1. Networking Event – Skills for Work Retailing – March 2013
Christine Keenan – SQA
William Morrison - External Verifier
John Schmidt & Corrie Boyd - Currie Community High School/St Margaret’s Academy
Anne McKay & Gill Rough – Dundee College
Outline programme broad timings and contributors. Mention Andrew. Housekeeping. Introduce and thank Hannah

2. Purpose of the day Opportunity to share implementation experience
Networking
Current Developments
Feedback
Small group. Informal. Mixture of centres. Some experience of SfW in other areas? Full year operation – opportunity to get benefit of experience from those who have been running. Introduce some new developments. For SQA – feedback on course

3. Update and Changes? National Certificate in Retailing – August 2012
Includes SfW retailing course & NPA in Enterprise and Employability
Cfe
Course code - From August 2013
C249 75
Will allow certificates to show “National 5”

4. National Certificate in Retailing – 12 credits at SCQF 5
Mandatory comprises SfW course units+
Marketing
Stock handling
Selling Skills
Further 5 credits from options

5. Other developments
Now offer 22 QCF qualifications in the rest of the UK
Retail Skills
Retail Knowledge (online assessment)
HND Retail Management – Offered in Turkey
SSC developments
People 1st – Hospitality, Travel, Tourism, Leisure, Passenger Transport, Retail

6. Feedback from Survey Monkey
Broadly positive
Some content issues?

7. Skills for Work Retailing
Welcome
Skills for Work Retailing
External Verifer Perspective on
Skills for Work Retailing

8. EV Role Support and advice to centres
Checking centre assessment decisions against qualification standards
Monitoring of centres’ internal quality assurance processes
Provide feedback to support continuous development
Agree a course of action when requirements have not been met

9. Internal Verification
SQA’s approval guidance for Skills for Work approval states:
For approval to offer specific qualifications SQA must be sure that you have
made provision for the following in respect of the qualifications
that you will be delivering:
staff with appropriate experience/qualifications 
equipment/resources
accommodation
learning materials
assessment materials
internal systems to meet SQA's quality requirements

10. Aims The information contained in the following slides should enable you to:
Recognise where the internal verifiers’ role naturally matches the External Verification requirements for Skills for Work Retailing
Identify the elements that make up Internal Verification and how you can apply within your centre
Identify the procedures you require to implement to comply with External Verification requirements for Skills for Work Retailing

11. Skills for Work Retailing
Skills for Work qualifications are entirely internally assessed (no external assessment component)
Product related evidence may be limited – the majority of evidence is likely to be process related

12. Principles of Assessment VARCS
Assessment practice must meet VARCS requirements;
Valid – assessment method must be appropriate to what is being assessed
Authentic – evidence must be the candidate’s own work
Reliable – assessment method must be able to produce the same result when used by different assessors
Current – evidence must be up to date and reflect current practice
Sufficient – assessment methods must produce evidnece which is sufficient to cover unit/qualification requirements

13. Internal Verification – 3 stages

14. Skills for Work Retailing - Standardisation
Standardisation ensures consistency of assessment practice and decisions
Standardisation activities should cover the following;
Use of checklists
Model questions and answers
Discussions about assessing
Cross assessing
Observation of assessments
Banks of materials

15. Internal Verification of Skills for Work Qualifications
Robust Internal Verification ensures that:
Internal verification processes are evident
Appropriate assessment records are being maintained
Required evidence of assessment is retained for external verification

16. Skills for Work – Internal Verifiers
Internal verifiers should hold or have access to the following information:
Roles and responsibilities of internal verifiers and assessors
Centre procedures including internal verification policy/procedures and sampling plan
List of teachers/assessors and their active qualifications
Current unit specifications
Verified instruments of assessment
Internal recording documents
Records of internal verification activity
Records of external verification activity

17. Evidence Required for External Verification
Candidate evidence
Reviews of candidate progress
Assessment decisions
Marking schemes, where appropriate
Records of achievement
Standardised assessment material
Records of internal verification including records of meetings

18. The IV Role and Key Principles of Internal Verification (before, during and after assessment)
Internal Verifier has responsibility for ensuring effective implementation of the centre’s quality assurance processes

19. Internal Verification Documents
Internal Verification Plan – to plan how you will support your assessors/tutors, i.e., Internal Verification and Standardisation
Internal Verification Records – to record your Internal Verification decisions and any action/development points
Minutes from Standardisation meetings – to ensure consistency is being achieved within your centre
Continuous Professional Development (CPD) records for all involved - CPD should relate to Retailing related activities
Note: IV meetings and Standardisation activities can be combined

20. John Schmidt Currie Community High School
Retail Network Event
John Schmidt
Currie Community High School

22. My Background … Diploma in Business Management
Ran my own fast food store
Certificate II in Retail Operations
Certificate IV in Assessment & Workplace Training
Taught Retail in Australia
Taught in 2 schools in Scotland (Inveralmond & Craigmount)
Involved in the Games pilot with SQA (along with Corrie)

23. Features/Units … Working in retail
Storing, Replenishing & Displaying Stock
Satisfying Customer Needs
Planning & Implementing an Event

24. Working in Retail … Split into three categories: Theory (research)
Employability Skills activities
Interviews

25. Sample Employability Activity

26. Important Points …
If someone did not show for an interview what would you do/expect?
Industry would say ‘no way’ if no contact made
Position we took:
For group interview we asked if group suffered if person was late
For individual interview if we were advised we rescheduled, if not contact not completed
Implication: no pass for this unit of work

27. Storing, Replenishing & Displaying Stock …
Split into three categories:
Risk Assessment
Legislation
Merchandising

30. Completed during work placement

31. Work Placement … Ideally, 2 weeks to learn and demonstrate skills
Problem is that young people taking 3 Highers wanted to do course, but could not do work placement
If young person has a part-time job, I have used this to show skills demonstrated

32. Satisfying Customer Needs …
Split into three categories:
Role Plays (complaints and service)
Legislation
Product Knowledge

35. Other Activities … SQA Game (Customer Service)
Site visits to perform customer service questionnaire
Examining different communication types
Recording role plays to refer too

36. Plan & Implement an Event …
Split into two categories:
Planning the event
Implementing the event

39. Difficulties/Solutions …
Work in Retail (Interviews)
No show at event
Group interview (we asked if lateness impacted on task)
Individual interview (if not contact fail)
If medical, etc previous event can count (as long as under same conditions)

40. What can you take … You can take: A copy of an employability activity
List of resources (available in pack)
Course outline for (S3/4 & S5/6)

41. Contact Details …

42. Skills For Work Retailing
Concept grew out of “A Curriculum for Excellence” 2004
Dundee College

43. Course Overview Working in Retail
Storing, Replenishing and Displaying Stock
Satisfying Customer Needs
Planning and Implementing an Event

48. How could you have your own shop?
“Pop – up – shop”
Concept would come from learners
Likely to be second hand
Ask your local shopping centre for space
Ask your school for space
Trading period

49. Skills for Work – Supporting Curriculum for Excellence
Literacy
Numeracy
Health and Wellbeing
Employability, Enterprise and Citizenship
Thinking Skills

50. Literacy Communicate orally ideas, opinions and information
Ability to understand and interpret ideas
Handling and interpreting information

51. Numeracy Money, time and measurement
Addition, subtraction, multiplication and division

52. Heath and Wellbeing Building confidence
Working relationships and showing respect and a sense of care for self and others
Reflecting and learning from experience

53. Employability, enterprise and citizenship
Develops personal qualities
Research
Working co-operatively with others
Negotiate with others to take ideas forward
Using own initiative and innovation

54. Thinking Skills
Plan and organise
Design something innovative

55. Current Pop-up-Shop projects at Dundee College
Shipwreck
Narnia
Clobber Box