1. Important documents 1.FPH Mapping 2010 to 2015 learning outcomes http://www.fph.org.uk/uploads/Mapping%20of%20learning%20outcomes%202010%20to%202015.pdf

2. Important documents 2. FPH ‘automatic’ mapping http://www.fph.org.uk/curriculum_2015

3. Important documents 3. Wessex mapping spreadsheet Saved in Wessex Trainees dropbox folder ‘New Curriculum 2015’ Key Area 1: Use of public health intelligence to survey and assess a population’s health and wellbeing Learning outcome 2015My examplesLevel of AchievementLearning outcome 2010 Phase 1Phase 2Phase 3 1.1Address a public health question using data and intelligence by refining the problem to an answerable question or set of questions, determining the appropriate approach and applying that approach. Example: addressing a local issue such as high use of A&E services or high concentration of cancers in a local area. Undertake a health needs assessment. Undertake a health inequalities audit. MinimalDoes not have evidence of addressing this competence. 1.1 Show awareness of available data to describe the health status and determinants of a local population and compare with other populations using appropriate statistical and standardisation techniques and identify localities or groups with poor health. 1.2 Undertake a brief health needs assessment for a defined population for a specific purpose using appropriate qualitative or quantitative methods and make recommendations for action. 1.3 Use a range of methods of assessing morbidity and burden of disease within and between populations, both as ad hoc analysis and as part of systematic health surveillance. 1.8 Undertake an assessment of the health impact of a policy or project for a defined population and demonstrate that this work has been considered at a high level in a relevant organisation. 8.1 Formulate and articulate problems so they can be addressed by using public health intelligence. 8.6 Present and communicate population health intelligence in effective ways in order to develop local and national policy. 1.1 PartialHas contributed to a section of a larger report Has undertaken analysis of a small scale, well defined issue. 1.2 FullHas effectively used public health intelligence in the development, implementation or evaluation of policies and strategies. 1.3 1.8 8.1 8.6

4. Important documents 4. Wessex learning outcome status 2015 curriculum Saved in Wessex Trainees dropbox folder New Curriculum 2015\Forms for ARCP 2016 Learning Outcome Visualisation Sheet for FPH 2015 Curriculum PHASE 1 & 2 OF NEW 2015 CURRICULUM TOTALS ¹ refers to LO that must be achieved in phase 1 and ² refers to learning outcomes that must be achieved in phase 2 KA1KA2KA3KA4KA5KA6KA7KA8KA9KA10 1.1 No evidence 2.1 No evidence 3.1¹ No evidence 4.1 No evidence 5.1 No evidence 6.1¹ No evidence 7.1¹ No evidence 8.1¹ No evidence 9.1 No evidence 10.1 No evidenceNo Evidence 90 1.2 No evidence 2.2 No evidence 3.2¹ No evidence 4.2 No evidence 5.2 No evidence 6.2¹ No evidence 7.2 No evidence 8.2 No evidence 9.2 No evidence 10.2 No evidenceSome Evidence 0 1.3 No evidence 2.3 No evidence 3.3¹ No evidence 4.3 No evidence 5.3 No evidence 6.3¹ No evidence 7.3 No evidence 8.3¹ No evidence 9.3 No evidence 10.3 No evidenceMinimal sign off 0 1.4 No evidence 2.4 No evidence 3.4 No evidence 4.4 No evidence 5.4 No evidence 6.4¹ No evidence 7.4 No evidence 8.4 No evidence 9.4 No evidence 10.4 No evidencePartial sign off 0 1.5 No evidence 2.5 No evidence 3.5 No evidence 4.5 No evidence 5.5 No evidence 6.5¹ No evidence 7.5 No evidence 8.5 No evidence 9.5 No evidence 10.5 No evidence Full sign off in new portfolio 0 1.6 No evidence 2.6 No evidence 3.6 No evidence 4.6 No evidence 5.6 No evidence 6.6¹ No evidence 7.6 No evidence 8.6 No evidence 9.6 No evidence 10.6 No evidence Signed off in transition 0 1.7 No evidence 2.7 No evidence 3.7 No evidence 4.7 No evidence 5.7 No evidence 6.7 No evidence 7.7 No evidence 8.7 No evidence 9.7 No evidence 10.7 No evidence Signed off on old portfolio 0 1.8 No evidence 4.8 No evidence 6.7 No evidence 7.8 No evidence 8.8 No evidence 9.8 No evidence 10.8 No evidence 4.9 No evidence 6.8² No evidence 8.9 No evidence 9.9 No evidence 10.9 No evidence 4.10 No evidence 6.9² No evidence 9.10 No evidence 10.10 No evidence 4.11 No evidence 9.11 No evidence 10.11 No evidence ARCP Declaration 10.12 No evidence As Registrar and Educational Supervisor, we confirm that we have discussed the mapping of work completed under the 2010 curriculum and this mapping exercise and summary overview is an accurate reflection of (Registrars name) progress against the 2015 curriculum. Signature of RegistrarDate Signature of Educational SupervisorDate

5. Worked example From FPH ‘automatic mapping’ document:

6. Worked example Enter your existing 2010 sign-offs on Wessex spreadsheet :

7. Worked example Enter your examples of work on Wessex spreadsheet :

8. Worked example Decide what you believe is appropriate level of sign-off on 2015 curriculum criteria and shade box in appropriate colour (from key). Discuss with your ES at mapping meeting and confirm level of sign-off. Learning outcome 2015My examplesLevel of AchievementLearning outcome 2010 Phase 1Phase 2Phase 3 1.1Address a public health question using data and intelligence by refining the problem to an answerable question or set of questions, determining the appropriate approach and applying that approach. Example: addressing a local issue such as high use of A&E services or high concentration of cancers in a local area. Undertake a health needs assessment. Undertake a health inequalities audit. MFPH part A and part B Health Needs Assessment - psychological support at the end of life - Wiltshire 2010 Health Needs Assessment Preventable sight loss - Dorset 2013 Diabetic retinopathy screening review - Wiltshire 2011 MPH Dissertation - marriage and mortality - Cardiff 2011 MinimalDoes not have evidence of addressing this competence. 1.1 Show awareness of available data to describe the health status and determinants of a local population and compare with other populations using appropriate statistical and standardisation techniques and identify localities or groups with poor health. 1.2 Undertake a brief health needs assessment for a defined population for a specific purpose using appropriate qualitative or quantitative methods and make recommendations for action. 1.3 Use a range of methods of assessing morbidity and burden of disease within and between populations, both as ad hoc analysis and as part of systematic health surveillance. 1.8 Undertake an assessment of the health impact of a policy or project for a defined population and demonstrate that this work has been considered at a high level in a relevant organisation. 8.1 Formulate and articulate problems so they can be addressed by using public health intelligence. 8.6 Present and communicate population health intelligence in effective ways in order to develop local and national policy. 1.1 PartialHas contributed to a section of a larger report Has undertaken analysis of a small scale, well defined issue. 1.2 FullHas effectively used public health intelligence in the development, implementation or evaluation of policies and strategies. 1.3 1.8 8.1 8.6 No Evidence Some Evidence Minimal sign off Partial sign off Full sign off in new portfolio Signed off in transition Signed off on old portfolio

9. Worked example When you have agreed status of all 2015 LOs with your ES, fill in the ‘Wessex learning outcome status 2015 curriculum’ spreadsheet and both sign the declaration. This should be updated and signed after mapping and before each annual ARCP. Learning Outcome Visualisation Sheet for FPH 2015 Curriculum PHASE 1 & 2 OF NEW 2015 CURRICULUM TOTALS ¹ refers to LO that must be achieved in phase 1 and ² refers to learning outcomes that must be achieved in phase 2 KA1KA2KA3KA4KA5KA6KA7KA8KA9KA10 1.1 Partial sign off 2.1 No evidence 3.1¹ No evidence 4.1 No evidence 5.1 No evidence 6.1¹ No evidence 7.1¹ No evidence 8.1¹ No evidence 9.1 No evidence 10.1 No evidenceNo Evidence 83 1.2 Partial sign off 2.2 No evidence 3.2¹ No evidence 4.2 No evidence 5.2 No evidence 6.2¹ No evidence 7.2 No evidence 8.2 No evidence 9.2 No evidence 10.2 No evidenceSome Evidence 0 1.3 Partial sign off 2.3 No evidence 3.3¹ No evidence 4.3 No evidence 5.3 No evidence 6.3¹ No evidence 7.3 No evidence 8.3¹ No evidence 9.3 No evidence 10.3 No evidenceMinimal sign off 1 1.4 Signed off in transition 2.4 No evidence 3.4 No evidence 4.4 No evidence 5.4 No evidence 6.4¹ No evidence 7.4 No evidence 8.4 No evidence 9.4 No evidence 10.4 No evidencePartial sign off 3 1.5 Signed off in transition 2.5 No evidence 3.5 No evidence 4.5 No evidence 5.5 No evidence 6.5¹ No evidence 7.5 No evidence 8.5 No evidence 9.5 No evidence 10.5 No evidence Full sign off in new portfolio 0 1.6 Signed off on old portfolio 2.6 No evidence 3.6 No evidence 4.6 No evidence 5.6 No evidence 6.6¹ No evidence 7.6 No evidence 8.6 No evidence 9.6 No evidence 10.6 No evidence Signed off in transition 2 1.7 No evidence 2.7 No evidence 3.7 No evidence 4.7 No evidence 5.7 No evidence 6.7 No evidence 7.7 No evidence 8.7 No evidence 9.7 No evidence 10.7 No evidence Signed off on old portfolio 1 1.8 Minimal sign off 4.8 No evidence 6.7 No evidence 7.8 No evidence 8.8 No evidence 9.8 No evidence 10.8 No evidence 4.9 No evidence 6.8² No evidence 8.9 No evidence 9.9 No evidence 10.9 No evidence 4.10 No evidence 6.9² No evidence 9.10 No evidence 10.10 No evidence 4.11 No evidence 9.11 No evidence 10.11 No evidence ARCP Declaration 10.12 No evidence As Registrar and Educational Supervisor, we confirm that we have discussed the mapping of work completed under the 2010 curriculum and this mapping exercise and summary overview is an accurate reflection of (Registrars name) progress against the 2015 curriculum. Signature of RegistrarDate Signature of Educational SupervisorDate