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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...
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..allocating assessors
to specific employment settings...
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..with an attempt to keep
the number of assessors...
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..to a minimum to reduce footfall.
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Separating activities around
planning, reviewing...
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..and progress checks
that can be completed remotely.
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Opportunities to access
the service setting...
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..can then prioritise observational
assessment activities.
242
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Capturing the capabilities
of all within a setting...
243
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..to support assessment,
for example...
244
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..using work-based assessors
that might not have been engaged...
245
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..in that role for some time.
246
00:14:12,440 --> 00:14:16,160
Making use of outdoor environments
for outside observation...
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..where possible and appropriate.
248
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All of the adaptations will be
reviewed in June 2021.
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If some of these have been
successful, they may be retained.
250
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And, as I mentioned at the beginning
of this presentation...
251
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..the same adaptations are applied
to the older qualifications...
252
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..as well, for example, 'QCF'
level 2, 3 and 5 diplomas...
253
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..for health and social care
254
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So, just to finish off...
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..and to recap on some top tips
for supporting observations...
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..as an employer.
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Where outdoor activities
are happening...
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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
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..to confer competence
within a role, for example...
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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
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..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
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..and measures to mitigate these.
270
00:15:35,720 --> 00:15:39,560
Some employers may be able to
arrange redeployment of assessors...
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..for a period of time where they
have in-house assessment centres.
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And, only have the assessor
in the setting for observations.
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Do all of the planning etc.
using digital technology.
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If you have any feedback on this
process, please let us know.
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Thank you very much for listening.