Qualifications Update: Childcare and Development Qualifications Update: Childcare and Development

The content in 2 of the 3 Units is similar to the content of Units in the current EEC Higher: – Child Development (Child Development: Birth to 12 Years ) – Child Development Theory (Developmental Theory in Early Education and Childcare ) The 3 rd Unit is new: – Services for Children and Young People The Holistic Approaches to Child Health Unit will be retained as a stand alone Unit within the SQA portfolio and will be reviewed within the usual processes Key messages: Units

The following will be new to centres delivering the current EEC Higher : having a choice of the amount and type of content to teach in topics such as: – child development theories topics such as: – Child development now encompasses pre-birth – 16 years – Initiatives and strategies: local, national or international Topics that will be new to centres

Assessment Support Schedule 2013/14 Sept 13 CfE Update Letter Oct 13 Unit Assessment Support (Package 1) Feb 14 Unit Assessment Support (Package 2) Feb 14 Higher Specimen Question Paper Mar 14 Coursework General Assessment Information Apr 14 Unit Assessment Support (Package 3) May 14 Update Mandatory Documents Jun 14 Update Unit Assessment Support

Childcare and Development Unit Assessment at Higher

Unit assessment - recap Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support purpose As with all CfE Highers, Assessment Support will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

Unit Assessment Support at Higher – key features Valid from August 2014 Complements and supports learning and teaching Assess competence against Unit Outcomes and Assessment Standards Designed to encourage professional judgment Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered

Unit assessment support packages at Higher - approaches Package 1 Unit by Unit approach – discrete assessment tasks for each Unit Package 2 Portfolio approach – naturally occurring evidence Package 3 Combined approach – groups Outcomes and Assessment Standards from different Units

Assessment Support Package Example Unit by Unit Approach: all 3 Units are provided Look at Child Development Unit as an example of the key aspects of the CCD Higher UASPs: -Overview of Assessment section indicates the general requirements for the Unit -Use the Judging Evidence Table for guidance on making assessment judgements (column 3) and guidance notes for the specific assessment task (column 4) -Re-assessment: for individual Assessment Standards, but in a new context -Appendix 1: Instructions for candidates

Workshop Aims To understand the assessment and evidence requirements of the Unit Assessment Support for the Higher Units provided To consider a range of ways of generating evidence for the Higher Unit Assessment Support provided

Workshop Task In small groups of 2-3, choose one Unit to look at and discuss: the assessment task in the Unit Assessment Support provided how to generate evidence for the Unit Assessment Support provided how to make assessment judgments for the Unit Assessment Support provided

Childcare and Development Higher Course Assessment

Course Assessment at Higher Course Assessment at National 5, Higher and Advanced Higher assesses Added Value Courses at Higher are normally assessed by one or two Components Courses at Higher are graded A – D, as at present Controlled Assessment of setting, conducting and marking For Childcare and Development there is 1 Component – a Project

Higher CCD Project The learner will carry out a project which investigates the needs of children or young people and the range of ways in which the professional and others can meet those needs The purpose of the project is to assess breadth and application of mandatory skills, knowledge and understanding for the Course The project will require learners to apply knowledge and understanding gained from the Units in a new context, which is provided by a brief Learners will have a choice of briefs to investigate

Higher CCD Briefs Each brief will be phrased as a question to which the candidate has to respond by undertaking research and then presenting a written response of around 4,500 words, with a conclusion, in the form of a report. Examples of possible briefs include: – What are the needs of a child or young person in transition from one level of education to another? – Why do childcare workers have to be registered with a professional body?

Higher CCD: Word Count and Time Limits Word Count Currently - word counts for each stage of the Play in EEC Higher. CCD Higher – word count around 4,500 Time Limit Currently - time limit for the writing up of the Evaluation stage of the Play in EEC Higher CCD Higher- no time limit will be given because the report will be produced in supervised, not controlled, conditions

Higher CCD: Conditions of Assessment The project: will be carried out over a period of time and under supervision is worth 100 marks will be externally marked by SQA

Supervision and control The project will be conducted under some supervision and control. This means that although candidates may complete part of the work outwith the learning and teaching setting, assessors should put in place processes for monitoring progress and ensuring that the work is the candidate’s own and that plagiarism has not taken place.

Examples of supervision ♦ regular checkpoint/progress meetings with candidates ♦ short spot-check personal interviews ♦ checklists which record activity/progress ♦ photographs, film or audio evidence

Higher CCD: Preparing for Course Assessment All knowledge and understanding underpinning the project will be covered within the units Opportunities will have to be provided to develop some skills not assessed within the Units, to prepare for Course Assessment eg: – Planning a big piece of work; time management – Report writing – Gathering and using references appropriately

Workshop 2: Aim To understand the requirements of Higher Course Assessments Materials provided: – FIOCA: Further Information on Course Assessment – Draft list of prompts with mark allocation: still under development

Workshop 2: Task Following on from your discussion in Workshop 1, and using the materials provided, discuss: the requirements of the Higher Course Assessment how these requirements build on the Higher Units