NOCN Qualifications in Progression (QCF)

Transcription

1 NOCN Qualifications in Progression (QCF) NOCN Entry Award in Progression (Entry 3) (QCF) Qualification Approval No. 500/1894/2 NOCN Entry Certificate in Progression (Entry 3) (QCF) Qualification Approval No. 500/1893/0 NOCN 1 Award in Progression (QCF) Qualification Approval No. 500/1948/X NOCN 1 Certificate in Progression (QCF) Qualification Approval No. 500/1949/1 NOCN 1 Diploma in Progression (QCF) Qualification Approval No. 500/1952/1 NOCN 2 Award in Progression (QCF) Qualification Approval No. 500/1942/9 NOCN 2 Certificate in Progression (QCF) Qualification Approval No. 500/1953/3 NOCN 2 Diploma in Progression (QCF) Qualification Approval No. 500/1943/0 NOCN 3 Award in Progression (QCF) Qualification Approval No. 500/1944/2 NOCN 3 Certificate in Progression (QCF) Qualification Approval No. 500/1945/4 Version 4 May

2 National Open College Network National Open College Network (NOCN) is a leading credit-based Awarding Organisation in the UK, offering high quality, flexible, credit-based qualifications and is recognised by the Qualifications Regulators in England, Wales, Northern Ireland and Scotland. We also have partnerships with OCNs in Scandinavia. NOCN had the second highest number of achievements in the QCF in , within the UK (Regulators Annual Qualifications Market Report Version 2 August 2011 Ofqual/11/4854). We are a not for profit organisation and invest our resources into the development of existing products and services and new qualifications. We are proud to be a registered charity and will continue to promote our charitable objectives. There are more than 2,500 centres nationally offering NOCN qualifications. We currently have nearly 300 qualifications on both the National Qualification Framework (NQF) and the Qualifications and Credit Framework (QCF). They are made up of more than 1,000 units from a wide range of areas including modern languages, trade unions, creative arts and design, foundations for learning and life, preparation for work including employability, security, credit control and Offender Learning. We offer different types of qualifications from Entry to 4 and skills for life such as Functional Skills. NOCN qualifications are delivered through schools, further education and sixth form colleges, higher education institutions, trade unions, employers, local education authorities and training organisations, adult and community education centres, and voluntary and community organisations. We operate through a network of regional OCNs in England and Northern Ireland. We work in collaboration with Agored Cymru, the Awarding Organisation for Wales. All OCNs support the delivery of NOCN qualifications, through NOCN recognised centres. 2

3 Contents 1. Introduction to the Qualifications in Progression (QCF) Structure and content of the NOCN Qualifications in Progression (QCF) General information on using the NOCN Qualifications in Progression (QCF) How to select and combine units into qualifications How to access the qualification units How the qualifications are assessed Offering the qualifications Quality assurance and national standardisation

4 1. Introduction to the Qualifications in Progression (QCF) The NOCN Qualifications in Progression (QCF) are a flexible and responsive range of general and pre-vocational qualifications. The qualifications have been devised with the aim to progress learners into further learning and/or employment. The units available (over 600) can be used to create individualised learning programmes tailored to learners needs whilst enabling those learners to achieve or work towards a national qualification and improve their opportunities for progression. The NOCN Qualifications in Progression (QCF) comprise: a range of units in core curriculum areas that provide opportunities for learners to develop skills in the following; literacy and numeracy, ICT, employability, learning to learn and personal development. a range of taster units in different sector specific areas that provide opportunities for learners to test out their abilities and personal preferences before selecting a chosen career or employment route. Who are the NOCN Qualifications in Progression (QCF) aimed at? The qualifications are particularly targeted at those learners who: want to progress into other further or higher education courses, or into new work areas are returning, or planning to return, to work and who are seeking to update and/or add to their employment skills would benefit from alternative approaches to curriculum and learning want to test out a vocational area to inform their career/employment choices for whatever reason, have not previously achieved in education need to develop their literacy and/or numeracy skills. Benefits for Learners The qualifications are designed to enable the greatest flexibility for learners, allowing them to achieve the size and level of qualification most suitable for their needs and relevant to their stage of learning. The range of benefits for learners includes: a choice of size and level of qualification that bests suits the learner s needs nationally recognised qualifications vocational tasters to aid career decisions opportunities to improve own employability an opportunity to work towards qualifications in small steps progression onto sector specific qualifications assessment methods that can be matched to learning aims and styles. 4

5 Benefits for Centres The benefits of the NOCN Qualifications in Progression (QCF) for centres include: a wide choice of unit combinations qualifications that are accredited by the regulatory authorities and nationally recognised qualifications that are eligible for Skills Funding Agency funding in England, DCELLS funding in Wales and CCEA funding in Northern Ireland the opportunity to offer qualifications within a course title of choice quality assurance and support from an OCN progression routes into other qualification provision offered by the centre flexibility in approaches to delivery and assessment that, in turn, facilitates innovative and learner-centred practice. 5

6 2. Structure and content of the NOCN Qualifications in Progression (QCF) The NOCN Qualifications in Progression (QCF) comprise core skills units and optional units, and a learner is required to achieve a specified number of credits from units in these two categories in order to achieve a full qualification. Each qualification can be made up of a combination of core skills units and optional units, or core skills units alone. There are a required minimum number of credits to be achieved in core skills for all of the qualifications except the NOCN Entry Award in Progression (QCF) (Entry 3). The number of credits required from core skills units differs depending on the qualification size and level. The actual choice of units, which is made by the provider, should be determined by the needs of the learners and the planned progression routes. Please refer to Section 4 of this document for examples of how units can be combined. Please note that these are suggestions only all units within the qualifications remain available for use for individual learning packages in response to particular circumstances. Full unit lists for each of the Qualifications in Progression are available on the NOCN website Core Skills Units These units allow learners to be accredited for generic skills such as: literacy and numeracy learning to learn personal development preparation for work. Core skills units are located within the following sector subject areas: 14.1 Foundations for Learning and Life 14.2 Preparation for Work They are intended to develop the knowledge, skills and understanding required in preparation for learning and work. They provide essential learning opportunities to support specific needs and progression routes for learners. 6

7 ITQ units in the NOCN Qualifications in Progression (QCF) NOCN has worked with e-skills UK to agree the use of the national ITQ units within the NOCN Qualifications in Progression (QCF) at Entry, s 1, 2 and 3. The 1, 2 and 3 units were written by e-skills UK and are a direct translation of the National Occupational Standards for IT Users into units of accreditation. They can therefore contribute to the learner s achievement of the ITQ. The ITQ units are included as optional units. The NOCN 1 Certificate and Diploma in Progression, and the NOCN 2 and 3 Qualifications in Progression also include ITQ units at the level below the qualification to allow spiky profiles in ICT. The numbers of credits that can be used from ITQ units towards achievement of the Qualifications in Progression are restricted in order to prevent dual award (i.e. award of both a Qualification in Progression and an ITQ qualification through achievement of the same units). Details of the credits that can be achieved from ITQ units towards each Qualification in Progression are detailed in the structure summaries from page 9. Requirements for ITQ units To contribute towards achievement of the ITQ, assessment tasks must have an end product which has a real purpose beyond the production of ITQ evidence. In addition, the end product must have an intended audience other than the learner. Valid evidence can come from those seeking employment, or learning and studying for non IT subjects. Centres must also take into account the additional information provided in the unit Purpose and Aim of ITQ units. Assessors and internal verifiers of ITQ units should have ITQ 3 or equivalent in order to be able to adequately assess at that level and below. Optional Units Optional units are available in a range of sector areas across the different levels, and may be used as vocational tasters. The sector specific areas include: Administration Agriculture Building and Construction Business Management Child Development and Well-Being Crafts, Creative Arts and Design Environmental Conservation Foundations for Learning and Life Health and Social Care Horticulture and Forestry 7

8 Hospitality and Catering IT for Users Marketing and Sales Media and Communication Performing Arts Publishing and Information Services Preparation for Work Sport, Leisure and Recreation Transportation, Operations and Maintenance Travel and Tourism Qualification s The NOCN Qualifications in Progression (QCF) can be achieved at Entry 3, 1, 2 and/or 3, depending upon the requirements of the learner. Spiky Profile of Achievement From the 1 Certificate upwards, the qualification structure enables learners to count a certain number of credits at the level below the qualification, towards the achievement. So for example, the 2 Award requires a total of 9 credits. A minimum of 6 of these must be achieved at 2, which allows the learners the flexibility to achieve 3 of the total credits required at 1. The details relating to the minimum and maximum number of credits required at each level are in the structure summaries below. Qualification Size There are three sizes of qualification; Award, Certificate and Diploma. The number of credits required for each size of qualification varies, depending on the level, and are specified in the following structure summaries. Requirements for each Qualification and Size Please note that details of the ITQ units included in Groups G2 IT for Users in the NOCN Qualifications in Progression can be found on Ofqual s Register of Regulated Qualifications 8

9 Qualification NOCN Entry Award in Progression (Entry 3) (QCF) NOCN Entry Certificate in Progression (Entry 3) (QCF) NOCN 1 Award in Progression (QCF) NOCN 1 Certificate in Progression (QCF) NOCN 1 Diploma in Progression (QCF) NOCN 2 Award in Progression (QCF) NOCN 2 Certificate in Progression (QCF) NOCN 2 Diploma in Progression (QCF) NOCN 3 Award in Progression (QCF) NOCN 3 Certificate in Progression (QCF) Credit Value Minimum Core Credits Minimum Credits at Qualification Maximum Credits from Optional Group G, IT for Users 3 N/A N/A (maximum 3 at 1) 7 (maximum 3 at 1) (maximum 6 at 2) NOCN Entry Award in Progression (Entry 3) (QCF) The learner must achieve 3 credits (30 guided learning hours). The 3 credits can be taken from a combination of any units within any groups. Please note that Group A - Core Skills is an optional group for the Entry Award. NOCN Entry Certificate in Progression (Entry 3) (QCF) The learner must achieve a minimum of 15 credits (150 guided learning hours). 3 credits must be obtained from Mandatory Group A - Core Skills. NOCN 1 Award in Progression (QCF) The learner must achieve 6 credits (54 guided learning hours). The 6 credits can be taken from a combination of any units within any groups. Please note that Group A - Core Skills is an optional group for the 1 Award. A maximum of 3 credits can be taken from Group G2 ICT for Users (ITQ units). 1 1 Details of ITQ units in Group G2 IT for Users are available on Ofqual s Register of Regulated Qualifications. 9

10 NOCN 1 Certificate in Progression (QCF) The learner must achieve 21 credits (189 guided learning hours). A minimum of 15 credits must be achieved at 1 with a maximum of 6 credits being achieved at Entry (Entry 3). 6 credits must be achieved from the Mandatory Group A - Core Skills at either Entry (Entry 3) or 1. A maximum of 6 credits can be taken from Group G2 ICT for Users (ITQ units). NOCN 1 Diploma in Progression (QCF) The learner must achieve 42 credits (388 guided learning hours). A minimum of 30 credits must be achieved at 1 with a maximum of 12 credits being achieved at Entry (Entry 3). 9 credits must be achieved from the Mandatory Group A - Core Skills at either Entry (Entry 3) or 1. A maximum of 6 credits can be taken from Group G2 ICT for Users (ITQ units). NOCN 2 Award in Progression (QCF) The learner must achieve 9 credits (72 guided learning hours). A minimum of 6 credits must be achieved at 2 with a maximum of 3 credits being achieved at 1. 3 credits must be achieved from the Mandatory Group A - Core Skills at either 2 or 1. NOCN 2 Certificate in Progression (QCF) The learner must achieve 24 credits (192 guided learning hours). A minimum of 18 credits must be achieved at 2 with a maximum of 6 credits being achieved at 1. 6 credits must be achieved from the Mandatory Group A - Core Skills at either 2 or 1. A maximum of 7 credits can be taken from Group G2 ICT for Users (ITQ units) of which up to 3 credits can be at 1. NOCN 2 Diploma in Progression (QCF) The learner must achieve 45 credits (360 guided learning hours). A minimum of 33 credits must be achieved at 2 with a maximum of 12 credits being achieved at 1. 9 credits must be achieved from the Mandatory Group A - Core Skills at either 2 or 1. A maximum of 7 credits can be taken from Group G2 ICT for Users (ITQ units) of which up to 3 credits can be at 1. NOCN 3 Award in Progression (QCF) The learner must achieve 12 credits (84 guided learning hours). A minimum of 9 credits must be achieved at 3 with a maximum of 3 credits being achieved at 2. 3 credits must be achieved from the Mandatory Group A - Core Skills at either 3 or 2. 10

11 NOCN 3 Certificate in Progression (QCF) The learner must achieve 30 credits (210 guided learning hours). A minimum of 21 credits must be achieved at 3 with a maximum of 9 credits being achieved at 2. 6 credits must be achieved from the Mandatory Group A - Core Skills at either 3 or 2. A maximum of 9 credits can be taken from Group G2 ICT for Users (ITQ units) of which up to 6 credits can be at 2. 11

12 QCF Descriptors Summary Knowledge and understanding Achievement at Entry 3 Use knowledge or reflects the ability to make understanding to carry out use of skills, knowledge and structured tasks and activities understanding to carry out in familiar contexts. structured tasks and activities in familiar contexts, with appropriate guidance where needed. Entry Entry 3 Know and understand the steps needed to complete structured tasks and activities in familiar contexts. Application and action Carry out structured tasks and activities in familiar contexts. Be aware of the consequences of actions for self and others. Autonomy and accountability With appropriate guidance take responsibility for the outcomes of structured activities. Actively participate in activities in familiar contexts. 1 Achievement at 1 reflects the ability to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance. Use knowledge of facts, procedures and ideas to complete well-defined, routine tasks. Be aware of information relevant to the area of study or work. Complete well-defined routine tasks. Use relevant skills and procedures. Select and use relevant information. Take responsibility for completing tasks and procedures subject to direction or guidance as needed Identify whether actions have been effective. 12

13 2 Achievement at 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgment subject to overall direction or guidance. Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems. Interpret relevant information and ideas. Be aware of the types of information that are relevant to the area of study or work. Complete well-defined, generally routine tasks and address straightforward problems. Select and use relevant skills and procedures. Identify, gather and use relevant information to inform actions. Identify how effective actions have been. Take responsibility for completing tasks and procedures. Exercise autonomy and judgment subject to overall direction or guidance. 13

14 3 Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgment within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine. Interpret and evaluate relevant information and ideas. Be aware of the nature of the area of study or work. Have awareness of different perspectives or approaches within the area of study or work. Address problems that, while well defined, may be complex and non-routine. Identify, select and use appropriate skills, methods and procedures. Use appropriate investigation to inform actions. Review how effective methods and actions have been. Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others. Exercise autonomy and judgment within limited parameters. Extracted from QCF level descriptor s document on QCDA s website October

15 3. General information on using the NOCN Qualifications in Progression (QCF) 3.1 Guided Learning Hours for the qualifications Guided Learning Hours are defined as the number of hours of teacher-supervised or directed study time required to teach a qualification or unit of a qualification. The recommended notional learning time for one credit is 10 hours. The total recommended notional learning time for each qualification at each level, and the recommended minimum guided learning hours as a proportion of that total are as follows: Qualification Title NOCN Entry Award in Progression (Entry 3) (QCF) NOCN Entry Certificate in Progression (Entry 3) (QCF) NOCN 1 Award in Progression (QCF) NOCN 1 Certificate in Progression (QCF) NOCN 1 Diploma in Progression (QCF) NOCN 2 Award in Progression (QCF) NOCN 2 Certificate in Progression (QCF) NOCN 2 Diploma in Progression (QCF) NOCN 3 Award in Progression (QCF) NOCN 3 Certificate in Progression (QCF) Qualification Approval Number Total Recommended Notional Learning Time 500/1894/ /1893/ /1948/X /1949/ /1952/ /1942/ /1953/ /1943/ /1944/ /1945/ Total Recommended Guided Learning Hours 3.2 Relationship with Functional Skills NOCN encourages centres to use the skills and knowledge acquired by learners undertaking units as a means of supporting and encouraging them to take the Functional Skills qualifications in English, mathematics or ICT as appropriate. These can be taken alongside the NOCN Qualifications in Progression (QCF). For details of the NOCN Functional Skills qualifications, please contact your OCN. 15

16 3.3 Relationship with National Occupational Standards Units from the 1, 2 and 3 NOCN Qualifications in Progression (QCF) have been developed where relevant in line with the appropriate National Occupational Standards (NOS). Please note: Achievement of any units, at all levels, in Sector 1 (Health, Public Services and Care) do not provide evidence against the Care Standards Act requirements. 3.4 Recognition of Prior Learning Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already as a consequence of which they do not need to undertake a course of learning. Centres are encouraged to recognise the previous achievements and experiences, both formal, for example through accredited units or qualifications or informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment. When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. Evidence is not time-limited. 3.5 Progression Opportunities NOCN Qualifications in Progression (QCF) enable progression to employment 2 further learning opportunities within employment, further study including higher level NOCN qualifications, or to higher-level sector specific qualifications. 3.6 Restrictions on Learner Entry The minimum age for access to the qualifications is 16 years. Learners registered on these qualifications must be aged 16 and over. 2 Please note: These are not vocationally related qualifications, so will not qualify learners for specific professions. 16

17 3.7 Entry Requirements There are no specific requirements for learner entry. 3.8 Language Requirements If you wish to offer this qualification in Welsh or Irish (Gaeilge) then please contact NOCN who will review demand and provide as appropriate. 3.9 Northern Ireland Entitlement Framework The NOCN Qualifications in Progression (QCF) are not eligible for inclusion on the Northern Ireland Entitlement Framework. For more information on the Entitlement Framework, centres in Northern Ireland should contact OCN NI Learners with Particular Requirements within the NOCN Qualification in Progression (QCF) is designed to be accessible and inclusive. The unit based approach allows flexibility through enabling learners to achieve the qualification in stages. The assessment methodology is appropriate and rigorous for individuals or groups of learners. If you have learners with particular requirements you should refer to the Access to Fair Policy and Procedure which can be found within the Learning Providers section on the NOCN website This section gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the achievement of the assessment criteria. The NOCN Centre Recognition process requires policy statements on Equal Opportunities and Diversity and Disability Discrimination. These policy statements are then checked and confirmed through the Quality Review and Risk processes. 17

18 4. How to select and combine units into qualifications Centres are required to ensure that units are combined in a coherent and appropriate manner for specific target groups of learners. The selection of units should be informed by the needs of the learners and their intended progression routes. This will be monitored by the OCN through the Centre Approval process, the course registration process and via external verification arrangements. Further details can be found on the NOCN website at The following are examples of how units can be combined into qualifications. The exemplars include a suggested course title, unit titles and the credit value of each unit (in brackets). These are intended only as models to guide decisions, although providers are entitled to use these exemplar titles and combinations if appropriate to their learners. Course title: Leading to: Personal Development NOCN Entry Award in QCF Progression (Entry 3) (QCF) A course offered to adults as general personal development which focuses on confidencebuilding and also provides the first step back into a learning environment. Total credits required: 3 at Entry 3 Unit title: Introduction to Assertiveness and Decision-Making Skills (3) Course title: Leading to: Survival Skills for Parents NOCN Entry Certificate in Progression (Entry 3) (QCF) A 150 hour return to learn course aimed at parents with young children, to encourage them back into a learning environment. Total credits required: 15 including minimum of 3 from Core Skills units Unit titles: Core Introduction to Developing Parenting Skills (3) Developing Skills for Listening to Children (3) Optional Introduction to Developing Skills for Caring for Your Child (3) Understanding Human Growth and Development (3) Introduction to Food and Nutrition for Children and Young People (3) 18

19 Course title: Leading to: Reading and Writing with your Child NOCN 1 Certificate in Progression (QCF) A 210 hour course aimed at parents who need to develop functional skills in reading and writing, and who want to help their children with school work. (The course could be offered to cover numeracy skills with a different selection of units). Learners could progress onto a range of qualifications, including Functional Skills at 1. Total credits required: 21 including minimum of 6 from Core Skills units Unit titles: Core Improving own Learning and Performance (3) Speaking and Listening Skills (3) Skills used in Reading for Meaning (3) Writing for Meaning Skills (3) Supporting your Children in Family Learning (3) Working with Your Child to Develop Literacy Skills (3) Making and Using Story Sacks for Family Learning (3) Course title: Leading to: Preparation for Vocational Training in Working with Children NOCN 1 Diploma in Progression (QCF) A 420 hour course aimed at young people, aged 16-19, who are not in education, work or training and who are interested in training to work with young children. The programme would provide learners with support in developing their basic skills, as well as offer them pre-vocational tasters in working with children. The overall aim of the course would be to prepare the learners for progression into sector specific vocational qualifications. Total credits required: 42 including minimum of 9 from Core Skills units Unit titles: Core Speaking and Listening Skills (3) Skills used in Reading for Meaning (3) Writing for Meaning Skills (3) Measure-Time and Temperature (3) or Understanding Length, Weight and Capacity (3) Developing Own Interpersonal Skills (3) Building a Personal Career Portfolio (3) 19

20 Optional Understanding Nutrition, Performance and Healthy Eating (3) Developing Skills in Caring for Young Children (3) Introduction to Developing Language and Communication Skills in Children (3) Understanding Child Development (3) Understanding Play (3) Understanding Children s Social and Emotional Development (3) Understanding the Physical and Psychological Needs of Children (3) Using Craft Activities with Children and Young People (3) Course title: Leading to: Preparation for Employment NOCN 2 Award in Progression (QCF) A 90 hour course offered to adults, either as a discrete programme or as an add-on to vocational programmes, to develop generic work skills and help learners to become workready. Total credits required: 9 at 2 including minimum of 3 from Core Skills units Unit titles: Core Building a Personal Career Portfolio (3) Using Teamwork Skills (3) Preparing for Work (3) Your OCN contact will be able to provide you with more examples and guidance on how to combine the units available into appropriate qualifications for a target group of learners. 20

21 5. How to access the qualification units The unit listings per qualification and level with the Ofqual and NOCN codes, along with hyperlinks to the units, are provided in the unit lists on the NOCN website. Full details of the qualifications are also available on Ofqual s website, the Register of Regulated Qualifications: NOCN Entry Award in Progression (Entry 3) (QCF) NOCN Entry Certificate in Progression (Entry 3) (QCF) NOCN 1 Award in Progression (QCF) NOCN 1 Certificate in Progression (QCF) NOCN 1 Diploma in Progression (QCF) NOCN 2 Award in Progression (QCF) NOCN 2 Certificate in Progression (QCF) NOCN 2 Diploma in Progression (QCF) NOCN 3 Award in Progression (QCF) NOCN 3 Certificate in Progression (QCF) The assessment activities for the units are indicated in the Information Grid on the individual units. An explanation of the kind of activity, assessment and evidence expected at the appropriate level is given on the following pages. 21

22 Assessing Learning Descriptors Activity 1 Case Studies Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. Or may be used with individual learners as a written activity through case study materials and learner responses. The learning may be assessed by: Tutor observation Class discussion One to one Group tutorial discussion Evidence could include: Tutor record of observation Learner notes Summary of class discussion Tutorial notes Audio/video/photographic record Activity Evidence Entry 1 2 Case studies should be simple, immediate and familiar to the learner. Discussion should be short, structured and supervised (group or one-to-one). Written work should be short structured and supervised. Case studies should be limited in range, familiar and require a narrow range of knowledge. Discussion should be structured and involve a limited degree of judgement (group or one-to-one). Written work should be structured and involve a limited degree of judgement. Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed 22 through tutor observation and discussion or tutor assessment of written work. through tutor observation, discussion or tutor assessment of written work. through peer assessment, self-assessment, tutor tutor record of observation, summary of discussion, audio / video / photographic record or written work. tutor record of observation, summary of discussion, learner notes, audio / video / photographic record or written work. tutor record, learner record, peer checklist, summary of discussion or audio /

23 3 but allow for a degree of autonomy (GL 3 = 500 words). Case studies should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar contexts. Discussion should be guided but self-directed (group). Written work should allow for autonomy, evaluation and reasoned judgements to be made (GL = 1000 words). observation, or assessment of written work. through peer assessment, self-assessment, tutor observation or assessment or written work. video / photographic record or written work. tutor record, learner record, peer checklist, summary of discussion, audio / video / photographic record or written work. 2 Written question and answer/test/exam Specific, open and closed questions for immediate response. Can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows response and questioning from learners and feedback from tutor. The learning may be assessed through: Responses by individual learners. May make use of on-line assessment. Evidence could include: Written questions Learner responses Tutor feedback Entry Activity Evidence Process should be informal and nonthreatening by and questions should cover a tutor. narrow range of areas. Possible use of multi-choice questions. Process should be informal and nonthreatening. Questions should encourage learners to make use of knowledge rather than just testing recall. Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited. Questions should cover a wide range of knowledge and contexts, and allow responses to unfamiliar and unpredictable by tutor or external marker (for exams / tests). by tutor or external marker (for exams / tests). by tutor or external marker (for exams written responses. written responses. written responses. written responses. 3 Guide length 23

24 problems. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. The process may be time limited. / tests). 3 Essay A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes an introduction, the information / opinions / evaluation / analysis and a conclusion. The learning may be assessed by: Tutor against clear criteria. Evidence could include: Essay Detailed tutor feedback Entry Activity Evidence It would be unlikely that an essay would be used as an assessment activity at Entry as it would not by the tutor be appropriate for the learner. However, it could be through used in a very simple form to allow learners to discussion. demonstrate recall and comprehension in a narrow range of ideas. The essay subject should be simple and the response should be descriptive and not analytical or evaluative. A narrow range of applied knowledge and demonstration of basic comprehension would be expected. Learners should be given detailed information on how to structure the essay and on the criteria for achievement. The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words. The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement. GL = 1000 words. 24 by the tutor. by the tutor. by the tutor. Evidence could be; the essay and tutor feedback. Evidence could be; the essay and tutor feedback. Evidence could be; the essay and tutor feedback. Evidence could be; the essay and tutor feedback.

25 4 Report A record of an activity and / or a summary of research which presents information in a structured way. Does not include opinion, but may include analysis or evaluation. May be presented in written or oral form. The learning may be assessed by: Tutor for written report. Tutor and / or peers for oral presentation of report. Evidence could include: Written report with tutor feedback Notes for oral presentation with tutor and / or peer feedback. Entry Activity Evidence Report should be oral and informal. The information or activity being reported on by tutor. should be simple and familiar. Learners should be supported in preparing and giving a report and given a number of opportunities to respond. Report could be presented orally or in written format. Oral presentation should be informal. Information used in the report should be readily available and activities should be in familiar contexts. Learners should be clear on the expected structure and criteria for the report and given support on planning and presentation. Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, should be from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation. Report could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar 25 by tutor. by tutor and / or peers for oral presentation. by tutor and or peers for an oral presentation. tutor record. a written report with tutor feedback or learner notes of oral presentation with tutor feedback. written report with tutor feedback or learner plan for oral presentation with peer and / or tutor feedback. written report with tutor feedback or plan for oral presentation with peer and / or tutor

26 or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report. GL = 8 minutes for oral / 1000 words for written feedback. 5 Oral question and answer Specific, open or closed questions for immediate response. Can range from quite formal questions, for example, an oral test, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows response and questioning from learners and immediate feedback from tutor. The learning may be assessed through: Responses by both tutor and individual learners. Evidence could include: Tutor record/notes Learner notes or log Audio / video record Entry Activity Evidence Process should be informal and nonthreatening by and questions should cover a tutor. narrow range of areas. Learners should be supported in answering and given a number of opportunities to respond. Process should be informal and should include both open and closed questions covering a narrow range of knowledge. Learners should be encouraged by the use of supplementary questions. Open and closed questions should be included, covering a number of topics. Learners should be encouraged to expand on their answers. Questions should cover a wide range of knowledge and contexts. They should allow responses to unfamiliar and unpredictable problems. The process may be time limited and formal, or may be a structured two-way discussion. by tutor. by tutor, with a degree of selfassessment. by tutor, with a degree of selfassessment and evaluation of own learning. tutor / record notes or audio / video record. tutor record / notes or audio / video record. tutor records, learner log or audio / video record. tutor record, learner log or audio / video record. 26

27 6 Written description Consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format. The learning may be assessed by: Tutor. One to one tutorial. Discussion. Evidence could include: Tutor record of observation. Learner notes. Tutorial notes. Completed report. Charts. Plans. Entry Activity Evidence Subjects should be simple and tutor familiar to learner. Written work through tutor record of observation and should be short, structured and assessment and feedback, summary of supervised. discussion. discussion or completed Subjects should be limited in range, be familiar and require a narrow range of knowledge. Written work should be structured and involve limited degree of judgement. Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words. Subjects should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar context. GL = 1000 words. through tutor assessment and discussion. through selfassessment and tutor assessment. through selfassessment and tutor assessment. work. tutor record of observation, summary of discussion and feedback or completed work. tutor record, learner record, summary of discussion and feedback or completed work. tutor record, learner record, summary of feedback or completed work. 27

28 7 Reflective log/diary A description, normally in writing but may be oral, by the learner reflecting on how and what they have learned. Often completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning may be assessed by: Learner, often supported through tutorial discussions with tutor. Evidence could include: Log / diary (however this may be confidential and therefore not available for moderation). Tutorial notes. Tutor record. Entry Activity Evidence The reflection process should normally be oral Evidence and supported. It may be supplemented by the by learner with could include; use of drawings or diagrams. Learners should be tutor support. drawings, asked to describe simply what they have learned diagrams and with direction from the tutor. tutor record. The reflection process should be written and may be in the form of brief, structured notes. Learner should be asked to record what they have learner at regular intervals and advised on what information to include. Learners should make limited judgements on what has been learned in terms of, for example, usefulness or interest. The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge / skills, what else they need to learn. The reflection process should be written and learners given guidance on appropriate methods. Learners should be asked to record regularly what they have learned and to make judgements on how effective the learning process has been in terms of, for example, usefulness, interest, extension of knowledge / skills, their own learning style and what else they need to learn. by learner supported by tutor through tutorials. by learner supported by tutor through tutorials. by learner, discussed with the tutor. Evidence could include; log / diary, tutorial notes and tutor record. Evidence could include; log / diary, tutorial notes and tutor record. Evidence could include; log / diary and tutor notes. 28

29 8 Project A specific task involving private study and research for individuals or groups. Normally involves selection of a topic, planning, finding information and presenting results orally or in writing. The learning may be assessed by: Tutor, learner or peers, during and at the end of process through discussion and observation. Evidence could include: Notes, plans, record of project process. Tutor record. Peer records. Learner log. Audio / video / photographic record. Entry Activity Evidence Task should be simple, familiar, Evidence could informal and supervised. It should through tutor include, tutor record, involve repetitive and predictable observation and learner notes, plans, processes. questioning during reports, learner log or and at end of audio / video / Task should be selected with support from tutor to allow the demonstration of knowledge and skills in a range of predictable, structured and familiar contexts. Task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale. Task should be selected with tutor guidance to allow the demonstration of knowledge and skills in a range of areas and contexts, and to show the use of reasoned judgements. The project should be planned and completed within an agreed timescale. process. through tutor observation and questioning during at the end of the process. through tutor / learner discussion during and at the end of the process, and through selfassessment. through tutor / learner discussion and selfassessment. photographic record. tutor record, learner notes, plans, reports, learner log or audio / video / photographic record. tutor record, learner notes, plans, reports, learner log or audio / video / photographic record. tutor record, learner notes, plans, reports, learner log or audio / video / photographic record. 29

30 9 Role play/simulation Use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes. The learning may be assessed by: Tutor / peer observation. One to one tutorial. Discussion. Self-assessment. Evidence could include: Tutor record of observation. Learner notes. Tutor lesson plan. Tutorial notes. Audio / video / photographic record. Learner log. Entry Activity Evidence Role-plays should be simple through, tutor with scenarios that are tutor / peer record of observation, familiar to the learner. Roleplays observation, one to learner notes, tutor lesson should be short, one tutorial, discussion plan, tutorial notes, audio / structured and supervised. and self-assessment. video / photographic record Role-plays should be limited in range, be familiar and require a narrow range of skills. Role-plays should be structured and involve limited degree of learner choice. Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but allow for a degree of learner autonomy. Role-plays should allow the application of skills in a range of complex areas and in a variety of familiar and unfamiliar contexts. through, tutor / peer observation, one to one tutorial, discussion and self-assessment. through tutor / peer observation, one to one tutorial, discussion and self-assessment. through tutor / peer observation, one to one tutorial, discussion and self-assessment. or learner log. tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record or learner log. tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record or learner log. tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record or learner log. 30

31 10 Practical demonstration A practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge. The learning may be assessed by: Tutor. Peer observation. One to one tutorial. Discussion. Self-assessment. Evidence could include: Tutor record of observation. Learner notes. Tutor lesson plan. Tutorial notes. Audio / video / photographic record. Learner log. Entry 1 2 Activity Evidence Practical demonstrations through tutor / should be simple with peer observation, one to situations that the learner one tutorial, discussion is familiar with. They and self-assessment. should be short, structured and supervised. Practical demonstrations should be limited in range, be familiar and require a narrow range of skills and knowledge. Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. through tutor / peer observation, one to one tutorial, discussion and self-assessment. through tutor / peer observation, one to one tutorial, discussion and self-assessment. tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record and learner log. Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record and learner log. Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record and learner log. 31

32 3 Practical demonstrations should allow for the application of skills and knowledge in a range of complex areas and in a variety of familiar and unfamiliar contexts. through tutor / peer observation, one to one tutorial, discussion and self-assessment. Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record and learner log. 11 Group discussion Discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning. The learning may be assessed by: Tutor. Peer observation. One to one tutorial. Discussion. Self-assessment. Evidence could include: Tutor record of observation. Learner notes. Tutor lesson plan. Tutorial notes. Audio/video/photographic record. Learner log. Entry 1 Activity Evidence Discussions should be through Evidence could include; simple with subjects that are tutor, peer observation, tutor record of familiar to the learner. The one to one tutorial observation, learner notes, discussion should be short, discussion and selfassessment. tutor lesson plan, tutorial structured and supervised. notes, audio / video record Discussions should be limited in range, cover topics that are familiar to the learner. These should require a narrow range of skills. The discussion should be structured and involve a limited degree of learner choice. through tutor, peer observation, one to one tutorial discussion and selfassessment. 32 and learner log. Evidence could include; tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video record and learner log.

33 2 3 Discussions should allow for consideration of several topics covering a number of contexts. The discussion should be directed, but allow for a degree of learner autonomy. Discussion should allow for consideration of a range of complex topics and in a variety of familiar and unfamiliar contexts. through tutor, peer observation, one-to one tutorial discussion and selfassessment. through tutor, peer observation, one to one tutorial discussion and selfassessment. Evidence could include; tutor record observation, learner notes, tutor lesson plan, tutorial notes, audio / video record and learner log. Evidence could include; tutor record observation, learner notes, tutor lesson plan, tutorial notes, audio / video record and learner log. 12 Performance/exhibition A performance or exhibition or music or drama with an audience, or a rehearsal or learner demonstration for individuals or groups. The learning may be assessed by: Tutor, learner or peers, at end of performance through discussion and observation. Evidence could include: Notes. Plans. Audio/video/photographic record of performance/exhibition. Tutor records. Peer records. Learner log. Entry 1 Activity Evidence The performance / exhibition should be simple, informal and supervised. The performance / exhibition should be limited in range, familiar and require a narrow range of knowledge. through peer assessment, self-assessment and / or tutor observation. through peer assessment, self-assessment and / or tutor observation. Evidence could include; tutor record, notes, plans, audio / video / photographic record of performance / exhibition, peer records, learner log and summary of feedback. Evidence could include; tutor record, notes, plans, audio / video / photographic record of performance / exhibition, peer records, learner log and summary of feedback. 33

34 2 3 The performance / exhibition should be chosen with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas. Provide the opportunity for interpretation of the chosen piece. The performance / exhibition should be chosen with the tutor to allow for the application of knowledge in a range of complex areas, in a variety of contexts. Performance should be guided but self-directed. through peer assessment, self-assessment and / or tutor observation. through peer assessment, self-assessment and / or tutor observation. Evidence could include; tutor record, notes, plans, audio / video / photographic record of performance / exhibition, peer records, learner log and summary of feedback. Evidence could include; tutor record, notes, plans, audio / video / photographic record of performance / exhibition, peer records, learner log and summary of feedback. 13 Production of artefact Production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge. The learning may be assessed by: Tutor / peer observation. One to one tutorial. Discussion. Self-assessment. Evidence could include: Tutor record of observation. Learner notes. Tutor lesson plan. Tutorial notes. Audio / video / photographic record. Learner log. Completed artefact. Entry Activity Evidence Artefact should be simple, familiar and informal. Its production should be supervised and involve repetitive and predictable processes. through tutor / peer observation, one to one tutorial, discussion, selfassessment and questioning during and at end of process. tutor record, learner notes, plans, reports, learner log, audio / video / photographic record and completed artefact. 34

35 1 2 3 Artefact should be selected with support from tutor to allow the demonstration of skills and apply knowledge in a range of predictable, structured and familiar contexts. Artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale. Artefact should be selected with tutor guidance to allow the demonstration of skills and application of knowledge in a range of areas and contexts. Production of the artefact should be guided but self-directed. Production of the artefact should be planned and completed within an agreed timescale. through tutor, peer observation, one to one tutorial, discussion, selfassessment and questioning during and at end of process. through tutor / peer observation, one to one tutorial, discussion, selfassessment and questioning during and at end of process. through tutor / peer observation, one to one tutorial, discussion, selfassessment and questioning during and at end of process. Evidence could be, tutor record, learner notes, plans, reports, learner log, audio / video / photographic record and completed artefact. tutor record, learner notes, plans, reports, learner log, audio / video / photographic record and completed artefact. tutor record, learner notes, plans, reports, learner log, audio / video / photographic record and completed artefact. 14 Practice file A structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and / or skills. The documents should be mapped to specific learning outcome/s in a unit of assessment. May need a short explanation of how the particular document evidences achievement of a specific learning outcome. The learning may be assessed through: Discussion with the tutor. Evidence could include: Form mapping to learning outcomes, plus explanation if necessary and the documents, for example, minutes, reports, brochures, plans, witness statements, letters or s. 35

36 Entry Activity Evidence Practice evidence should be simple and specific. Learners should be directed on through what to include. The tutor should map the discussion with evidence to specific learning outcome/s. the tutor. tutor notes. Practice evidence should demonstrate the application of a narrow range of skills and / or knowledge. Learners should be given detailed guidance on what documents would be appropriate, how the evidence should be presented, and on mapping to learning outcomes. Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and / or knowledge. Learners should receive guidance on the type of document which could be appropriate, for example, a list, and advice on how to ensure the documents evidence specific learning outcomes, for example, highlighting sections, notes and on how the file should be presented. Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate achievement. through discussion with the tutor. through discussion with the tutor. through discussion with the tutor. Evidence could include; document/s and Evidence could include; documents, learner notes and tutor comments. Evidence could include; structured file with tutor feedback. Evidence could include; structured file with tutor feedback. 36

37 6. How the qualifications are assessed The qualifications require achievement of the specified units with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows: s are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit The learners are assessed internally at the Centre, using the assessments set The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre The portfolios of assessed evidence are externally verified by an external verifier appointed by the OCN. 6.1 Unit Achievement of units is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit, guided by the Information Grid which accompanies each unit and the NOCN Definitions Document. The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the internal verifier before use to ensure that they are fit for purpose. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment. of ITQ Units Centres must also take into account the additional information provided in the unit Purpose and Aim of any ITQ units included in the Qualifications in Progression. To contribute towards achievement of the ITQ, assessment tasks must have an end product which has a real purpose beyond the production of ITQ evidence. In addition, the end product must have an intended audience other than the learner. Valid evidence can come from those seeking employment, or learning and studying for non IT subjects. 6.2 Information Grid Each unit has a supplementary page with an Information Grid. The Information Grid gives recognised methods of assessment for NOCN units. If a method is marked P (Prescribed), that method must be used in the assessment of the unit. Methods marked O (Optional) are recommended methods and you will select the activity or activities most appropriate for your learners and context. Some units will have a combination of Prescribed and Optional methods. Assessors must always refer to this Grid before devising assessment tasks. NOCN also provides Definitions for a wide range of assessment activities. This grid includes a general description of the activity 37

38 and, for each level (Entry to 3), details on how that method can be applied and what evidence is appropriate. 6.3 Marking Tasks Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded; units are either achieved or not achieved. 6.4 Recording Achievement You must record each learner s performance in each unit on an appropriate form or forms. The form/s should record the learner s performance against the unit assessment criteria evidenced by the task. 6.5 National Standardisation Centres will be required to provide samples of assessment tasks for OCN and national standardisation activity. 38

39 7. Offering the qualifications Centres wishing to offer the qualification or units of the qualification should in the first instance contact their OCN for information and support. A list of all OCN offices and contacts can be found on the NOCN website at Your OCN will advise you on the best and most efficient methods for offering this qualification to learners. All procedures for the use of this qualification or units of this qualification, including approval, registration of learners, verification and certification will be completed through your OCN who will have an identified officer to support your Centre. If you have any queries or difficulties at any time you should contact your OCN office. Approval to Offer NOCN Qualifications or Units of NOCN Qualifications If you are a new Centre then please contact your nearest OCN office for details of the Centre Recognition Application process and the process for delivering qualifications. Assessors and internal verifiers of ITQ units used within any of the Qualifications in Progression should have ITQ 3 or equivalent in order to be able to adequately assess at that level and below. Support for Centres 1. Your OCN will provide ongoing support and advice on the use of NOCN credit and qualifications including the requirements for assessment. 2. Approval should always take place through the normal OCN processes and will be explicitly recorded. 3. All Centres approved to offer NOCN credit and qualifications will be allocated a unique NOCN Centre Number. 4. If Centres approved to offer NOCN credit and qualifications have obtained a UKPRN (UK Provider Reference Number) from the UKRLP (UK Register of Learning Providers) this will be used as the Centre Reference number. If a Centre has not obtained a UKPRN they will be issued with a unique NOCN Centre Number. Information about obtaining a UKPRN can be found within the Centre Handbook. 5. Information about obtaining a Unique Learner Number (ULN) on behalf of the Centre s Learners can be found on the NOCN website at ULN page. 6. Each Centre should identify a Centre Contact who will be responsible for NOCN credit and qualifications within the Centre. 7. The Centre Contact must ensure all procedures relating to the delivery of the qualification operate effectively in the Centre. 8. The Centre Contact is the person responsible for confirming and ensuring that the Centre meets all the NOCN requirements for Centre Recognition. 9. The Centre Contact is responsible for ensuring all relevant NOCN documentation is distributed as required within the Centre and that the security requirements for External are adhered to, where applicable. Full details of all NOCN requirements are provided in the Centre Handbook on the NOCN website at Centre Handbook. 39

40 8. Quality assurance and national standardisation 8.1 General Information All Centres wishing to deliver the qualification, or units of the qualification, will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. Your OCN will provide guidance and give support in enabling you to use the qualification. The NOCN standard quality assurance arrangements and requirements include: Internal verification External verification Standardisation. Details and guidance are provided by your OCN. 8.2 National Standardisation National standardisation is a process that promotes consistency in the understanding and application of standards, it: establishes statements on the standard of evidence required to meet the assessment criteria for the units in NOCN qualifications makes recommendations on assessment practice produces advice and guidance for the assessment of units identifies good practice in assessment. It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners evidence for national standardisation if requested. OCNs will notify Centres of the required sample for national standardisation purposes. materials, learners evidence and tutor feedback will be collected by Quality Reviewers on behalf of their OCN. Outcomes from national standardisation will be available to Centres through their OCN. 40

41 NOCN Qualifications in Progression (QCF) Entry Qualifications in Progression Operational start date: 1st July 2007 Review end date: 31 st December Qualifications in Progression Operational start date: 1st July 2007 Review end date: 31 st December Qualifications in Progression Operational start date: 1st July 2007 Review end date: 31 st December Qualifications in Progression Operational start date: 1st July 2007 Review end date: 31 st December 2013 National Open College Network (NOCN) The Quadrant Parkway Business Park 99 Parkway Avenue Sheffield S9 4WG Tel Fax nocn@nocn.org.uk Web: NOCN 2012