is based on the
University of South Wales...
82
00:04:35,800 --> 00:04:38,360
..'Step up to management'
qualification...
83
00:04:38,400 --> 00:04:42,160
..and provides learners with the
knowledge and understanding...
84
00:04:42,200 --> 00:04:44,680
..needed to undertake
a management role...
85
00:04:44,720 --> 00:04:47,960
..and progress on to the level 5
practice qualification.
86
00:04:48,000 --> 00:04:51,760
It is a pre-requisite for the level
5 leadership and management...
87
00:04:51,800 --> 00:04:54,960
..of health and social care practice
qualification...
88
00:04:55,000 --> 00:04:57,960
..and will be needed for
registration along with...
89
00:04:58,000 --> 00:05:02,080
..enrolment on, or completion of,
the new level 5 qualification.
90
00:05:02,120 --> 00:05:05,960
The qualification is made up of
three knowledge only units...
91
00:05:06,800 --> 00:05:11,200
The first is legislation, theories
and models of person...
92
00:05:11,240 --> 00:05:13,000
..or child-centred practice.
93
00:05:13,040 --> 00:05:16,480
That's also in the professional
practice qualification...
94
00:05:16,520 --> 00:05:18,120
..that we just looked at.
95
00:05:18,160 --> 00:05:21,520
Theoretical frameworks for
leadership and management...
96
00:05:21,560 --> 00:05:23,240
..in health and social care.
97
00:05:23,800 --> 00:05:27,280
Leadership and management of
effective team performance...
98
00:05:27,320 --> 00:05:29,800
..in health and social care
services.
99
00:05:30,000 --> 00:05:34,200
Each unit has a combination of
written and oral assessments...
100
00:05:34,240 --> 00:05:36,800
..and these are set
by the awarding body.
101
00:05:38,000 --> 00:05:41,160
Again, the content of the
qualification can be found...
102
00:05:41,200 --> 00:05:45,280
..in the Qualification Specification
and the way it can be assessed...
103
00:05:45,320 --> 00:05:47,280
..is found in the Assessment Pack.
104
00:05:47,320 --> 00:05:51,160
They are accessed on the Health
and Care Learning Wales website.
105
00:05:51,200 --> 00:05:53,480
The qualification can also
be funded...
106
00:05:53,520 --> 00:05:56,880
..through the Apprenticeship
Framework and completed...
107
00:05:56,920 --> 00:06:00,200
..alongside either the level 4
Professional Practice...
108
00:06:00,240 --> 00:06:02,480
..qualification or the level 5...
109
00:06:02,520 --> 00:06:05,160
..Leadership and Management
qualification.
110
00:06:05,200 --> 00:06:09,000
The minimum age for undertaking
this qualification is 18.
111
00:06:11,200 --> 00:06:14,360
Okay, so we're going to talk next
about the Level 5...
112
00:06:14,400 --> 00:06:17,320
..Leadership and management
qualification...
113
00:06:17,360 --> 00:06:19,040
..in Health and Social Care.
114
00:06:19,080 --> 00:06:22,400
Learners will have needed
to have completed either...
115
00:06:22,440 --> 00:06:25,760
..the Level 4 Preparing for
leadership and management...
116
00:06:25,800 --> 00:06:28,080
..or the
University of South Wales...
117
00:06:28,120 --> 00:06:31,560
..Step up to management
qualification prior to starting...
118
00:06:31,600 --> 00:06:33,400
..the level 5 qualification.
119
00:06:34,200 --> 00:06:37,760
This qualification requires learners
to put the knowledge...
120
00:06:37,800 --> 00:06:41,560
..they have learned in the Level 4
qualification into practice...
121
00:06:41,600 --> 00:06:44,640
..and learners must be in a role
where they can show...
122
00:06:44,680 --> 00:06:46,800
..that they meet the requirements.
123
00:06:47,600 --> 00:06:50,480
The 120 credit qualification
is made up...
124
00:06:50,520 --> 00:06:55,200
..of 90 credits mandatory content
and 30 credits from optional units.
125
00:06:56,000 --> 00:07:00,360
The 90 credits cover generic aspects
of the leadership and management...
126
00:07:00,400 --> 00:07:03,080
..of social care services,
including...
127
00:07:03,120 --> 00:07:07,080
..person or child-centred practice,
effective team performance...
128
00:07:07,120 --> 00:07:10,880
..quality of service delivery,
professional practice...
129
00:07:10,920 --> 00:07:13,400
..safeguarding
and health and safety.
130
00:07:14,200 --> 00:07:17,880
It will be a requirement for
registration for new managers...
131
00:07:17,920 --> 00:07:20,600
..to either hold this
or be enrolled on it.
132
00:07:21,800 --> 00:07:26,040
Those enrolled on the qualification
must complete it within 3 years...
133
00:07:26,080 --> 00:07:28,800
..of their date of registration
as a manager.
134
00:07:30,800 --> 00:07:33,960
The assessment of the qualification
is made up of...
135
00:07:34,400 --> 00:07:38,000
..a business project based
on an opportunity for a new...
136
00:07:38,040 --> 00:07:41,600
..or revised provision within
the service or organisation...
137
00:07:41,640 --> 00:07:45,520
..to improve service delivery,
and that would include observation.
138
00:07:47,600 --> 00:07:51,040
It includes a reflective log,
a portfolio of evidence...
139
00:07:51,080 --> 00:07:53,600
..and again,
a professional discussion.
140
00:07:54,400 --> 00:07:57,520
The content of the qualification,
again, can be found...
141
00:07:57,560 --> 00:08:00,920
..in the Qualification Specification
and the assessment...
142
00:08:00,960 --> 00:08:02,520
..in the Assessment Pack...
143
00:08:02,560 --> 00:08:05,200
..on the Health and Care
Learning Wales website.
144
00:08:05,240 --> 00:08:07,200
The qualification can be funded...
145
00:08:07,240 --> 00:08:09,560
..through the Apprenticeship
Framework.
146
00:08:09,600 --> 00:08:11,640
The minimum age
for completion is 18.
147
00:08:14,600 --> 00:08:20,080
So, the next slide is a screenshot,
really, of our website.
148
00:08:20,600 --> 00:08:23,840
We have a Qualification Framework
for social care...
149
00:08:23,880 --> 00:08:26,720
..and regulated childcare
and this can be used...
150
00:08:26,760 --> 00:08:30,400
..to see which qualification
is required for different roles.
151
00:08:30,600 --> 00:08:34,680
It is located on the 'Find a
qualification' tab on our website...
152
00:08:34,720 --> 00:08:36,280
..as shown on the screen.
153
00:08:40,600 --> 00:08:44,240
It is an interactive framework
which can be used to drill down...
154
00:08:44,280 --> 00:08:48,240
..from service areas into roles,
and then the qualifications needed.
155
00:08:48,280 --> 00:08:51,960
The example on screen here shows
care home services for adults...
156
00:08:52,000 --> 00:08:54,640
..and you can click on
any of those job roles...
157
00:08:54,680 --> 00:08:58,040
..and it will tell you the
qualifications which are needed.
158
00:08:59,320 --> 00:09:04,640
So the next two slides are the same
screenshots in Welsh.
159
00:09:11,400 --> 00:09:14,760
The Qualification framework
sets out the requirements...
160
00:09:14,800 --> 00:09:17,480
..and recommendations
for qualifications...
161
00:09:17,520 --> 00:09:19,200
..for a wide range of roles.
162
00:09:20,600 --> 00:09:25,080
It's an interactive tool
and sets out a number of things.
163
00:09:25,120 --> 00:09:29,600
So, the current qualification
accepted sets out...
164
00:09:29,640 --> 00:09:33,320
..the current qualifications
that are accepted for practice...
165
00:09:33,360 --> 00:09:36,720
..and whether there are any
registration requirements...
166
00:09:36,760 --> 00:09:38,320
..for a particular role.
167
00:09:38,600 --> 00:09:41,280
The section for other requirements
sets out...
168
00:09:41,320 --> 00:09:44,080
..any additional requirements
set by others...
169
00:09:44,120 --> 00:09:46,400
..for example, service regulators.
170
00:09:47,360 --> 00:09:51,680
The section for other qualifications
sets out any other current...
171
00:09:51,720 --> 00:09:55,200
..or older qualifications
that are accepted for practice...
172
00:09:55,240 --> 00:09:58,400
..for example the QCF diplomas
or NVQ qualifications.
173
00:10:00,200 --> 00:10:03,360
The section for other UK
qualifications sets out...
174
00:10:03,400 --> 00:10:06,920
..any UK qualifications
which are accepted for practice...
175
00:10:06,960 --> 00:10:09,880
..along with any top ups
that may be needed.
176
00:10:12,000 --> 00:10:15,000
The induction requirements set out
any specific...
177
00:10:15,040 --> 00:10:18,480
..induction requirements and,
where relevant, links to...
178
00:10:18,520 --> 00:10:20,800
..the All Wales Induction Framework.
179
00:10:21,000 --> 00:10:26,040
PRTL - Post Registration Training
and Learning sets out...
180
00:10:26,080 --> 00:10:30,080
..any additional learning needed
for a particular role...
181
00:10:30,120 --> 00:10:32,000
..usually for registration.
182
00:10:33,600 --> 00:10:37,240
The Qualification framework can be
accessed on our website.
183
00:10:37,280 --> 00:10:39,720
The link to it is in the notes page.
184
00:10:43,000 --> 00:10:45,200
So, what's needed for registration?
185
00:10:45,800 --> 00:10:50,400
The qualifications required for each
role for registration are listed...
186
00:10:50,440 --> 00:10:52,600
..on the Qualification Framework.
187
00:10:52,640 --> 00:10:56,080
Sometimes, managers may hold
a similar qualification...
188
00:10:56,120 --> 00:10:58,400
..to one of those listed,
for example...
189
00:10:58,440 --> 00:11:02,360
..Level 5 Diploma in Leadership of
Health and Social Care Services...
190
00:11:02,400 --> 00:11:06,040
..Adult Management, but they want
to work in a different role...
191
00:11:06,080 --> 00:11:09,320
..perhaps in care home services
where they would need...
192
00:11:09,360 --> 00:11:13,400
..a Level 5 Diploma in Leadership of
Health and Social Care Services...
193
00:11:13,440 --> 00:11:15,400
..Adult Residential Management.
194
00:11:15,440 --> 00:11:18,800
Another example would be someone
coming to work in Wales...
195
00:11:18,840 --> 00:11:20,400
..from another UK nation.
196
00:11:20,440 --> 00:11:23,600
In the past, managers would have
been able to 'top up'...
197
00:11:23,640 --> 00:11:26,320
..their qualification with
additional units.
198
00:11:26,360 --> 00:11:28,000
This is no longer possible.
199
00:11:28,040 --> 00:11:30,480
Following discussions
with the sector...
200
00:11:30,520 --> 00:11:33,800
..we have decided to develop
an induction framework...
201
00:11:33,840 --> 00:11:35,480
..for social care managers.
202
00:11:35,520 --> 00:11:39,000
The induction framework is based
on the learning outcomes...
203
00:11:39,040 --> 00:11:41,080
..of the new level 5 qualification.
204
00:11:41,120 --> 00:11:43,680
We will be introducing this
at a later date...
205
00:11:43,720 --> 00:11:47,480
..for all new social care managers,
but for those who wish to use...
206
00:11:47,520 --> 00:11:51,000
..an alternative qualification
as we have just described...
207
00:11:51,040 --> 00:11:55,280
..completion will be required within
their first 3 years of registration.
208
00:11:55,320 --> 00:11:59,200
This will ensure they have been
given the opportunity and support...
209
00:11:59,240 --> 00:12:02,680
..to develop the skills and
competencies for their new role.
210
00:12:02,720 --> 00:12:06,360
Completion of the induction
framework will replace the need...
211
00:12:06,400 --> 00:12:07,960
..for top up units.
212
00:12:08,000 --> 00:12:12,040
Those moving from another UK Nation
would then learn about specific...
213
00:12:12,080 --> 00:12:15,440
..Welsh legislation and show
how they are applying this...
214
00:12:15,480 --> 00:12:17,000
..in their practice.
215
00:12:17,040 --> 00:12:20,240
We are currently working on detailed
guidance for this...
216
00:12:20,280 --> 00:12:22,960
..and will be running sessions
for employers...
217
00:12:23,000 --> 00:12:24,560
..a little later in the year.
218
00:12:24,600 --> 00:12:27,120
This will include
who would be responsible...
219
00:12:27,160 --> 00:12:30,000
..for signing off the framework
as being completed.
220
00:12:30,040 --> 00:12:33,800
It will be implemented immediately
for those managers who need it...
221
00:12:33,840 --> 00:12:36,920
..as top up for their qualification
for registration...
222
00:12:36,960 --> 00:12:40,400
..and later in the year for general
use for social care managers.
223
00:12:42,000 --> 00:12:44,800
If you have any queries
about qualifications...
224
00:12:44,840 --> 00:12:47,120
..please contact us
and let us know...
225
00:12:47,160 --> 00:12:51,400
..and look out for the upcoming
events for the implementation...
226
00:12:51,440 --> 00:12:53,800
..of the induction framework.
227
00:12:54,160 --> 00:12:55,640
Thank you.
Contact us
If you have a question or if you can't find what you are looking for get in touch with us.