Level 2 Certificate in Supporting the Development Needs of Vulnerable People (3806)

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Level 2 Certificate in Supporting

the Development Needs of

Vulnerable People (3806)

Qualification handbook

QCA qualification reference: 500/1446/8

www.cityandguilds.com October 2006

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About City & Guilds

City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for providing qualifications that offer proof of the skills they need to get the job done.

City & Guilds Group

The City & Guilds Group includes ILM (the Institute of Leadership & Management) providing management qualifications, learning materials and membership services

and NPTC which offers land-based qualifications and membership services. City & Guilds also manages the Engineering Council Examinations on behalf of the Engineering Council.

Equal opportunities

City & Guilds fully supports the principle of equal opportunities and we are committed to satisfying this principle in all our activities and published material.

A copy of our equal opportunities policy statement Access to assessment and qualifications is available on the City & Guilds website.

Copyright

The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute 2005 and may not be copied, reproduced or distributed without prior written consent.

However, approved City & Guilds centres and learners studying for City & Guilds

qualifications may photocopy this document free of charge and/or include a locked PDF version of it on centre intranets on the following conditions:

• centre staff may copy the material only for the purpose of teaching learners

working towards a City & Guilds qualification, or for internal administration purposes

• learners may copy the material only for their own use when working towards a City & Guilds qualification

• the Standard Copying Conditions on the City & Guilds website.

Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council.

Publications

City & Guilds publications are available on the City & Guilds website or from our Publications Sales department at the address below or by telephoning +44 (0)20 7294 2850 or faxing +44 (0)20 7294 3387.

Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication.

City & Guilds 1 Giltspur Street London EC1A 9DD

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Level 2 Certificate in Supporting

the Development Needs of

Vulnerable People (3806)

Qualification handbook

www.cityandguilds.com

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2 Level 2 Certificate in Supporting the Development Needs of Vulnerable People (3806)

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Contents

1 About the qualifications 5

1.1 Introduction 5

1.2 The aim of the qualifications 6

1.3 The structure of the qualification 7

1.4 Relevant sources of information 8

2 Candidate entry requirements 10

3 Centre requirements 11

3.1 Obtaining centre and qualification approval 11

3.2 Resource requirements 12

3.3 Registration, certification and entry for examinations 13

3.4 Internal quality assurance 14

3.5 External quality assurance 16

4 Course design and delivery 17

5 Assessment 20

5.1 Summary of assessment requirements 20

5.2 The assessment process for work-based assessment 22

5.3 Developing assessment materials 23

5.4 Assessment planning 25

5.5 Support and feedback to candidates 26

5.6 Collecting and presenting evidence 27

6 Units 29

6.1 Introduction 29

Unit 1 Principles of Human Development and Learning of Vulnerable People 30 Unit 2 Introduction to Providing Structured Supported Learning for Vulnerable

People 36

Unit 3 Effective communication with Vulnerable People 41 Unit 4 The working environment and Vulnerable People 45 Unit 5 Developing as a support worker of Vulnerable People 49 Unit 6 Access to the Service for Vulnerable People 54 Unit 7 Support the care, protection and well-being of Vulnerable People 58 Unit 8 Theory and practice of coaching Vulnerable People 63 Unit 9 Promoting learning of Vulnerable People within the organisation 67 Appendix 1 Mapping to the Level 2 NVQ in Care 71 Appendix 2 Mapping to the Supporting People Quality Assessment Framework: Core

Service Objectives. Department of Health England and Wales 73 Key skills signposting at levels 1 and 2 76 Appendix 3 Core Skills signposting at Access level 3 and Intermediate level 1 78

Appendix 4 Wider curriculum issues 80

Appendix 5 Assessor’s assessment checklists 83

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1

About the qualifications

1.1

Introduction

This document contains the information that centres will require to offer the

Level 2 Certificate in Supporting the Development Needs of Vulnerable People City & Guilds qualification number: 3806

QCA qualification reference: 500/1446/8 Recommended guided learning hours: 325

It includes details and guidance on:

• centre resources

• candidate requirements

• the qualification structure and specifications

• the assessment requirements and recording

• links with, and progression to, other qualifications.

Other relevant City & Guilds publications

There are other City & Guilds documents which contain general information on City & Guilds qualifications

• Providing City & Guilds qualifications – a guide to centre and qualification (scheme) approval

• Ensuring quality - containing updates on assessment and policy issues

• City & Guilds centre toolkit – additional information on providing City & Guilds qualifications, on a CD-ROM which links to the internet for access to the latest documents, reference materials and templates

• City & Guilds Directory of Qualifications – provides details of general regulations, registration and certification procedures and fees. This information also appears on the online qualification administration service for City & Guilds approved centres - The Walled Garden at www.walled-garden.com. If there are any differences between the Directory of Qualifications and this handbook, the Directory of Qualifications contains the more up-to-date information.

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1 About the qualifications

1.2

The aim of the qualifications

This qualification is aimed at people who work with vulnerable adults, including those who are employed on the following bases:

• full and part time

• paid or voluntary

• permanent or temporary.

It is also appropriate for individuals who are aiming to work with homeless and vulnerable people, providing that they have access to an appropriate work setting.

The qualification is designed to meet the learning needs of new or existing entrants in the sector. It provides the introduction and foundation for a career in the sector and enables access to N/SVQs and other awards. There are also opportunities to gather evidence for and progression to the Key/Core Skills units.

It is expected that staff or volunteers from a wide range of service situations in the sector (eg housing, support, training, resettlement or outreach work) will benefit from completing this qualification.

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1 About the qualifications

1.3

The structure of the qualification

This qualification has nine broad aims for candidates.

The candidate needs to:

• understand the Principles of Human Development and Learning of Vulnerable People(Unit 1)

• know how to provide structured supported learning to Vulnerable People(Unit 2)

• know how to communicate effectively with Vulnerable People (Unit 3)

• understand the working environment and Vulnerable People (Unit 4)

• know how to develop as a support worker for Vulnerable People (Unit 5)

• know how to enable Vulnerable People to gain access to the service (unit 6)

• know how to support the care, protection and well being of Vulnerable People (unit 7)

• understand the Theory and practice of coaching Vulnerable People (unit 8)

• know how to promote the learning of Vulnerable People within the organisation (unit 9)

The units are presented in a standard format with each unit having a number of learning outcomes to be achieved.

A note about unit structure

Units 1 – 4, 6, 8 and 9 comprise:

• a unit summary

• learning outcomes for knowledge and practical activities.

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1 About the qualifications

1.4

Relevant sources of information

Related publications

City & Guilds also provides the following documents specifically for this qualification:

Publication Available from

centre guidance/centre information sheet www.cityandguilds.com

fast-track approval forms www.cityandguilds.com

There are other City & Guilds documents which contain general information on City & Guilds qualifications:

• Providing City & Guilds qualifications – a guide to centre and qualification (scheme) approval: This document contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve ‘approved centre’ status, or to offer a particular qualification.

• Ensuring quality – This document contains updates on City & Guilds assessment and policy issues.

• Centre toolkit – This document contains additional information on Providing City & Guilds qualifications, in a CD-ROM, which links to the internet for access to the latest documents, reference materials and templates

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For the latest updates on our publications and details of how to obtain them and other City & Guilds resources, please refer to the City & Guilds website.

City & Guilds websites

Website Address Purpose and content

City & Guilds

main website www.cityandguilds.com This is the main website for finding out about City & Guilds qualifications. It contains qualification documentation and updates. SmartScreen www.smartscreen.co.uk SmartScreen is the City & Guilds online

learning support website. It gives registered subscribers access to qualification-specific support materials.

Walled Garden www.walled-garden.com The Walled Garden is a qualification

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2

Candidate entry requirements

In order to be eligible to be assessed for this qualification, the candidate must be working in the sector, whether in a paid or unpaid capacity, full or part time.

There are no formal entry requirements for candidates undertaking this qualification. However, centres must ensure that candidates have the potential and opportunity to be successful in gaining the qualification.

Please note that, for funding purposes, candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold (information on funding is provided in Appendix 5).

Age restrictions

This qualification is not approved for use by candidates under the age of 16. City & Guilds will not accept registrations for candidates under 16.

Legal considerations

Centres, employers and placement providers offering this qualification are advised that candidates entering this area of work may be legally required to undertake specific person checks in respect of suitability for employment or placement in this sector. They must undergo a police check prior to taking up employment or placement.

Candidate workplace requirements

Candidates who are not formally employed in an appropriate setting but who are undertaking a work placement in order to gain experience and complete the assessment requirements, will need to have access to relevant assessment opportunities as part of the work placement. It is the responsibility of the centre to ensure that work placements are therefore appropriate and relevant to the content and context of the qualification and that candidates have sufficient access to relevant activities in order to complete the assessment requirements.

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3

Centre requirements

3.1

Obtaining centre and qualification approval

This section provides an outline of the process of applying for centre and qualification approval.

City & Guilds qualifications may only be offered by organisations approved by City & Guilds, called

centres.

Centres must meet a set of quality criteria, including:

• provision of adequate resources, both physical and human

• effective information management systems

• effective assessment and quality assurance procedures including candidate support and reliable recording systems.

An organisation that has not previously offered City & Guilds qualifications must apply for approval to become a centre, called centre approval (CAP). A centre will also need approval to offer the specific qualification, called qualification approval (QAP) (previously known as scheme approval). In order to offer this qualification, organisations which are not already City & Guilds centres, must apply for centre and qualification approval at the same time. Existing City & Guilds centres will only need to apply for qualification approval for this particular qualification.

Full details of the procedures and forms for applying for centre and qualification approval are given in Providing City & Guilds qualifications, which is also available on the City & Guilds centre toolkit, or downloadable from the City & Guilds website.

Regional/national offices will support new centres and allocate a Quality Systems Consultant to guide the centre through the approval process. They will also provide details of the fees payable for centre approval.

Assessments must not be undertaken until qualification approval has been obtained.

City & Guilds reserves the right to withdraw qualification or centre approval for reasons of debt, malpractice or non-compliance with City & Guilds’ policies, regulations, requirements, procedures and guidelines, or for any reason that may be detrimental to the maintenance of authentic, reliable and valid qualifications or that may prejudice the name of City & Guilds. Details of the reasons for suspension and withdrawal of approval, procedures and timescales, are contained in Providing City & Guilds qualifications.

Centres offering this qualification may need to provide City & Guilds with ‘personal data’ for staff and candidates. Guidance on data protection and the obligations of City & Guilds and centres are explained in Providing City & Guilds Qualifications.

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3 Centre

requirements

3.2

Resource requirements

Centre staff

Centre staff must satisfy the requirements for occupational expertise for this qualification. These requirements are as follows:

• Staff should be technically competent in the areas for which they are delivering training and/ or should also have experience of providing training.

Assessor and verifier requirements

While the Assessor/Verifier (A/V) units are valued as qualifications for centre staff, they are not currently a requirement for the qualification.

Continuing professional development (CPD)

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3 Centre

requirements

3.3

Registration, certification and entry for examinations

Candidates must be registered at the beginning of their course. Centres should submit registrations using Form S (Registration), stating City & Guilds qualification number 3806

When work-based assessments have been successfully completed, candidates’ results should be submitted on Form S (Results submission). Centres should note that results will not be processed by City & Guilds until verification records are complete.

Full details of the above procedures are provided online to City & Guilds registered centres at www.walled-garden.com. Here you will find information on the following:

• registration

• enrolment numbers

• fees

• entry, dates and times for examinations

• certification

The Walled Garden is a qualification administration service for approved centres. This information is also available in City & Guilds Directory of Qualifications.

Centres should follow all guidance carefully, particularly noting that fees, registration and certification end dates for the qualification/s are subject to change.

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3 Centre

requirements

3.4

Internal quality assurance

For this qualification, national excellence standards and rigorous quality assurance are maintained by the use of :

• work-based assessments, with centre quality assurance

• City & Guilds external verification, to ensure that national standards are maintained.

Quality assurance includes initial centre approval, qualification approval and the centre’s own internal procedures for monitoring quality. Centres are responsible for internal quality assurance, and City & Guilds is responsible for external quality assurance.

It is important that approved centres have effective quality assurance systems to ensure optimum delivery and assessment of qualifications.

It is important that all the people involved in the delivery and assessment of the Initial Award are carefully matched to their respective roles, that they fully understand their responsibilities, and that they are allocated the time to complete them effectively.

Role title Responsibilities

the mentor/advisor The candidate may have a workplace mentor/adviser or an immediate supervisor who is not an assessor, but who will provide a ‘role model’ and support the candidate to achieve what is expected in the job.

Whilst it is not a compulsory feature of the Initial Award assessment, City & Guilds recommends this approach, particularly for those candidates who are working in situations where the assessor is not permanently at the candidate’s place of work.

The mentor/adviser can provide witness testimony for the candidate. the assessor The assessor is responsible for making decisions about the evidence that

the candidate puts forward. The assessor must:

• have at least two years relevant experience in the specific area they are assessing. If this experience was gained on a part-time basis it should have been over a period of five years

• need to have a greater level of experience and understanding than those they are assessing and must also demonstrate the ability to mark portfolios using externally set criteria.

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Role title Responsibilities

the internal verifier Validates the assessment decisions made by the assessor and ensures that all assessors in the centre are working to the correct standards. The internal verifier must:

• meet the same experience requirements as assessors

• demonstrate knowledge and /or experience of successfully operating a quality assurance system including an understanding of how to operate a sampling strategy to check that assessors are appropriately interpreting and applying the marking criteria. It is not essential for internal verifiers to have the V1 unit.

Internal verification as a means of quality control is an important feature of the Initial Award system of training and assessment. In multisite centres, centres with more than one assessor, or centres with peripatetic

assessors, the internal verifier must ensure that all assessment is consistent, reliable and co-ordinated and that all candidates are being assessed on equal grounds.

Centres’ internal quality monitoring systems should ensure that all assessors and internal verifiers:

• share an understanding of content and requirement

• share an understanding of assessment methods and materials

• share an understanding of performance and knowledge standards

• are allocated time to fulfill their roles adequately.

Centres should devise a communication structure that enables:

• assessors and internal verifiers to meet formally and exchange ideas

• internal verifiers to meet formally to co-ordinate assessment and agree assessment decisions

• individual assessor/candidate meetings.

Full details and guidance on the quality assurance roles, requirements and procedures, are provided in Providing City & Guilds Qualifications and the centre toolkit.

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3 Centre

requirements

3.5

External quality assurance

External verifiers are appointed by City & Guilds to approve centres, and to monitor the assessment and internal quality assurance carried out by centres. External verification is carried out to ensure that there is validity, reliability and good practice in centres.

To carry out their quality assurance role, external verifiers must have appropriate occupational and verifying knowledge and expertise. City & Guilds external verifiers attend training and development designed to keep them up-to-date, to facilitate standardisation between verifiers and to share good practice.

External verifiers:

• are appointed by City & Guilds to ensure that all assessments undertaken within centres are fair, valid, consistent and meet the requirements of the standards

• provide advice and support to centre staff

• ensure the quality and consistency of assessments within and between centres by the use of systematic sampling

• regularly visit centres to ensure they continue to meet the centre and qualification approval criteria

• provide feedback to centres and City & Guilds.

The external verifier must:

have an appropriate level of knowledge, experience and skills in the relevant sector

• make regular visits to centres to ensure the quality of assessment and verification is sustained

• have not less than two years’ experience in the relevant sector

• either hold, or be working towards V2. The assessor units A1 or A2 are desirable but not essential

• understand the national occupational standards for the relevant sector.

External quality assurance for the qualification will be provided by the City & Guilds external verification process which includes the use of an electronically scannable report form which is designed to provide an objective risk analysis of individual centre assessment and verification practice.

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4

Course design and delivery

Recommended delivery strategies

The emphasis for this qualification is on building and accrediting a candidate's knowledge and skills in the sector and programmes should reflect this.

Providing that the requirements for the qualification are met, centres may design programmes of study in any way that they feel best meets the needs and capabilities of their candidates. Centres may wish to include topics as part of the course programme which will not be assessed through the qualification.

Programme deliverers should be familiar with the content of the Initial Award, Key Skills (or Core Skills in Scotland) standards, relevant N/SVQs and related vocational qualifications to maximise progression and evidence gathering opportunities for candidates.

As long as the requirements for the qualification are met, programme deliverers may design programmes of study in any way that best meets the needs and capabilities of the candidates.

City & Guilds does not itself provide programmes of instruction or specify entry requirements.

It is recommended that centres cover the following in the delivery of the programme, where appropriate:

• key/core Skills (such as Communication, Application of number/Numeracy, Information technology, Working with others, Improving own learning and performance, Problem solving)

• health and safety considerations, in particular to stress to candidates the need for them to preserve the safety of others as well as themselves

• equal opportunities

• the values and principles of practice contained within the Quality Assessment Framework for Supporting People

• related European issues

• human rights

• language sensitivity.

Relationship to other qualifications and the wider curriculum

City & Guilds recommends centres address the wider curriculum, where appropriate, when

designing and delivering the course. Centres should also consider links to the National Occupational Standards, Key/Core Skills and related qualifications.

The relationship tables at Appendix 1 relationship to national occupational standards, Appendix 2, 3 and 4 signposting to Key/Core skills and Appendix 5 wider curriculum issues, are provided to assist centres with the design and delivery of the qualification.

Health and safety

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Should a candidate fail to follow health and safety practice and procedures during an assessment (eg practical assessment, assignment), the test must be stopped and the candidate advised of the reasons why. The candidate should be informed that they have not reached the standard of

assessment required. Candidates may retake the assessment at a later date, at the discretion of the centre. In any cases of doubt, guidance should be sought from the external verifier.

Initial assessment and induction

It is recommended that centres and candidates complete an initial assessment plan to take into account:

• any prior learning which could count towards the qualification

• the type of programme appropriate for the candidate

• the candidate's preferred learning styles

• Key/Core Skills strengths and weaknesses

• any open or distance learning materials that will be used

• a target for completion of the qualification

• links to the employer's induction programme.

Access to assessment

City & Guilds’ guidance and regulations on access to assessment are designed to facilitate access for assessments and qualifications for candidates who are eligible. Details are given in Access to assessment and qualifications, available on the City & Guilds website.

Equal opportunities

It is a requirement of centre approval that centres have an equal opportunities policy (see Providing City & Guilds Qualifications. The regulatory authorities require City & Guilds to monitor centres to ensure that equal opportunity policies are being followed.

Access to qualifications on the National Qualifications Framework is open to all, irrespective of gender, race, creed, age or special needs. The centre co-ordinator should ensure that no candidate is subject to unfair discrimination on any grounds in relation to access to assessment and the fairness of the assessment.

The City & Guilds equal opportunities policy is set out on the City & Guilds website, in Providing City & Guilds Qualifications, in the Directory of Qualifications, and is also available from the City & Guilds Customer Relations department.

Appeals

Centres must have their own, auditable, appeals procedure that must be explained to candidates during their induction. Appeals must be fully documented by the quality assurance co-ordinator and made available to the external verifier or City & Guilds.

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Should occasions arise when centres are not satisfied with any aspect of the external verification process, they should contact City & Guilds regional or national office.

Further information on appeals is given in Providing City & Guilds Qualifications. There is also appeals information for centres and learners on the City & Guilds website or available from the Customer Relations department.

Data protection and confidentiality

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5

Assessment

5.1

Summary of assessment requirements

The purpose of assessment is to judge whether or not the candidate has reached the required standard of performance and has the required knowledge and understanding.

For the award of a certificate, candidates must successfully complete the assessments for all the core units.

Units Assessment components required

Unit 1 Principles of Human

Development and Learning of Vulnerable People

Work based

assessment

Unit 2 Introduction to Providing Structured Supported

Learning for Vulnerable People

Work based

assessment

Unit 3 Effective communication with

Vulnerable People Work based assessment

Unit 4 The working environment and

Unit 5 Developing as a support

worker of Vulnerable People Work based assessment

Unit 6 Access to the Service for

Unit 7 Support the care, protection and well-being of Vulnerable People

Work based

assessment

Unit 8 Theory and practice of

coaching Vulnerable People Work based assessment

Unit 9 Promoting learning of Vulnerable People within the organisation

Work based

assessment

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Work-based assessment

Assessors will be able to use a variety of different assessment methods to provide evidence that the candidate has demonstrated the outcomes for each unit. The ones that are likely to be most used are questioning, observations and assignments.

Further advice and guidance on the assessment of performance in the workplace is given in sections 5.4 onwards. Checklists outlining marking criteria are given in Appendix 4.

Regulations for the conduct of examinations

Regulations for the conduct of examinations for online and written examinations are given in

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5 Assessment

5.2

The assessment process for work-based assessment

The candidate will gather evidence to prove that they have reached the required standard for the practical activities listed in this handbook. It is likely that the candidate will need some support from a mentor/adviser or an assessor in preparing evidence.

The assessor will judge whether the evidence put forward by the candidate meets the unit requirements, and whether it denotes consistent performance to the required standard.

Each candidate is measured against the standards specified and not against other candidates or against any other criteria. There are only two assessment decisions:

• this candidate has met the required standards

• this candidate hasnot met the required standards.

Candidates who have not met the required standards should be provided with the opportunity to practice their skills further before they are re-assessed. Coaching or training may also be required.

Assessment should not create an excessive workload for assessors or candidates, but it must be thorough, rigorous and reliable. Simple assessment formats should suffice in most circumstances.

Assessors may use a variety of different assessment methods to provide evidence that the

candidate has demonstrated the outcomes for each unit. Assessors may choose from the following list:

• observations

• questioning (written or oral)

• assignments and case studies

• witness testimony

• work products (eg health and safety)

• learning diaries.

The combination used should be determined by the assessor and should be sufficient and appropriate to assess the outcomes of the practical activities listed in the units and guidance for assessors and internal verifiers. It is not necessary for all forms of assessment to be used. It is expected that the majority of evidence would come from observations and questioning.

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5 Assessment

requirements

5.3

Developing assessment materials

The centre must ensure that whatever assessment method is developed that it is suitable for the centre’s needs and is presented in a style which meets the needs of candidates.

Assessment materials must:

• relate to the practical activities specified in this handbook

• be free from bias or stereotyping concerning race, creed, gender, age and sexual orientation

• provide a realistic view of the sector and its needs.

Types of Assessment

Direct observation – an assessor observes performance in normal work conditions which give a picture about how activities are carried out by the candidate. Observations should usually also provide evidence of knowledge and understanding.

Work products - A work product can be anything which is the result of a candidate’s work such as records which have been completed, or equipment that has been prepared.

Questioning - can be either oral or written:

• Oral questioning may take at least two forms: eg the assessor may ask a candidate questions before, during and after observations of performance and this can provide a valuable opportunity to check the candidate’s knowledge and understanding by reference to an activity. Questioning is a powerful means of checking and exploring the knowledge and understanding which lies behind performance (eg by finding out why the candidate acted in a particular way, or what he or she would have done if circumstances had been different).

• Questioning may also take place in specially set aside sessions in which the assessor and candidate explore broader areas of knowledge and understanding or areas which have not been demonstrated in performance and associated questioning. Whilst professional discussion is becoming a popular method of assessment, its value at level 2 is very limited. In any event an assessor should not use professional discussion merely to ask a set of prescribed knowledge questions.

• Interrogation of rationale is a form of extended questioning.

• In written questioning the candidate usually responds in writing to questions which are given in writing. Written questioning includes multiple choice tests as well as short answer exercises and it can be an efficient way of providing evidence of knowledge and

understanding.

• Questions whether written or oral should not require candidates to apply their knowledge and understanding in ways which are more complex, or more simplistic than is needed to achieve the practical activities.

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Evidence of skills transferable from other performance – comes from activities which contain some, but not all, the components of the activity

Assignments and projects - can serve a number of purposes and use a variety of forms of evidence drawn from the workplace and elsewhere according to the requirements of the assessment plan.

Case studies – usually involve a study of a particular client, situation or method of work in depth over a period of time

Self reporting – in which the candidate produces a logbook, diary or other record of current or past work activity – can be used in assessment. These reports will tend to be written, but may also be verbal (eg audiotapes). Reports and reflective accounts can provide a useful basis for the assessor and the candidate to explore the candidate’s understanding of the principles underlying certain work practices and their ability to reflect on their actions.

Evidence from the past – is any evidence (eg direct observation, work product, extended questioning) which dates from before agreement of the assessment plan. Care must be taken that the evidence is relevant to the standards and that the candidate is still at the standard in the areas covered by the evidence. Terms which are closely associated with evidence from the past are ‘assessment of prior achievement’ and ‘accreditation of prior learning’. Both refer to the method or process by which evidence from the past is used.

Underpinning knowledge assessment

Underpinning knowledge is described as that knowledge and understanding deemed essential for meeting the required standard.

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5 Assessment

requirements

5.4

Assessment planning

Centres should plan their implementation of the Level 2 Certificate in Supporting the Development Needs of Vulnerable People thoroughly. Careful and thorough planning of assessment will facilitate efficient and cost effective implementation and will assist in control of assessment at a later stage.

The assessment planning process should include analysing the units of the qualification and which staff will be involved. This will also initially involve a candidate’s self analysis of current skills and knowledge.

Assessment planning should be supported by a contribution from the candidate’s immediate supervisor and/or manager to validate the information and assist in preparing the candidate action plan for further development and assessment.

The initial assessment of the candidate can be used to contribute to the activities for Unit 5 Develop own skills and knowledge.

It is important that appropriate candidates are chosen for assessment. They should be working in jobs which include the activities of the Level 2 Certificate in Supporting the Development Needs of Vulnerable People, or on a training programme that gives them the opportunities to learn and practise skills in order to achieve the required standard, or similarly active within the sector in a voluntary capacity.

Assessment planning guidance

Candidates and assessors should use their own documentation when completing the following steps:

Step 1 Candidates and assessors should thoroughly read through and understand the units and the requirements in terms of practical activities that will need to be assessed in the workplace.

Step 2 Candidates should complete a self analysis. From this analysis, the candidate will be able to develop an action plan in agreement with the assessor.

In developing the action plan the candidate and assessor should think about:

• the work experience required by the candidate

• the practical activities that need to be done

• _{how much time will be required}

• the availability of assessors and/or expert witnesses

• how the evidence will be recorded and monitored.

The action plan is likely to identify specific dates/times for assessment,

or recognise that evidence will be collected over a specified period of time linked to the candidate’s training and experience.

Step 3 Candidates and Assessors should refer to the chosen unit and check that the minimum evidence requirement is met. If not go back to Step 2 and re-appraise the situation, providing more opportunity for assessment.

Step 4 The candidate and the assessor should look, in detail, at the remainder of the unit, and decide whether witness testimonies can be used to support assessment, or whether further

assessment is required.

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5 Assessment

requirements

5.5

Support and feedback to candidates

It is important that candidates receive appropriate support and adequate training. Support to candidates includes the following:

• Providing counselling, advice and guidance

• Advice and guidance may be needed throughout the training and assessment period. This may be required by groups or by individuals, depending on progress of candidates through the qualification.

Providing feedback

Throughout the training and assessment process candidates will need feedback as to their personal skills development and ability. It is important that the candidate seeks feedback from supervisors and managers, and that the feedback relating to assessment is recorded. Feedback is likely to be provided in the form of completed assessment records and completed checklists, supported by witness or assessor comments.

Feedback for candidates should be positive and constructive – even if it is to say that the candidate has not yet met the required standard. Candidates must be told what they are not doing correctly and be given help and advice to achieve the skills required.

Providing action planning

Candidates should have a realistic action plan that highlights their proposed training and assessment. This should be regularly reviewed and updated depending on the ability of the candidate and the assessment opportunities provided.

Providing training and learning opportunities

Skill and ability, and the speed with which skills are acquired, will vary from candidate to candidate. On and off the job training must be adaptable to meet individual needs.

Training can be formal or informal and could include:

• attending formal training sessions led by centre staff or a company training programme

• short courses held at colleges, training centres or conferences

• one to one training, guidance or counselling, or observing others at work

• being part of a discussion group for skill or knowledge development

• being supported and trained by a personal mentor/adviser

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5 Assessment

requirements

5.6

Collecting and presenting evidence

Collecting and recording evidence

Candidates must collect evidence to substantiate their claim that they have met the required standard. This evidence should prove, beyond reasonable doubt, that the candidate can perform the practical activities specified in the units. Evidence can be produced from a variety of sources. Candidates will need support and guidance from assessors and internal verifiers, to identify what actually can be considered as reliable evidence.

Candidates are likely to collect the following types of evidence, and it is important that all documents included as evidence should be signed and dated by the candidate and an identified witness (ie mentor/adviser, supervisor, expert witness or assessor):

• copies of checklists

• copies of assessors’, supervisors’ or process-based checklists will show what the candidate has achieved. Checklists for recording the candidates’ achievements are given in Appendix 4

• copies of work documents to support the candidate’s claim that they have met the required standard

• candidate notes or work logs: Some candidates may wish to keep notes or a work log of their own workplace activity. This is not compulsory but candidates may find it useful to record their personal activities. Records of activity can be used as evidence if they are directly related to the practical activities of a particular unit. Candidates are not required to write an essay about each task they complete. A simple list of tasks completed is sufficient. A centre may wish to provide pre-printed work logs, listing common work activities, so that they are easy for candidates to use. Candidates would need to complete the documents (including dates, quantities etc) to show what they have done.

Assessors may wish to include feedback notes from oral questioning sessions and copies of written question/answer papers or worksheets. Notes from oral questioning sessions might not include verbatim answers to every question, but a summary of the answers should be recorded with reference to the practical activities. Assessors should advise candidates to keep a copy of any oral questioning sessions and marked written question sheets as evidence of their achievement.

Explanation of evidence

• Product evidence: Items produced by the candidate, with work record, authenticated by an identified witness or an assessor.

• Expert witness testimonies: The assessor will need to check that the testimony is valid and reliable, and that the testimony has been written by an individual who is in a position to make a valid comment on the candidate’s performance. It is important that the witness testimony refers to the practical activities of the particular unit, to enable the assessor to judge its worth in real terms. A witness testimony should include:

o details of the work activities undertaken

o indicate when (dates or period of time) the performance was witnessed

o details of the witness, his/her role at work and relationship (in work terms) to the candidate

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Presenting evidence – the portfolio

Candidates are required to collect and present their evidence to show that they can meet the required standard as specified in the practical activity.

A portfolio is a structured collection of evidence from several sources, gathered together and referenced to the practical activities specified in the unit.

A portfolio can be any shape or size, depending on the type of evidence that candidates want to put forward for assessment. However, the most convenient format is an A4 ring binder or lever arch folder.

Candidates should use their portfolio folders to file the evidence they have collected to support their claims that they have met the required standard of the practical activities for the unit. It is recommended that dividers are used between each unit or piece of evidence so that the portfolio is easy to work through.

The types of evidence to be filed in a portfolio will include:

• assessment plans, assessment results and action plans

• records of questions and candidate answers

• work products, produced by the candidate

• expert witness testimonies

• accreditation of prior learning (APL).

Comprehensive training support materials have been developed by the Foyer Federation and can be used to support the delivery of this qualification. However, use of these materials is not a requirement for the delivery of the qualification.

Centres are responsible for providing guidance and support to help the candidate develop the necessary skills to produce a portfolio which clearly demonstrates that the required standard for each practical activity has been met. Careful inspection of evidence presented must also be made when assessors are signing off the work-based component of the level 2 Certificate in Supporting the Development Needs of Vulnerable People as complete.

Confidentiality

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6

Units

6.1

Introduction

The structure of the units

The units are presented in a standard format. Each unit has a number of learning outcomes to be achieved.

Units 1 to 4, 6, 8 and 9, are set out as follows:

• a unit summary which describes the rationale and aims of the unit

• detailed outcomes – for each outcome there are specified knowledge and practical activities, which are examples of what the candidate should be able to do as a result of the learning

(32)

Unit 1

Principles of Human Development and

Learning of Vulnerable People

Rationale

Aim

The aim of this unit is to introduce support workers to the basic principles of supporting the development needs vulnerable people.

Learning outcomes

There are five outcomes to this unit. The candidate will be able to:

• Identify the main theories that inform human development and learning

• Show how approaches to human learning and development apply to the work context

• Recognise the learning potential of service users

• Use learning and learning support as a strategy for empowerment of service users

• Apply the key principles and value base of Structured Supported learning in the work setting

Guided learning hours

It is recommended that 30 hours should be allocated for this unit. This may be on a full time or part time basis.

Key Skills/ Core Skills

This unit contributes towards the Key Skills in the following areas:

• Communication

• Improving own Learning and Performance

• Problem Solving

(33)

Unit 1

Principles of Human Development and

Outcome 1

Identify the main theories that inform human

development and learning

Practical activities

The candidate will be able to:

1 give an example of how they have exercised respect, discretion and understanding with service user

2 describe the ways that the main theories have underpinned their work 3 give examples of distinct approaches to human learning and development

4 give an example of using a learner-centred approach in working with a service user

Underpinning knowledge

1 outline the key features of the following approaches to human development and learning: cognitive science, neuroscience and sociocultural theory

2 identify how these approaches may be applied to support the learning of individuals 3 identify the components of an holistic approach to learning support:

a needs based

b learner led

(34)

Unit 1

Principles of Human Development and

Outcome 2

Show how approaches to human learning and

development apply to the work context

Practical activities

1 identify how one of the following approaches to human learning and development have an impact on own working practice (neuroscience, cognitive science, sociocultural theory) 2 give an example of how an understanding of the key features of approaches to human

learning and development have influenced work with service users

3 reflect upon own practice in the light of approaches to human learning and development

Underpinning knowledge

(35)

Unit 1

Principles of Human Development and

Outcome 3

Recognise the learning potential of service users

Practical activities

1 identify a range of common personal learning barriers for individuals 2 identify a range of common external barriers to learning for individuals

3 review the work setting’s equal opportunities policy relative to individuals’ learning needs 4 suggest ways in which the policy might be enhanced to support these individuals

Underpinning knowledge

1 identify key factors and causes of educational failure

2 identify key entitlements of young people and adults to learning and learning support 3 identify the legislation relating to equal opportunities for learners

(36)

Unit 1

Principles of Human Development and

Outcome 4

Use learning and learning support as a strategy for

empowerment of service users

Practical activities

1 explore individuals’ aspirations

2 give examples of where individuals’ rights may conflict with the needs and rights of other learners

3 enable individuals to pursue their needs and rights

4 enable individuals to develop and maintain a sense of achievement and potential 5 give examples of the rights of others, e.g. other learners or staff, associated with the

individual’s learning

Underpinning knowledge

1 describe what is meant by Human Rights

2 describe the difference between legal and moral rights

3 identify how the rights of individuals can be upheld and accommodated, e.g. complaints and appeal procedures

(37)

Unit 1

Principles of Human Development and

Outcome 5

Apply the key principles and value base of

Structured Supported learning in the work setting

Practical activities

1 describe the key principles and values that underpin structured supported learning 2 give an example of how they have worked with an individual in an empowering way 3 give an example of how they have shown respect for an individual in the work setting 4 identify ways of involving an individual’s networks to support their learning

1 explain the importance of the key principles and values that underpin structured supported learning

2 describe what is meant by empowerment of individuals 3 identify the nature and potential of the individual’s network:

a peers

b family members

c coaches d mentors

(38)

Unit 2

Introduction to Providing Structured

Supported Learning for Vulnerable People

Rationale

Aim

The aim of this unit is to introduce workers to their role in understanding and meeting the learning needs of vulnerable people.

Learning outcomes

There are four outcomes to this unit. The candidate will be able to:

• Describe the experience and perceptions of individuals in their current life situations

• Identify different approaches to support planning

• Identify ways of meeting the learning needs of individuals

• Support individuals to develop their capacity to learn

Guided learning hours

• Communication

• Improving Own Learning and Performance

• Problem Solving

(39)

Unit 2

Introduction to Providing Structured

Outcome 1

Describe the experience and perceptions of

individuals in their current life situations

Practical activities

1 listen to and communicate with individuals about their life experiences

2 listen to and explore individuals’ perceptions of themselves and their situations

3 work with individuals to define and prioritise their issues and needs, and the factors bearing upon these

4 assess the potential role and significance of learning as a strategy and support for the individuals

Underpinning knowledge

1 identify learning factors within individuals’ life experiences

2 identify the implications of individuals’ perceptions for their future learning 3 identify the essential elements of observing, listening, and talking to individuals 4 identify a range of assessment techniques and tools relative to their purposes eg

observation, questioning, discussion; computer and paper based basic, key/core, and life skills assessment and profiles

(40)

Unit 2

Introduction to Providing Structured

Outcome 2

Identify different approaches to support planning

Practical activities

1 design support planning documentation that reflects the main elements of the support planning process

2 compare the support planning documentation designed by the candidate with that in current use in own workplace

3 reflect upon strengths and weaknesses of current documentation in use in own workplace

Underpinning knowledge

1 describe the purpose of support plans

2 identify main components of support planning process

(41)

Unit 2

Introduction to Providing Structured

Outcome 3

Identify ways of meeting the learning needs of

individuals

Practical activities

1 identify the format of support plans in the work setting

2 suggest ways of incorporating learning and assessment plans within the support plans 3 bring together the information required to identify and negotiate an initial learning and

assessment plan

4 negotiate and agree an initial learning and assessment plan with a service user

5 identify and negotiate for the resources required to fulfil a learning and assessment plan 6 describe how the plan would need to be changed on the basis of:

a an unanticipated learning need or opportunity b a change in circumstances

7 use methods to assess an individual’s progress and give appropriate feedback

Underpinning knowledge

1 describe the purpose of learning plans 2 identify the components of a learning plan

3 explain why it is essential to carry out a full and holistic assessment, including risk assessment, when meeting the learning needs of an individual

4 explain the stages of relationship building with the individual including engagement, support, review and disengagement

5 select from a range of approaches to facilitating learning, the ones most likely to be effective with service users.

(42)

Unit 2

Introduction to Providing Structured

Outcome 4

Support individuals to develop their capacity to

learn

Practical activities

1 identify the ways in which individuals have and may continue to develop their capacity to learn

2 identify ways in which individuals can develop self-directed learning skills 3 identify ways in which individuals can learn together and from each other

4 prepare and manage an event in which individuals can demonstrate their attributes

5 identify common set backs for individuals, isolate the learning factors involved and describe ways of applying learning to continue development

Underpinning knowledge

1 describe the boundaries of their role in relation to individuals and their networks 2 give examples of the skills, knowledge and attitudes of effective learning

3 explain issues and benefits of individuals learning together

4 explain the importance of celebrating learning, and how to achieve this

5 identify the opportunities for individuals in the wider community including work, education and leisure

(43)

Unit 3

Effective communication with Vulnerable

People

Rationale

Aim

The aim of this unit is to develop candidates’ awareness of effective communication and the importance of maintaining accurate records.

Learning outcomes

There are three outcomes to this unit. The candidate will be able to:

• Communicate effectively with a range of people

• Maintain records and confidentiality

• Communicate using principles of solution-focussed communication

• Demonstrate the use of Solution focused communication in the work setting

Guided learning hours

Key Skills/ Core skills

• Communication

• Problem Solving

(44)

Unit 3

Effective communication with Vulnerable

People

Outcome 1

Communicate effectively with a range of people

Practical activities

1. demonstrate ways of communicating effectively

2. choose individuals, with varying communication differences, and identify ways of communicating effectively with them

3. choose an individual and identify ways and techniques for engaging assertively with them 4. choose an educational agency or service provider and identify ways of communicating

effectively with them

Underpinning knowledge

1. describe the different ways people communicate

2. describe personal factors which effect communication eg age, gender, class, culture, ill health, disability, language, living circumstances

3. identify a range of communication differences and ways of responding to them 4. explain how physical contact can be used effectively, and how it can be inappropriate 5. describe factors that affect communication with agencies/peers/social networks of people

associated with homelessness

6. describe how to promote communication in situations where individuals are not engaging with services

(45)

Unit 3

Effective communication with Vulnerable

People

Outcome 2

Maintain records and confidentiality

Practical activities

1 identify three different types of individual records kept in the work setting

2 obtain information about individuals and record completely, accurately and legibly 3 give two examples of how they have kept information safe and confidential

4 pass essential information to appropriate others promptly and accurately

Underpinning knowledge

1 explain what is meant by confidentiality in a work setting

2 describe the potential conflicts relating to confidentiality with respect to peers of homeless and vulnerable people and inter, intra and extra agency communication

3 explain the purpose of keeping records

4 identify the main factors from relevant legislation eg Data Protection Act, Freedom of Information Act, in relation to recording personal information

(46)

Unit 3

Effective communication with Vulnerable

People

Outcome 3

Communicate using principles of solution-focussed

communication

Practical activities

1 demonstrate the use of solution focussed communication within the work setting 2 give an example of the impact of solution focussed communication with one individual 3 give an example of how they have reflected upon and evaluated their use of solution

focussed communication

4 suggest other opportunities for the use of a solution focused approach within the work setting.

Underpinning knowledge

1 outline the key principles of solution focussed communication

2 identify how this approach may be applied to support the learning of individuals 3 explain the following terms in relation to solution focussed communication: validation,

(47)

Unit 4

The working environment and Vulnerable

People

Rationale

Aim

The aim of this unit is to develop candidates’ awareness of how to work in a healthy and safe way within the policies and procedures of their employing body.

Learning outcomes

There are three outcomes to this unit. The candidate will be able to:

• Describe the importance of health, safety and safe working in an outreach, day centre or supported living setting

• Describe how to cope in emergency situations

• Describe own role within a team and wider organisation

Guided learning hours

• Communication

• Problem Solving

(48)

Unit 4

The working environment and Vulnerable

People

Outcome 1

Describe the importance of health, safety and safe

working in an outreach, day centre or supported

living setting

Practical activities

1 describe why safe working is important

2 give examples of potential risks in the work setting 3 give examples of ways in which they have minimised risks

4 receive, direct and welcome visitors according to the workplace procedures

1 identify relevant Health and Safety legislation eg Health and Safety at Work Act 2 identify types of behaviour and situations that may present risks to self or others 3 describe ways of minimising risks in all work settings

4 identify methods for dealing with unwanted visitors in the workplace

(49)

Unit 4

The working environment and Vulnerable

People

Outcome 2

Describe how to cope in emergency situations

Practical activities

1 identify the setting’s policy on the action to be taken in the event of a fire or similar emergency

2 identify the setting’s policies for the action to take in the event of an accident, or physical/mental health emergency

3 identify the person in the setting to contact in the event of an accident or health emergency 4 identify the persons in the setting qualified to give first aid

5 identify the records to be completed and kept following an accident or health emergency 6 identify the person in the setting qualified to de-brief staff after an emergency

Underpinning knowledge

1 describe the different types of physical/ health emergency that may occur in the setting 2 describe the importance of when to seek help in an emergency

(50)

Unit 4

The working environment and Vulnerable

People

Outcome 3

Describe own role within a team and wider

organisation

Practical activities

1 identify the health and safety policies and procedures in relation to the setting 2 give examples of following these policies and procedures in the work setting 3 describe own role in relation to the team of which they are a part

4 describe own role in relation to the overall health and safety requirements of the organisation that employs them

5 describe local resources that may be helpful to individuals

Underpinning knowledge

1 describe the importance of following policies and procedures in relation to the setting ie health and safety

(51)

Unit 5

Developing as a support worker of Vulnerable

People

Rationale

Aim

The aim of this unit is for the candidate to identify their development needs.

Learning outcomes

There are four outcomes to this unit. The candidate will be able to:

• Identify own training and development needs

• Record own achievements

• Use study skills and ability to use information within the work setting

• Identify the main features of an effective support worker

Guided learning hours

• Application of Number

• Communication

(52)

50 Level 2 Certificate in Supporting the Development Nee