Presentation on theme: "This is a subject-based presentation for you as PV to adapt to your subject. The subject content at present is English for Speakers of other Languages."— Presentation transcript:
1 This is a subject-based presentation for you as PV to adapt to your subject. The subject content at present is English for Speakers of other Languages (ESOL).Depending on time available and the number of Nominees/Team Leaders in your team, you may want to take questions: Throughout the presentationorAt the end of different sections eg after slide 8 re Unit Specifications, slide 11 UASPs, slide 13 N4 AV Unit and slide 15 Internal assessment of course componentsOrAt the end of the presentationMove into the workshops which will allow time for questions (post-its?)
2 Unit Specifications and Unit Assessment Support Packs Health and Food TechnologyNational 3, 4 and 5Sally CameronPrincipal Verifier for Health and Food TechnologyInsert your subject/levels
3 Aims of this sessionNominees may have different starting points with regards their knowledge and familiarity of US and UASP for N3, N4 and N5 HFTThis session is to consolidate existing understanding so that we all leave today with the same level of knowledgeYou will use this knowledge in your own Centre and to explain these approaches to other Centres who do not have a Nominee.
4 What are Unit Assessments? Unit Assessments are designed to provide evidence of learningThey can be used across more than one Unit or Outcome (combined assessments, portfolio approach)Designed to be more flexible than existing assessments: greater range of techniques and methods of assessmentMore opportunities to gather naturally occurring evidence – assessment as part of learning and teaching (portfolio approach)This is an introductory slide and nominees should be familiar with all these features of CfE Unit Assessment but you may want to contextualise to your subject when presenting to you Nominees and TLs
5 Unit StructureNATIONAL 3NATIONAL 4NATIONAL 5Food for HealthFood Product DevelopmentContemporary Food IssuesAdded Value UnitAssignment (50 marks)Assessment (50 marks)SQA will set & mark these.(Table taken from CfE Subject Implementation Event PPT – insert table for your subject)To insert the table for your subject and levels go to the following linkUsername: events2012Password: cfe2012Copy and paste from the PPT used at the event into this PPT or you can create your own table for your subject.All items in RED will be marked in Centres and will be subject to Verification by Verification Team.
6 Design of HFTNat 3-Nat 5 : we have taken the best approaches from the current Intermediate 1 and 2 Health and Food courses and Standard Grade Home EconomicsThe courses have been designed with a hierarchical Unit structure that provides progression from N3 to Higher There is an Added Value Unit that increases personalisation and choice at National 4There is an Assignment that increases personalisation and choice at National 5 and HigherThese are Key points as they relate to ESOLInsert key points you want Nominees/TLs to note in relation to the new NQs in your subject.
7 Unit SpecificationsHere is an example of the assessment standards at an outcome at N4 in the Food for Health Unit:UNITFood for Health (N4)Outcome 1Describe the relationship between health, food and nutrition by:AssessmentStandards1.1 Outlining benefits to health of a balanced and varied diet1.2 Describing current dietary advice1.3 Describing the effects on health of the main nutrients1.4 Describing the effects of diet-related conditions or diseases in healthNote to PVs - you may want to use a subject specific version of this and the following 2 slides to flag up any changes in relation to terminology and other details in the new NQ Unit Specifications.
8 Unit Specifications Evidence Requirements for this Outcome: Assessors use professional judgement, subject knowledge, experience, and understanding of their learners, to determine the most appropriate ways to generate evidence.Evidence should be gathered in combination with other Outcomes where possible, either from this Unit or in combination with the Outcomes from the Food Product Development and Contemporary Food Issues Unit.Flexible evidence requirements and combining assessment are the key to some of the main changes in terms of generating and gathering evidence.You may want to say something about how this has influenced the development of the UASPs and how they differ from NABs.The first bullet is a generic statement from the Unit Specifications and illustrates the way in which there is a greater degree of flexibility in terms of generating evidence.Second bulletYou may want to use a statement from a Unit Specification for your subject to talk about the potential for combining assessment across Units and Outcomes in your subject.Focus on benefits to the candidates and assessors of combining assessment across Outcomes and Units.You may want to give some subject specific examples of where and how assessment can be combined in your subject.The following slide also relates to the evidence.
9 Unit Specifications N4 Food for Health Outcome 1.1 : Describe the relationship between health, food and nutritionExamples of evidence may include:A completed N4 Food for Health Candidate Workbook (Unit by Unit approach)A completed mind map, poster and worksheet (Portfolio approach)A completed N4 HFT Candidate Workbook (Combined Approach)If using this slide you would replace the bullets with ones for your own subject - this is an example of an evidence requirements for ESOL and shows again the flexibility in terms of generating evidence compared to the current NQs.If appropriate you may want to give some examples of the types of evidence you would expect to see generated looking at requirements in your subject.
10 Unit Assessment Support Packages - purpose UASPs are used to:Assess your candidatesAdapt to ensure these are suitable for your own lessons and candidates
11 UASPs – key featuresValid from August 2013 – should NOT be used before thenDesigned to encourage professional judgmentProvide a range of tasks – allow assessors to choose appropriate context and forms of evidenceShows a range of approaches to generating assessment evidenceGives information on the type of evidence which could be gathered and how this is to be judged against Assessment StandardsNominees may have looked at none/some/all of the UASPsIt is important at this stage to emphasise the key roles of practitioners in the development of the UASPs – some of the nominees/TLs may have been involved in the writing of the UASPs.From your perspective as a PV explain the quality assurance processes that both you and SQA staff been involved in before they were published.Describe the 4 column approach to judging evidence ensuring that nominees understand that column 1 is Outcomes, column 2 Assessment Standards and column 3 information to support making judgments which is the same in each UASP for that Unit and cannot be changed and column 4 information specific information relating to the assessment in Appendix 1.For each of the bullets 2, 3, 4, and 5 give an example from your subject:
12 HFT UASPsPackage 1Unit by Unit approach N3, N4 and N5 – candidates complete a Unit Workbook for each Unit as assessment evidencePackage 2Portfolio approach N3, N4 and N5 –candidates gather naturally occurring assessment evidence throughout all Units which are collated in a FolioPackage 3Combined approach N3, N4 and N5 – candidates complete a Course Workbook as assessment evidence for all 3 unitsInsert for own subject
13 National 4 Added Value Unit Builds on Unit AssessmentsDefined as breadth, challenge and/or application as outlined in Building the Curriculum 5May involve accumulation, assimilation, integration and application of skills, knowledge and understandingControlled assessment – set by SQA, conducted in the Centre, marked by the Centre, Verified by Verification Team, feedback provided to Centre.Relate the bullet points to your subject with examples.
14 N4 Added Value UnitFocuses on challenge and application of skills, knowledge and understanding covered in the UnitsInternally marked pass or failWill be subject to VerificationFirst two years – Centre must use briefs provided by SQA in the Specimen, thereafter (following successful Verification) Centres can use own briefs for AVUInsert subject specific information.
15 N5 Health and Food Technology Unit Assessment Evidence will be marked by the Centre and the candidate must have passed all Units before completing the final assignment and assessment. These will be subject to verification.For information:ASSIGNMENT (50 marks) : 50% of final markBrief set by SQA in Sept/Oct (specimen currently available)conducted with a minimum amount of teacher support/guidancewill be externally marked by SQA i.e. no verificationASSESSMENT (50 marks) : 50% of final markset by SQA (specimen currently available)conducted under exam conditionsexternally marked by SQA i.e. no verificationInsert for your subject
16 Workshops In the workshops we will use the US and UASP to: Consolidate your understanding of the Unit by Unit Approach, Portfolio Approach and Combined ApproachUse the US and UASP to judge evidenceThink about how you want to gather evidence in your own CentreHelp you to explain these approaches to other Centres