Appendices
- Appendix 1
- Appendix 2
- Appendix 3
- Appendix 4
- Appendix 5
- Appendix 6
- Appendix 7
- Appendix 8
- Appendix 9
- Appendix 10
- Appendix 11
Appendix 1
PLQ/PLQ(SS) at SCQF Level 7 Standards
| Standard | Knowledge | Skills | Outcome Use a range of approaches and skills to: | |
|---|---|---|---|---|
| 1. | Establish Effective Working Relationships |
|
| Act as a role model for safe and effective practice |
| 2. | Facilitate learning |
|
| Share their own knowledge and skills to enable others to learn in practice settings |
| 3. | Assessment and Accountability |
|
| Provide feedback to others in learning situations and to those who are supporting them, so that learning is effectively assessed |
| 4. | Evaluate learning |
|
| Contribute information to enable others supporting learners to make judgements on the quality of the learning environment |
| 5. | Create a Learning Environment |
|
| Demonstrate a commitment to CPD to enhance own and others knowledge and proficiency Have an awareness of the power differences inherent within a learning situation |
| 6. | Context of practice |
|
| Support others in their learning about relevant legislation, policy and guidance |
| 7. | Evidenced based Practice |
|
| Apply research and inquiry in their work and the work of others |
| 8. | Leadership |
|
| Use their leadership skills to help others learn |
Appendix 2
Flowchart of credit transfer (page 20 of RPLCT Guidelines for PLQ(SS))
Appendix 3
SSSC on-line resources mapped to PLQ at SCQF Level 7 Standards
| Standard | Knowledge | Skills | Outcome Use a range of approaches and skills to: | |
|---|---|---|---|---|
| 1. | Establish Effective Working Relationships |
|
| Act as a role model for safe and effective practice |
| 2. | Facilitate learning |
|
| Share their own knowledge and skills to enable others to learn in practice settings |
| 3. | Assessment and Accountability |
|
| Provide feedback to others in learning situations and to those who are supporting them, so that learning is effectively assessed Involving service users and carers in assessment |
| 4. | Evaluate learning |
|
| Contribute information to enable others supporting learners to make judgements on the quality of the learning environment Learning Environments/Inter-professional environments |
| 5. | Create a Learning Environment |
|
| Demonstrate a commitment to CPD to enhance own and others knowledge and proficiency Have an awareness of the power differences inherent within a learning situation |
| 6. | Context of practice |
|
| Support others in their learning about relevant legislation, policy and guidance |
| 7. | Evidenced based Practice |
|
| Apply research and inquiry in their work and the work of others Evidence based practice |
| 8. | Leadership |
|
| Use their leadership skills to help others learn Leadership |
Appendix 4
This is how I contribute to the learning and development of others.
Appendix 5
Appendix 6
Appendix 7
Appendix 8
SQA Arrangements for:
Professional Development Award in Practice Learning (Social Services) at SCQF level 7 Group Award Code: G8TN 47 and
Professional Development Award in Practice Learning at SCQF level 7 Group Award Code: G8TL 47 (January 2008)
Access to the Awards (page 7)
Access to the Awards is determined by individual centres and forms part of their submission for approval to offer the award.
The PDA in Practice Learning (Social Services) at SCQF level 7 is accessible to those who are registered or eligible for registration with SSSC because of the legal boundaries of the SSSC’s powers to approve education and training for its own workforce.
Other candidates who are involved in practice learning may be eligible to undertake the PDA in Practice Learning at SCQF level 7. Candidates who are members of other professions or service users and carers are encouraged to undertake the PDA in Practice Learning at SCQF level 7.
Candidates for these awards should have effective communication and inter-personal skills and be able to use these skills to give an account of their experiences, reflect on them, make valid conclusions and express strengths and development needs, both personal and organisational. This may be demonstrated by relevant professional qualifications at SCQF level 6 (or equivalent) or above with relevant experience in a social services or other relevant setting.
Candidates should be aware that evidence of work or practice cited towards establishing entry criteria, or used towards assessment at any level, should not be outdated and should have acceptable currency. They would be expected to evidence supporting of learning e.g. buddying, supervising, mentoring, and being a role model. The evidence may be provided in a variety of formats e.g. personal statements, evidence of practice supported by employer.
Acceptance of relevant equivalent qualifications and experience is at the discretion of centres delivering the awards.
Appendix 9
Practice Learning Qualification PLQ(SS) Stage 1 Teaching and learning Schedule Exemplar.
Candidates are expected to attend a 3 hour study session on the dates agreed at induction.
Class times: To be confirmed;
LO – Learning Outcome
Units: L&LE – Learning and the Learning Environment. R&D – Responsibility for Developing Quality Learning
| Date | Unit and Outcome | Learning Themes | Method of Learning |
|---|---|---|---|
| L&LE LO2 (1) | Agency legislation and policy | Class | |
| R&D LO1 (5) | SSSC Codes of Practice and Standards | Class | |
| R&D LO1 (3) | Attributes of a professional human services worker | Class | |
| R&D LO1 (1) | Ethical issues in day-to-day practice | Class | |
| R&D LO2 (2) | Roles and responsibilities in provision of a learning programme | Class | |
| R&D LO2 (3) | Cooperation with others involved in planning defined learning activities | Self | |
| R&D LO4 (2) | Identification of who should be provided with information about the quality of the learning experience in a social services practice context | Self | |
| R&D LO1 (4) | Research on evidence based practice | Self | |
| R&D LO1 (2) | Current good practice methods | Self | |
| R&D LO2 (1) | Leadership skills required to support learners | Self | |
| L&LE LO3 (1) | Theories of learning and the factors involved in creating a learning environment | Self | |
| L&LE LO1 (3) | Impact of learning environment on learners | Self | |
| L&LE LO3 (4) | Impact of difference, diversity and power in learning situations | Self | |
| L&LE LO3 (3) | Awareness of own knowledge and skills, and how to model good practice | Self | |
| R&D LO2 (4) | Types of learning activities to be delivered to learners | Self | |
| R&D LO4 (3) | Types of information to be provided about the range of learning experiences offered | Self | |
| L&LE LO1 (2) | Self awareness in interactions with learners | Self | |
| R&D LO2 (5) & (2) | Methods for providing defined learning activities and methods of supporting learners to learn about agency context, legislation and policy | Self | |
| L&LE LO2 (3) | Application of legislation, policy and/or guidance to practice in agency context | Class | |
| R&D LO3 (2) & L&LE LO1 (1) | Criteria used to assess learners Methods of, and barriers to, effective communication | Class | |
| L&LE LO3 (2) | Learning experiences: helpful and unhelpful factors | Self | |
| R&D LO3 (4) | Feedback to learners and others involved in the learning programme | Class | |
| R&D LO3 (1) & (3) | Effective feedback skills Timescales for the learning programme feedback | Class | |
| R&D LO4 (1) & (5) | Criteria used for judging the quality of the learning experience Methods for providing defined learning activities | Class |
Appendix 10
SQA Arrangements for:
Professional Development Award in Practice Learning (Social Services) at SCQF level 7 Group Award Code: G8TN 47 and
Professional Development Award in Practice Learning at SCQF level 7 Group Award Code: G8TL 47 (January 2008)
7.3 Assessment (page 14 – 17)
The awards take a holistic approach to assessment. There is an emphasis on assessing the whole Outcome or a combination of Outcomes across one or more Unit. Centres are encouraged to identify opportunities for integration of assessments across Units in the PDAs.
The awards provide a number of opportunities for developing a range of assessment methods. Assessment operates through a blend of results from learning activities and collections of evidence. It is continuous, pragmatic and based on learning outputs. As part of their individual candidate management process, centres should devise varied assessment strategies suited to the needs of the learning styles and professional environments of candidates.
The key principles of assessment for these awards are that they should be:
- objective, fair and equitable
- quality assured — internally and externally
- understandable, transparent and in a format appropriate to the candidate
- aligned and appropriate to the content of the Units and Outcomes at the relevant SCQF level
- proportionate while robust and demanding
- timely and ongoing throughout the delivery of the awards
- incremental and developmental
- redeemable (providing opportunity for reassessment)
- efficient and manageable (i.e. cost, time and resources)
- Additionally, assessment should:
- model good assessment practice
- incorporate the flexibility to adapt to different learning styles
- include provision of a clear, accessible RPL process
The focus of these awards is on the development of competence to use a wide range of principal skills, some specialised skills and advanced applications to achieve Unit Outcomes. They are suitable for holistic assessment covering the Outcomes of all Units in each award and the recommended assessment mechanism is a collection of practice evidence.
The collection of evidence approach allows candidates flexibility in relation to evidence gathering and scope to present their evidence in a way that best fits with their learning needs and styles. Candidates can demonstrate that they have achieved the Unit Outcomes by gathering evidence and presenting it in the form of a collection of evidence. As far as possible for most candidates the evidence should be naturally occurring during the course of their day to day activity. Some candidates may not be able to rely solely on naturally occurring evidence, in which case supplementary centres can set assessment activity such as role-play or simulation. This approach reduces the need for contrived assessed activity in circumstances where Outcomes can be effectively evidenced in the candidate’s work. The approach encourages candidates to reflect on the nature of what they do on a daily basis.
Centres should provide advice and guidance to candidates on the creation of a collection of evidence and on typical contents. The collection of evidence should be presented as a coherent and logical whole rather than a collection of disparate items of evidence and demonstrate their knowledge, understanding and skills in relation to each Outcome for each Unit. Essentially, the collection of evidence is a record of the learning journey undertaken by candidates.
Whilst it is recognised that the collection of evidence method is suitable for most candidates undertaking these awards, the individual Unit specifications do not require this as a mandatory approach. It is important to recognise that dependant on individual candidate needs other methods may be equally applicable.
Overall this should encompass a demonstration of:
- professional performance improvements that candidates have achieved as a result of participating in the learning and related practical activities
- candidates’ ability to analyse and review their own and their learners experiences
- candidates’ application of relevant theories, methodologies and standards
Candidates’ practice evidence of their ability to support learning can be drawn from a variety of sources including feedback from peers, managers, learners, service users, carers and other professionals. This should be collated alongside evidence of candidates’ knowledge and understanding of the topics covered by the Units. Also, within the collection of evidence candidates should provide a reflective narrative identifying their learning for the Units and reflecting on what they might have done differently and what they need to work on in the future. Centre’s should advise candidates about assessment requirements and encourage candidates to seek opportunities to generate evidence that would span more than one Outcome and/or more than one Unit. Combining evidence from both Units should be encouraged wherever possible. It gives candidates the chance to develop a more comprehensive record of their learning, but also highlights the close connections and relationships between the different strands involved in professional development. It may also enable candidates to make use of the same piece of evidence in different contexts.
Appendix 11
SQA Arrangements for Professional Development Award in Practice Learning (Social Services) at SCQF level 7 Group Award Code: G8TN 47 (January 2008)
Section 7: Collection of evidence
The collection of evidence approach allows candidates flexibility in relation to evidence gathering and scope to present their evidence in a way that best fits with their learning needs and styles. (Page 15) The collection of evidence approach offers candidates flexibility in relation to evidence gathering against the Unit Outcomes. Each candidate’s collection of evidence is unique. Although unique, all collections of evidence are expected to meet a set of minimum required content criteria as advised by the centre. (Page 16)
It is likely that content may include items covering both product and process. Evidence of support for learning can be drawn from any context across health, education and social services and involve work with individual learners and/or groups, such as through the facilitation of group supervision, or planning, delivering and/or evaluating training events. Evidence can come in a variety of forms including an assignment, video, audio, oral presentation, witness statements etc. (page 15)
Contents of a collection of evidence should include evidence of knowledge, values and skills and include some of the following, for example (centres will advise on specific requirements):
- The candidate’s reflective accounts of how they have met each of the Outcomes for each Unit.
- Formal and informal feedback on practice from a learner or learners with whom the candidate has been working.
- Formal and informal feedback on practice from, an appropriate, mentor, assessor, a service user, carer, peers, managers, and other professionals.
- A self-assessment, including reflection by the candidate on feedback received.
- Product evidence to specifically demonstrate knowledge gained. For example, assignments, reports, extracts of minutes, supervision notes and practice documents etc.
- A reflective narrative of the learning from each Unit as a whole. This is the candidate’s summary of how the evidence they have provided meets the Outcomes. It can include a clear map indicating where the evidence provided links to the Outcomes. It is likely that this also describes what they might have done differently and what they need to work on in the future.
- The necessity of observation.
Whilst it is recognised that the collection of evidence method is suitable for most candidates undertaking these awards, the individual Unit specifications do not require this as a mandatory approach. It is important to recognise that dependant on individual candidate needs other methods may be equally applicable (page 16)