Training Needs Analysis Social Services Children and People – Level 3 – (SCQF Level 7) Promote the Safeguarding of Children and Young People – (H5LF 04) Social Services and Healthcare – Level 3 – (SCQF Level 7) Promote the Safeguarding of Individuals – (H5S0 04)
Training Needs Analysis Social Services Children and Young People – Level 3 – (SCQF Level 7) Promote the Safeguarding of Children and People – (H5LF 04) Social Services and Healthcare – Level 3 – (SCQF Level 7) Promote the Safeguarding of Individuals – (H5S0 04)
Contents Description Page Colour – Acknowledgements. 6 Colour – Salmon Introduction. 7 Colour – Curlew Cream Training Needs Analysis – How are learning and development needs identified? 8 Carrying out a training needs analysis. 9 Step One – Gain the co-operation of all concerned. 9 Step Two – Carry out a pre-analysis investigation. 10 Step Three – Decide the appropriate analytical approach. 10 Step Four – Analyse the role. 11 Step Five – the role description 13 Step Six – Write the role/training specification 14 Step Seven – Cross reference to SQA CPD toolkit 15 Colour – Skylark Violet Social Services Children and People Level 3 – (SCQF Level 7) – (GH5W 23) – Promote the Safeguarding of Children and Young People (H5LF 04) 16
Contents Description Page Colour – Leafbird Green Social Services and Healthcare Level 3 – (SCQF Level 7) – (GH60 23) – Promote the Safeguarding of Individuals (H5S0 04) 71 Appendices Colour – Flamingo Pink Introduction 131 Colour – Puffin Blue Registrable Qualifications. 133 Colour – Canary Yellow Curriculum Vitae. 134 Colour – Orange Job Description – Head of Centre. 138 Colour – Merlin Blue Continuing Professional Development Record. 145
Line Manager Assessor External Verifier Co-ordinating Assessor Centre SQA Co-ordinator Step Five – Write the role description It may be that conflicting expectations of the same person by various members of staff can be a source of stress and difficulty. Developing strategies to cope with this situation is likely to be a key area of the job, and yet might easily lack emphasis in a traditional role description. Step Six – Write the role training specification A role specification for training purposes as much detail of the skills, knowledge (or competences), experience or qualifications required to perform in a particular environment, as well as the tasks performed. The completed specification provides a yardstick against which a post holder’s performance will be measured and any shortfall identified. Before embarking on any training programme, the specification should be sanctioned, with the appropriate managers and agreement obtained by all parties.
What the Assessor Must Do I Need to Include in My Practice = X 5 Demonstrate understanding of the actions you need to take when harm or abuse is suspected or has been disclosed, in line with local procedures and the responsibilities and boundaries of your role. Primary Diploma Teaching (1971) Nursery Teachers Award (1991) In-Service Training Occupational Experience Child Protection Co-ordinator C 6 Demonstrate understanding of actions you must take and those you must avoid in order to protect the integrity of evidence relating to possible harm or abuse. Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) Supporting families at Children’s Panels (2006-2011) C 7 Reflect on your own behaviour and values to ensure that they do not contribute to situations, actions or behaviour that may be harmful or abusive. My appraisals with Director of Education Specific part of appraisal set of questions on – behaviour and values – reflection and practice. Reviewing my role as Child Protection Co-ordinator C Implement Practices That Help to Safeguard Children and Young People from Harm or Abuse Performance What the Assessor Must Do Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X
Develop Relationships That Promote Safeguarding of Children and Young People Performance What the Assessor Must Do Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 17 Explain to the child or young person your responsibilities to disclose any information about potential or actual harm or abuse, according to their age, ability and level of development In-Service training in: Anti-Discriminatory Practice (Cert) Anti-Discriminatory Practice – Health and Well Being Diversity Awareness (Cert) In-Service Training Primary Diploma Teaching (1971) Occupational Experience Job Shadowing with Manager – Livingston Family Centre – child protection issues a major focus of the work – (1 Week – 2013) C
Performance What the Assessor Must Do Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 19 Provide information to the children, young people and key people about their rights and responsibilities. Reading and research – children’s rights. Delivering PDA Unit (SCQF 9) – Leaders and Managers in Childhood Practice Sector for Stirling Council (2010-2014) C 20 Work with the child or young person in ways that respect their dignity, privacy, beliefs, preferences, culture, values and rights. In-Service training in: Anti-Discriminatory Practice (Cert) Anti-Discriminatory Practice – Health and Well Being Diversity Awareness (Cert) In-Service Training Primary Diploma Teaching (1971) Occupational Experience Job Shadowing with Manager – Livingston Family Centre – child protection issues a major focus of the work – (1 Week – 2013) C Promote Rights and Inclusion with Children and Young People Performance Supporting Procedures I Already Include in My Practice = C
28 Work with the or young person in ways that maximise their active participation, independence and responsibility. Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life C 29 Support the or young person to maximise their decision-making and control over their lives. Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life C Support Children and People to Keep Themselves Safe Performance What the Assessor Must Do Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 30 Promote the child or young person’s awareness of personal safety, according to their age, ability and level of development. Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life C 31 Promote the or young person’s awareness of risks associated with the use of electronic communications, according to their age, ability and level of development. Gap identified with older children. See Action Development Plan X 32 Work with the or young person to help them understand bullying and the action to take if it occurs, according to their age, ability and level of development. Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 12 The importance of the interests and wellbeing of the children and young people. at Centre – In Service Training Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life Primary Diploma Teaching (1971) Occupational competence How to work effectively in partnership – child centred, well being. C 13 The child or young person’s cultural and language context. Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C
Head of Centre Role In-Service training in: Anti-Discriminatory Practice (Cert) Anti-Discriminatory Practice – Health and Well Diversity Awareness (Cert) In-Service Training Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 19 How to challenge poor practice. Masters Degree – (See list of Units) Supporting families at Children’s Panels (2006-2011) Head of Centre Role C
Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) In-Service Training Occupational Experience Head of Nursery (2006-2011) and Protection – Knowledge and Understanding — Why and How You Do What You Do in Your Job – Communication Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 24 Factors that can have a positive or negative effect on communication and language skills and their development in children, young people adults. Occupational competence Head of Centre – Job Role In-Service Training C 25 Methods to promote effective communication and enable children and young people to express their needs, views and preferences. Occupational competence Head of Centre – Job Role In-Service Training C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Handling Information Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 33 Legal requirements, policies and procedures for the security and confidentiality of information. Primary Diploma Teaching (1971) Nursery Teachers Award (1991) Giving Evidence in Training – (Level 3) – SCQF Level 7 (2008) In-Service Training Occupational Experience Head of Nursery (2006-2011) and Child Protection – C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Handling Information
Primary Diploma Teaching (1971) Nursery Teachers Award (1991) Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) In-Service Training Occupational Experience Head of Nursery (2006-2011) and Child Protection – Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 36 Legislation and national policy relating to the safeguarding and protection of children and young people. Continued Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C
Services (Children and Young People) and SVQ Social Services and Healthcare Awards – Legislation, policy and procedure Primary Diploma Teaching (1971) Nursery Teachers Award (1991) Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) In-Service Training Occupational Experience Head of Nursery (2006-2011) and Child Protection – Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 38 Factors that may make someone more vulnerable to harm or abuse. Continued Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C
Head of Nursery (2006-2011) and Child Protection – Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 39 Common features of perpetrator behaviour and grooming. Continued Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 40 Correct actions to take if harm or abuse is suspected, disclosed or alleged. Knowledge of Child Protection Policy Legislation C
Inclusion. – Frequency – once a year Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 41 Local systems and multi-disciplinary procedures that relate to safeguarding and protection from harm and abuse. Knowledge of Child Protection Policy Legislation Continuing Professional Development for External Verifiers Verifying SVQ Social Services (Children and Young People) and SVQ Social Services and Healthcare Awards – Legislation, policy and procedure Primary Diploma Teaching (1971) Nursery Teachers Award (1991) Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) In-Service Training C
12 Use supervision and support to consider the impact on yourself and other people of suspected or disclosed harm or abuse. Role of Head of Centre Occupational Experience Job Description Managing People to do that ie EDCs – Each EDC is responsible for 8 children Senior Lecturer Role at Falkirk College – Dealing with young adults – eg young mother with drug problem. College policy amended due to issues raised C Develop Relationships That Promote Safeguarding of Children and Young People Performance What the Assessor Must Do Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 13 Establish relationships that support trust and rapport with the individual key people. In-Service training in: Anti-Discriminatory Practice (Cert) Anti-Discriminatory Practice – Health and Well Diversity Awareness (Cert) In-Service Training Primary Diploma Teaching (1971) C
Occupational Experience Job Shadowing with Manager – Livingston Family Centre – protection issues a major focus of the work – (1 Week – 2013) Senior Lecturer Role at Falkirk College – Dealing with young adults – eg young mother with drug problem. College policy amended due to issues raised Develop Relationships That Promote Safeguarding of Children and People Performance What the Assessor Must Do Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 14 Establish relationships in which the individual and key people are able to express their fears, anxieties, feelings and concerns without worry of ridicule, rejection or retribution. In-Service training in: Anti-Discriminatory Practice (Cert) Anti-Discriminatory Practice – Health and Well Being Diversity Awareness (Cert) In-Service Training Primary Diploma Teaching (1971) Occupational Experience C
24 Support key people and others to recognise and respect the background and preferences of the individual. In-Service training in: Anti-Discriminatory Practice (Cert) Anti-Discriminatory Practice – Health and Well Being Diversity Awareness (Cert) In-Service Training Primary Diploma Teaching (1971) Occupational Experience Job Shadowing with Manager – Livingston Family Centre – child protection issues a major focus of the work – (1 Week – 2013) C 25 Work with the individual in person centred ways. Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life C Work in Ways That Promote Wellbeing of Children and Young People Performance Supporting Procedures I Already Include in My Practice = C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Rights Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 1 and work setting requirements on equality, diversity, discrimination and rights. Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) C 2 Your role in promoting individual’s rights, choices, wellbeing and active participation. Supporting families at Children’s Panels (2006-2011) C 3 Your duty to report any acts or omissions that could infringe the rights of individuals. Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) C 4 How to deal with and challenge discrimination. Diversity Awareness (Cert), (1995 & 2007) In-Service Training Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C 5 The rights that individuals have to make complaints and be supported to do so. Supporting families at Children’s Panels (2006-2011) C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 6 Legislation, codes of practice, standards, frameworks and guidance relevant to your work, your work setting and the content of this standard. Role of External Verifier Continuing Professional Development for External Verifiers Verifying SVQ Social Services (Children and Young People) and SVQ Social Services and Healthcare Awards – Legislation, policy and procedure CPD 2014/2015 academic session Early Years Scotland Playgroup – Up-to-date knowledge of legislation – building Ambition – Children and Young People Act C 7 Your own background, experiences and beliefs that may have an impact on your practice. Head of Nursery Job Description Successfully fulfilling the role Appraisals C
Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 12 The prime importance of the interests and wellbeing of the individual. at Centre – In Service Training Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life Primary Diploma Teaching (1971) Occupational competence How to work effectively in partnership – child centred, well being. Young people – individuals – Senior Lecturer Role – Responsibility for Skillseeker Programme for Childcare (1994-2000) Skillseeker programme for Childcare – Bell College C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice
How to work effectively in partnership – child centred, well being. Young people – individuals – Senior Lecturer Role – Responsibility for Skillseeker Programme for Childcare (1994-2000) Skillseeker programme for Childcare – Bell College Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 15 How your power and influence as a worker can impact on relationships. Masters Degree – (See list of Units) Supporting families at Children’s Panels (2006-2011) Head of Centre Role C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 17 How to work in partnership with individuals, key people and others. Child at Centre – In Service Training Stirling Council – Group consulting with Children. Council to review and promote self-esteem and personal safety – Friends for Life Primary Diploma Teaching (1971) Occupational competence How to work effectively in partnership – child centred, well being. people – individuals – Senior Lecturer Role – Responsibility for Skillseeker Programme for Childcare (1994-2000) Skillseeker programme for Childcare – Bell College C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Your Practice Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 19 How to challenge poor practice. Masters Degree – (See list of Units) Supporting families at Children’s Panels (2006-2011) Head of Centre Role C 20 How and when to seek support in situations beyond your experience and expertise. As Head of Centre - Violent threats from families – report to Line Manager, legal issues, restraining orders External Verifier Role – Seeking advice from SQA V2 – Conduct External Quality Assurance of the Assessment Process – (2006) SQA Academy – Explaining External Verifier Awards – (2011) – Working to national standards as an External Verifier – Externally, Monitor and Maintain the Quality of Workplace Assessment (FD44 04) C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Theory Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 21 The nature and impact of factors that may affect the health, wellbeing and development of individuals you care for or support. Primary Diploma Teaching (1971) Nursery Teachers Award (1991) Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) In-Service Training Occupational Experience Head of Nursery (2006-2011) and Child Protection – Young people – individuals – Senior Lecturer Role – Responsibility for Skillseeker Programme for Childcare (1994-2000) Skillseeker programme for Childcare – Bell College C
You need to know and understand: I Need to Include in My Practice = X 23 Principles of reflective practice and why it is important. Delivering Childhood Practice PDA (SCQF Level 9) – (GA36 49) C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Communication Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 24 Factors that can have a positive or negative effect on communication and language skills and their development in children, young people adults. Occupational competence Head of Centre – Job Role In-Service Training C 25 Methods to promote effective communication and enable children and young people to express their needs, views and preferences. Occupational competence Head of Centre – Job Role In-Service Training C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Health and Safety Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 26 Your work setting policies and practices for monitoring and maintaining health, safety and security in the work environment. Head of Centre – Job Role Inspected every year by Care Inspectorate C 27 Practices for the prevention and control of infection in the context of this standard. Infection Control Writing risk assessments as Head of Centre – reviewed annually Safety, security taking into account infection control C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Safe-Guarding Knowledge and Understanding Supporting Procedures I Already Include in My Practice = C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 36 Types of harm and abuse. Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X
37 Factors that may make someone more vulnerable to harm or abuse. Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 38 Common features of perpetrator behaviour and grooming. Knowledge of Child Protection Policy Legislation Continuing Professional Development for External Verifiers Verifying SVQ Social Services (Children and Young People) and SVQ Social Services and Healthcare Awards – Legislation, policy and procedure Primary Diploma Teaching (1971) C
Nursery Teachers (1991) Giving Evidence in Court Training – (Level 3) – SCQF Level 7 (2008) In-Service Training Occupational Experience Head of Nursery (2006-2011) and Child Protection – Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 38 Common features of perpetrator behaviour and grooming. Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C
Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 39 Correct actions to take if harm or is suspected, disclosed or alleged. Stirling Council – Mandatory On line course covering Equality, Diversity and Inclusion. – Frequency – once a year C Knowledge and Understanding — Why and How You Do What You Do in Your Job – Knowledge That Is Specific to this NOS Knowledge and Understanding You need to know and understand: Supporting Procedures I Already Include in My Practice = C I Need to Include in My Practice = X 40 Local systems and multi-disciplinary procedures that relate to safeguarding and protection from harm and abuse. Knowledge of Protection Policy Legislation Continuing Professional Development for External Verifiers Verifying SVQ Social C
Performance 31 Promote the child or young person’s awareness of risks associated with the use of electronic communications, according to their age, ability and level of development Completion Date – 1 December 2015 Completion of one of the following: NSPCC on-line course for the Protection of Children and Young People Using the Internet or Reading and researching – “Social Media Literacy (SCQF Level 6)” – H7EB 46 Completion Date – 1 December 2015 Appendices In this section, there are nine appendices, which are offered as additional evidence to support Barbara’s competence, knowledge and understanding in this Training Needs Analysis for: Social Services Children and People – Level 3 – (SCQF Level 7) – (GH5W 23) Unit - Promote the Safeguarding of Children and Young People – (H5LF 04)
They listen well, give clear expression to their ideas and feelings in person, give feedback well and can shape effective organisational communication They are comfortable using a variety of modern media Continuing Professional Development Record Appendix 4 NAME: Barbara Dale COVERING THE PERIOD FROM: 1 August 2013 TO: 31 May 2014 Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? 17/05/2014 Facilitator the integration of the Care The challenges of merging two teams and the importance of a
External Verifiers Meeting to standardise the core for the new SSCYP award. (82) and Childcare (84) verification team standardised approach to the new award. The learning will inform the SQA events scheduled for September 2014. Further Action – Plan workshops and presentations for SQA events and feedback request. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? November 2013 – Ongoing Professional reading to gain knowledge and understanding of Residential Care for children and young people and to ensure currency of knowledge in relation to the safeguarding of children To become confident in my knowledge of the principles and values of the merged Social Services (Children and Young People) Award Current legislation, guidance and policy in relation to the residential care of children and young children Disseminate this learning across the External Verifier team and the centres offering the award. Further Action – Further professional reading and research.
Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is any further action? October-November 2013 Developed guidance for centres for the new SSCYP award to aid compliance with the newly published Assessment Strategy Help gains to gain approval for and implement the new award The need for clarity around the issue of Assessor qualifications and the difficulties centres will have when offering the newly merged award. Guide and assist centres in gaining approval to offer the award. Further Action – Support External Verifiers to approve and quality assure the new award and continue to guide and support centres in implementing the award. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How you implement this learning? Is there any further action? 26/10/2013 and 27/03/2014 Designed and led consultation sessions with all Knowledge of unfamiliar aspects of the new Implemented in standardisation activities
Continue to support Assessors and Verifiers during next session’s visits. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you from this activity that relates to some aspect of your CPD? How you implement this learning? Is there any further action? August 2013 – Ongoing Writing units for the new HNC Childhood Practice Research for Unit Writing ensures currency of occupational knowledge and competence. Updated knowledge of legislation, policy, research and good practice. In the delivery of training and development of learning materials and resources. Further Action – Unit writing and vetting continues until validation of the new award. Principal Verifiers/External Verifiers with a Vocational Qualification Appointment - Assessment Strategy Requirements I confirm that I meet the occupational requirements of the Assessment Strategy for my area of expertise in any one academic session.
work team at Stirling Council. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is any further action? September 2012 – January 2013 Part of a team undertaking the National Occupational Standards (NOS) review and development of the units for the childcare and education sector. The NOS will inform the new Vocational Qualification Social Services and Young People to be implemented in 2013. The content and structure of the NOS. Pass information onto External Verifier team. Further Action – Pass information onto the occupational sector. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? September 2012 – June 2013 Continuing with programme for Mentoring in Childhood Practice with CCUO To gain knowledge and experience of mentoring students undertaking degree level qualifications. Implementing the theory and practice which underpins successful mentoring. Pass on knowledge and the guidance programme “Guidance for Mentoring in Childhood Practice” (from CCUO) to mentors and
Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? November 2009 Annual Update for Senior External Verifiers (SEV) Annual Update was crucial for disseminating information to External Verifiers the changes in the systems at the Scottish Qualifications Authority (SQA) Information passed to External Verifiers at Verification meeting scheduled later in November 2009. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you from this activity that relates to some aspect of your CPD? How would you implement this learning? Is any further action? October 2009 – November 2009 Member of the planning group for Learning and Teaching Scotland (LTS). Curriculum for Excellence (CfE) Conference for Further Education (FE) and Training Providers To ensure that colleagues in centres are engaging in CfE. More in-depth insight into CfE and how it relates to all training providers. Encourage LTS to provide more and similar opportunities for engaging with FE/Training Providers.
September 2009 – Ongoing Member of the National Under Three’s Advisory Group (NUTAG) To keep up-to-date with the research and theory into working with under three’s. New research into the effects of brain development pre-birth and in the early years. Continue with membership of this group to disseminate information to centres. Further Action – Share knowledge with team of External Verifiers representing the needs of SQA. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How you implement this learning? Is there any further action? September 2009 Annual Update on Child Protection, Equality and Diversity. To refresh knowledge of children’s rights and the protection of children. Annual refresher to ensure effectiveness of child protection systems. Ensure that candidates’ knowledge of child protection is visible in portfolios. Further Action – Look for such knowledge in appropriate units when
Continuing Professional Development Record Appendix 4 NAME: Barbara Dale COVERING THE PERIOD FROM: January 2005 TO: December 2005 Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How you implement this learning? Is there any further action? 24 June 2005 Marking of Reflective Studies for SVQ Level 4. To deliver training to lead practitioners and managers. Gained knowledge of how a good reflective study is produced and the pitfalls to avoid. Support SVQ Level 4 candidates more effectively to produce reflective study. Further Action – Improve External Verifier practice as a result of passing on knowledge about reflective study.
Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? 6 and 7 June 2005 External Verifiers Development Day HNC To become familiar with new HNC for the purpose and delivery of verification. Become more familiar with the content of the new HNC and the requirements of the Graded Unit. To develop the HNC Graded Unit as part of the PDA award. Further Action – To externally verify the HNC award more effectively. Date Of Activity What did you do that contributes to your CPD? Link activity to specific objectives in your Development Plan What did you learn from this activity that relates to some aspect of your CPD? How would you implement this learning? Is there any further action? 14 February 2005 Writing development materials for Birth to Three for To provide the best quality care for babies