IQ Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People's Settings (QCF) Specification

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1 IQ Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People's Settings (QCF) Specification Regulation No: 600/6470/5 Page 1 of 11

2 Contents Page Industry Qualifications... 3 Introduction... 3 About this Qualification (Description, Objectives, Aims, Purpose)... 4 Structure (Credit, Rules of Combination, Guided Learning Hours)... 4 Delivery... 4 Assessment... 4 Age range and Geographical Coverage... 5 Learner entry requirements... 5 Tutor requirements... 5 Unit 1: Understand employment responsibilities and rights in health, social care or children and young people s settings R/602/ Unit 1 Guidance on Delivery and Assessment... 8 Appendix A... 9 Resources Page 2 of 11

3 Industry Qualifications IQ is approved by the UK s national regulator of qualifications Ofqual and by the Scottish regulator SQA Accreditation. It was launched in 2011 to provide users and learners with the objective of achieving the highest levels of assessment integrity, customer service and sector engagement. Uniquely, it is a membership based awarding organisation bringing together the best of UK vocational education in a not for profit environment. Further information can be found on the IQ web-site Introduction This specification is intended for trainers, centres and learners. General information regarding centre approval, registration, IQR (IQ s candidate management system), assessment papers, certification, reasonable adjustments, special consideration, appeals procedures, are available from the website. This document should be read in conjunction with the IQ QMS Centre guide available from the website. Website: Enquiries: Page 3 of 11

4 About this Qualification (Description, Objectives, Aims, Purpose) The IQ Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People s Settings (QCF) is a qualification aimed at those individuals who intend to develop their knowledge and understanding of employment matters in the health and social care sector. It is generic and suitable for individuals working or intending to work in a variety of roles in health, social care or children and young people s settings. The single mandatory unit, all learners will cover the fundamentals of statutory responsibilities and rights, agreed ways of working that protect the relationship with the employer, the context of their role in the sector, career pathways and the importance of issues of public concern upon services in the sector. Objectives of the qualification include preparing learners to progress to a qualification in the same subject area but at a higher level or requiring more specific knowledge, skills and understanding, meeting relevant programmes of learning, preparing learners for employment and supporting a role in the workplace. This qualification forms the Employee Responsibilities and Rights (ERR) component of the Intermediate Level Apprenticeship in Health and Social Care and also the Advanced Level Apprenticeship in Health and Social Care. Structure (Credit, Rules of Combination, Guided Learning Hours) To achieve the IQ Level 2 Award in Employment Responsibilities and Rights in Health, Social Care, Children and Young People s Settings (QCF), learners must achieve 3 credits from the single mandatory unit. Unit Level Credit Guided Learning Hours Understand employment responsibilities and rights in health, social care or children and young people s settings Delivery Guided learning hours are 24. It is the responsibility of training centres to decide the appropriate course duration, based on their learners ability and level of existing knowledge. It is possible, therefore, that the number of Guided Learning Hours can vary from one training centre to another according to learners' needs. Guided learning hours are all times when a member of provider staff is present to give specific guidance towards the learning aim being studied on the programme. This definition includes lectures, tutorials, and supervised study. It does not include hours where supervision or assistance is of a general nature and is not specific to the study of the learners. Assessment All units in this qualification are knowledge-based and assessed by portfolio (internally set and marked and externally quality assured by IQ). Assessment must be in accordance with the Skills for Care and Development QCF Assessment Principles located in Appendix A at the end of this document. An Achievement Record for this qualification which includes the forms necessary to map and claim knowledge and competence is available to download from the IQ website. All assessment criteria must be met and mapped and the location of the evidence must be indicated in the achievement record. This qualification is not graded, successful learners achieve a pass. All units must be assessed using methods appropriate to the assessment of knowledge and understanding and may take place in or outside of a real work environment. They can be assessed by a variety of methods including: Question and answer test Multiple choice questions Question and answer verbal (ensure records are kept) Essay Other Page 4 of 11

5 Age range and Geographical Coverage This qualification is approved for learners 16 plus in England, Wales and Northern Ireland. Learner entry requirements There are no formal entry requirements. However, learners should be able to work at level 1 or above and be proficient in the use of English Language. Progression Learners who achieve this qualification can progress to the knowledge and competence components of the intermediate apprenticeship: Level 2 Diploma in Health and Social Care (Adults) for England (QCF) and the Level 2 Certificate in Preparing to Work in Adult Social Care (QCF); or to the knowledge and competence components of the advanced apprenticeship: Level 3 Diploma in Health and Social Care (Adults) for England (QCF) and the Level 3 Certificate in Preparing to Work in Adult Social Care (QCF). Tutor requirements All trainers/assessors and internal verifiers delivering this qualification must meet the requirements as per the assessment strategy Skills for Care and Development QCF Assessment Principles, located in Appendix A at the end of this document. Page 5 of 11

6 Unit 1: Understand employment responsibilities and rights in health, social care or children and young people s settings R/602/2954 Guided Learning Hours: Unit Level: Unit Credit: Unit grid: Learning outcomes/assessment Criteria/Content Learning Outcome - The learner will: Assessment Criteria - The learner can: Additional Guidance: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 2. Understand agreed ways of working that protect own relationship with employer 3. Understand how own role fits within the wider context of the sector 1.1 List the aspects of employment covered by law Sources and types of information and advice this should be internal and 1.2 List the main features of current employment legislation external where appropriate 1.3 Outline why legislation relating to employment exists 1.4 Identify sources and types of information and advice available in relation to employment responsibilities and rights 2.1 Describe the terms and conditions of own contract of employment 2.2 Describe the information shown on own pay statement 2.3 Describe the procedures to follow in event of a grievance 2.4 Identify the personal information that must be kept up to date with own employer 2.5 Explain agreed ways of working with employer 3.1 Explain how own role fits within the delivery of the service provided 3.2 Explain the effect of own role on service provision 3.3 Describe how own role links to the wider sector 3.4 Describe the main roles and responsibilities of representative bodies that influence the wider sector Agreed ways of working includes policies and procedures where these exist; they may be less formally documented with micro-employers. It may cover areas such as: data protection grievance procedures conflict management anti-discriminatory practice health and safety Effect should include the effect of following good practice and consequences of non-compliance How own role links to the wider health and social care sector may include reference to relevant Codes of Practice, National Occupational Standards etc. in own area of work. Representative bodies may include: government departments, professional bodies, trade unions, sector skills councils, regulatory bodies, Page 6 of 11

7 4. Understand career pathways available within own and related sectors 5. Understand how issues of public concern may affect the image and delivery of services in the sector consumer groups etc. 4.1 Explore different types of occupational opportunities Next steps should include training and development. 4.2 Identify sources of information related to a chosen career pathway 4.3 Identify next steps in own career pathway 5.1 Identify occasions where the public have raised concerns regarding issues within the sector 5.2 Outline different viewpoints around an issue of public concern relevant to the sector 5.3 Describe how issues of public concern have altered public views of the sector 5.4 Describe recent changes in service delivery which have affected own area of work Issues of public concern - may include media stories, local or national strategies, closures, government drivers, economic issues. Page 7 of 11

8 Unit 1 Guidance on Delivery and Assessment Delivery This unit is aimed at those working in a wide range of settings in the health, social care or children and young people s sector. It covers: statutory responsibilities and rights of employees and employers awareness of own occupational role and how it fits within the sector agreed ways of working with employer career pathways issues of public concern and how these may influence changes in the sector Assessment This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Sources and types of information and advice this should be internal and external where appropriate. Agreed ways of working includes policies and procedures where these exist; they may be less formally documented with micro-employers. It may cover areas such as: data protection grievance procedures conflict management anti-discriminatory practice health and safety Effect should include the effect of following good practice and consequences of non-compliance. How own role links to the wider health and social care sector may include reference to relevant Codes of Practice, National Occupational Standards etc. in own area of work. Representative bodies may include: government departments, professional bodies, trade unions, sector skills councils, regulatory bodies, consumer groups etc. Next steps should include training and development. Issues of public concern - may include media stories, local or national strategies, closures, government drivers, economic issues. Page 8 of 11

9 Appendix A Skills for Care and Development QCF Assessment Principles 1. Introduction 1.1 Skills for Care and Development (SfC&D) is the UK sector skills council (SSC) for social care, children, early years and young people. Its structure for realising the SSC remit is via an alliance of six organisations: : Care Council for Wales, Children's Workforce Development Council, General Social Care Council, Northern Ireland Social Care Council, Scottish Social Services Council and Skills for Care. 1.2 This document sets out those principles and approaches to QCF unit/qualification assessment not already described in the Regulatory Arrangements for the Qualifications and Credit Framework. The information is intended to support the quality assurance processes of Awarding Organisations that offer qualifications in the Sector, and should be read alongside these. It should also be read alongside individual unit assessment requirements. Additional information/guidance regarding individual unit assessment can be obtained from Awarding Organisations, or from Skills for Care and Development. This must be used in order to provide the proper context for learning and assessment. 1.3 These principles will ensure a consistent approach to those elements of assessment which require further interpretation and definition, and support sector confidence in the new arrangements. 1.4 Where Skills for Care and Development qualifications are joint with Skills for Health, Skill for Health will also use these assessment principles. 2. Assessment Principles 2.1 Assessment decisions for competence based learning outcomes (e.g. those beginning with to be able to ) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. 2.2 Assessment decisions for competence based Learning Outcomes must be made by an assessor qualified to make assessment decisions. 2.3 Competence based assessment must include direct observation as the main source of evidence 2.4 Simulation may only be utilised as an assessment method for competence based Lo where this is specified in the assessment requirements of the unit. 2.5 Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor. 2.6 Assessment of knowledge based Learning Outcomes (e.g. those beginning with know or understand ) may take place in or outside of a real work environment. 2.7 Assessment decisions for knowledge based Learning Outcomes must be made by an occupationally knowledgeable assessor. 2.8 Assessment decisions for knowledge based Learning Outcomes must be made by an assessor qualified to make assessment decisions. Where assessment is electronic or undertaken according to a set grid, the assessment decisions are made by the person who has set the answers. 3. Internal Quality Assurance 3.1 Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions. 4. Definitions 4.1 Occupationally competent: Page 9 of 11

10 This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. 4.2 Occupationally knowledgeable: This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. 4.3 Qualified to make assessment decisions: This means that each assessor must hold a qualification suitable to support the making of appropriate and consistent assessment decisions. Awarding Organisations will determine what will qualify those making assessment decisions according to the unit of competence under assessment. In any case of significant uncertainty the SSCs will be consulted. 4.4 Qualified to make quality assurance decisions: Awarding Organisations will determine what will qualify those undertaking internal quality assurance to make decisions about that quality assurance. 4.5 Expert witness: An expert witness must: have a working knowledge of the QCF units on which their expertise is based be occupationally competent in their area of expertise. have EITHER any qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff. Page 10 of 11

11 Resources Training Resources Centres may use their own, or published learner support materials in delivering the qualification. Whatever support materials centres choose to use, they should ensure that their delivery methodology adequately prepares the learner for assessment. IQ endorses published training resources and learner support materials by submitting the materials to a rigorous and robust quality assurance process, thus ensuring such materials are relevant, valid and appropriately support the qualification. Resources and Useful websites Health and Safety Executive Health and Safety Executive for Northern Ireland The National Archives (For all UK legislation) Equalities and Human Rights Commissions Skills for Care and Development Care Quality Commission Association of Health Care Professionals Page 11 of 11

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