This document summarizes changes to National Qualifications for the 2017-2018 diet. It outlines revisions to the assessment framework and course documents for National 5 qualifications. National 5 courses will now be graded on a A-D scale based on percentages of the course achieved. While National 4 qualifications will continue to be offered, their future is under discussion regarding externality and differentiation. The document provides details on quality assurance of the revised qualifications and interim guidance on recognizing positive achievement for some students.
1. The document outlines strategies for the Global and China Development Program (GCDP) at AIESEC in Mainland China. This includes restructuring the National Control Board to better handle issues and create a minimum quality promise.
2. Quality is checked weekly in meetings by using a Report Designer tool. Education is provided through various conferences for new and existing members.
3. Quality measurements and key performance indicators are implemented, such as a quality index included in applications and assessments, quality targets as membership criteria, and additional quality questions in evaluations.
4. The organizational measurement of success criteria is reviewed for local committee planning in 2014. Partnerships with support organizations are also discussed.
ESG 2015 - what's new for trust and recognition?Colin Tück
This document summarizes the changes between the 2005 and 2015 versions of the European Standards and Guidelines for Quality Assurance in Higher Education (ESG). The 2015 version aims to increase clarity and applicability, strengthen links to other European frameworks, and focus more on student learning experiences and institutional responsibility for quality assurance. Key changes include additional standards addressing qualifications frameworks, recognition principles, and periodic program reviews. The document also discusses how the revised ESG supports automatic recognition across Europe by fostering mutual trust and highlights opportunities to learn more about implementing the ESG through upcoming workshops.
The document outlines the key dates and deadlines for the GCSE Product Design course for 2021/22. It includes that the NEA design portfolio and prototype project begins in June 2021 and must be completed between September 2022 and February 2023. It also notes that the exam and theory portion of the course makes up 50% of the grade and will be assessed through exams in June 2022, October 2022, March 2023, and the final GCSE exam in June 2023. Resources for revision including textbooks are also provided.
The document outlines the application process for ASP certification which has two parts - a qualifying application and test center application. The qualifying application requires applicants to submit a completed application form, case study, professional references, and career bio at least 2-4 weeks in advance of the deadline. The document also provides information on exam preparation resources including the ASP BOK 2.0 guide and qualified training providers. Finally, it lists the key dates and deadlines for the Fall 2015 certification calendar.
This document provides information about AQA's GCSE Media Studies specification, which will be examined for the first time in June 2014. It outlines the aims, structure, content and assessment of the qualification. The GCSE is made up of two units, with an option to take two further units to achieve a Double Award. Unit 1 is an externally assessed exam focusing on media language, representation, industries and audiences. Unit 2 comprises controlled assessments applying knowledge to practical assignments. The Double Award adds Units 3 and 4, with Unit 3 another exam and Unit 4 a controlled assessment brief.
This document provides information on Pearson Edexcel qualifications in assuring the quality of assessment, including the objectives, structures, units and assessment requirements. It introduces the suite of qualifications for internal and external quality assurers that replaced previous V1 and V2 qualifications. The qualifications are designed to meet the needs of the developing qualification frameworks and changes in assessment practice. Individuals need to hold the appropriate IQA or EQA qualifications depending on their role and the assessment strategies set by sector skills councils. The units can be taken individually or in combinations leading to qualifications for lead/internal quality assurers, lead/external quality assurers or learning and development managers. Centres must guide learners to ensure they achieve the correct combination of units for
1. The document outlines strategies for the Global and China Development Program (GCDP) at AIESEC in Mainland China. This includes restructuring the National Control Board to better handle issues and create a minimum quality promise.
2. Quality is checked weekly in meetings by using a Report Designer tool. Education is provided through various conferences for new and existing members.
3. Quality measurements and key performance indicators are implemented, such as a quality index included in applications and assessments, quality targets as membership criteria, and additional quality questions in evaluations.
4. The organizational measurement of success criteria is reviewed for local committee planning in 2014. Partnerships with support organizations are also discussed.
ESG 2015 - what's new for trust and recognition?Colin Tück
This document summarizes the changes between the 2005 and 2015 versions of the European Standards and Guidelines for Quality Assurance in Higher Education (ESG). The 2015 version aims to increase clarity and applicability, strengthen links to other European frameworks, and focus more on student learning experiences and institutional responsibility for quality assurance. Key changes include additional standards addressing qualifications frameworks, recognition principles, and periodic program reviews. The document also discusses how the revised ESG supports automatic recognition across Europe by fostering mutual trust and highlights opportunities to learn more about implementing the ESG through upcoming workshops.
The document outlines the key dates and deadlines for the GCSE Product Design course for 2021/22. It includes that the NEA design portfolio and prototype project begins in June 2021 and must be completed between September 2022 and February 2023. It also notes that the exam and theory portion of the course makes up 50% of the grade and will be assessed through exams in June 2022, October 2022, March 2023, and the final GCSE exam in June 2023. Resources for revision including textbooks are also provided.
The document outlines the application process for ASP certification which has two parts - a qualifying application and test center application. The qualifying application requires applicants to submit a completed application form, case study, professional references, and career bio at least 2-4 weeks in advance of the deadline. The document also provides information on exam preparation resources including the ASP BOK 2.0 guide and qualified training providers. Finally, it lists the key dates and deadlines for the Fall 2015 certification calendar.
This document provides information about AQA's GCSE Media Studies specification, which will be examined for the first time in June 2014. It outlines the aims, structure, content and assessment of the qualification. The GCSE is made up of two units, with an option to take two further units to achieve a Double Award. Unit 1 is an externally assessed exam focusing on media language, representation, industries and audiences. Unit 2 comprises controlled assessments applying knowledge to practical assignments. The Double Award adds Units 3 and 4, with Unit 3 another exam and Unit 4 a controlled assessment brief.
This document provides information on Pearson Edexcel qualifications in assuring the quality of assessment, including the objectives, structures, units and assessment requirements. It introduces the suite of qualifications for internal and external quality assurers that replaced previous V1 and V2 qualifications. The qualifications are designed to meet the needs of the developing qualification frameworks and changes in assessment practice. Individuals need to hold the appropriate IQA or EQA qualifications depending on their role and the assessment strategies set by sector skills councils. The units can be taken individually or in combinations leading to qualifications for lead/internal quality assurers, lead/external quality assurers or learning and development managers. Centres must guide learners to ensure they achieve the correct combination of units for
- The new National Qualifications in Scotland will be designed to reflect the aims and values of the Curriculum for Excellence, providing progression from National 4 to Advanced Higher levels.
- Courses will be unit-based and flexibly assessed using methods like projects, practical work and exams. Adding value elements ensure breadth and application of skills.
- Literacy and numeracy will be included as freestanding units in certain subjects at lower levels.
- New qualifications and courses will be developed and published between 2010-2016, with support and guidance materials to aid implementation.
The document proposes a skill development program to improve the employability of Indian youth. It analyzes the current gaps in skills and education that lead to high unemployability. The program would involve assessing trainers and trainees, designing training programs, and implementing them through a centralized team while allowing for decentralized implementation. It aims to provide both soft skills and technical training, implement a practical training component, and generate public-private partnerships to maximize impact and funding. The goal is to enhance skills and employability for 500 million Indian youth by 2022.
This document provides information about AQA's GCSE German specification, including:
- Why choose AQA as the exam board, emphasizing their support for teachers and focus on student needs.
- An overview of the GCSE German qualification including the four assessment units and whether they are tiered.
- Details about the contexts and purposes covered by the four units, and how they apply to all units.
- Instructions for how to start using the specification, find teacher support resources, and register as an AQA centre.
The document discusses the adjusted RPMS cycle for school year 2020-2021 due to the COVID-19 pandemic. It outlines the 4 phases of the cycle which include performance planning, monitoring, review and evaluation, and rewarding. It also explains the various RPMS tools such as the self-assessment tool, classroom observation tool, and their guidelines for alternative observations given limited face-to-face learning. Key RPMS objectives and indicators are also presented for both proficient and highly proficient teachers.
1) The document outlines the steps to achieve the Project Management Professional (PMP) credential from the Project Management Institute (PMI).
2) It details 5 steps: attend project management education, prepare by studying for the exam, apply for the exam, take the exam, and maintain the credential after passing the exam.
3) Candidates are responsible for managing all aspects of projects and must have either a high school diploma with 5 years of project experience or a bachelor's degree with 3 years of experience, along with 35 hours of project management education.
2016 Conference - Vocational pathways in PE and sport at Key Stage 4Youth Sport Trust
The document discusses vocational pathways in physical education and sport at key stage 4. It provides information on qualifications from several awarding organizations, including NCFE, OCR, and Pearson. It shares details on the structure, content, assessment methods, and support available for each qualification. Breakout groups are encouraged to discuss how local networks can support implementation of the new qualifications and what next steps schools need to take.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
This document provides a quarterly report on the functional areas of Communications, PR, OD, ER, and Finances for Q1 2014.
In Communications, the key achievements were launching the GC & GT campaigns and TMP Product Packaging. Challenges included delays in the GT Campaign and tracking of the February TMP promotion.
PR focused on delivering conferences like Poland Y2B while facing challenges with limited time.
OD worked on coaching development, conference delivery, and the initial People Development Cycle. Priorities for Q2 include further coaching strategies and improving the SONA system.
ER launched the new Career Days website and worked on new sales and products.
Overall, the quarter saw
Global Standards - Metro Trains Case Study Presentation - Madeleine and JasonMadeleine Tewes MBA
The document outlines an agenda for a presentation given by CIPS Australasia on the CIPS Global Standards and a case study from Metro Trains.
The presentation includes:
1) An introduction to the CIPS Global Standards, which provide a competency framework to enhance organizational and individual procurement performance.
2) A case study from Metro Trains on how they used the Global Standards to develop a continuous professional development program for their procurement team.
3) Key learnings from Metro Trains' trial of the program, including making time for assessment and communicating benefits to employees.
Welcome to your Spring Newsletter! In this edition, we have prepared a lot of content for you which
includes helpful and supportive reminders and tips for the remainder of this academic year.
Your City & Guilds Spring Newsletter covers the next steps for Technical Qualifications, and it’s important
to share this newsletter with everyone who is involved in their administration or delivery.
The document provides information about the end point assessment (EPA) process for the Chartered Manager Degree Apprenticeship. It outlines the key stages of the EPA journey, including the gateway, portfolio, work-based project, and final assessment. The final assessment involves a competency-based interview and presentation where apprentices demonstrate their knowledge, skills, and behaviors against the apprenticeship standard. Those who are successful will also be assessed for Chartered Manager status.
The UBC Masters in High Performance Coaching and Technical Leadership is a 3-year, 30-credit program using a blended online and residential model. It allows students to earn an NCCP Advanced Coaching Diploma and a Master's degree. The program includes a 1-year graduate certificate which provides flexible admission and the potential to continue to the full Master's program. The program applies a problem-solving methodology to develop high performance coaches and leaders through sport science applied within each student's coaching context.
The document discusses Edinburgh Napier University's Global Online Programme which aims to grow the number of students studying accredited programmes off-campus to increase income. It outlines plans to have every school engaged in global online and transnational education delivery by 2020. A dedicated Global Online support team provides non-academic assistance to online students while module leaders provide academic support. Standard frameworks are used for online programme delivery including 11 units per module and weekly activities. The support team also organizes virtual induction and skills sessions for online students.
This document discusses evaluating and benchmarking the KS4 curriculum using FFT Aspire. It recommends that school leaders and subject leaders use FFT Aspire reports to analyze curriculum strengths and areas for improvement in terms of both delivery and outcomes for students. The document also provides information on trends in Ebac subject entries from 2012-2019 and GCSE entries for selected non-Ebac subjects from 2015-2019. It introduces a new FFT Aspire curriculum report and prompts users to download and analyze the report to evaluate their school's curriculum implementation and impact compared to national data.
Preparing Libraries as per NAAC’s Revised Accreditation FrameworkSantosh C. Hulagabali
UGC's NAAC introduced Revised Accreditation Framework (RAF) on 27th July, 2017. This presentation introduces the RAF and focuses more on how the Libraries need to prepare to address the requirements/guidelines specified in the RAF.
The document provides an RPMS tool for evaluating highly proficient teachers (Master Teachers I-IV) in the Philippines for the 2021-2022 school year. It outlines the position profile, qualifications, duties and responsibilities expected of Master Teachers. It also includes a performance rating system across three key result areas of content knowledge and pedagogy, learner development and diversity, and personal and professional growth. Objectives and performance indicators are defined for each key result area along with means of verification and quality performance ratings.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
SQA Parent Presentation on New Qualifications 2014tynecastlehigh
The document summarizes changes to the Scottish qualifications system under Curriculum for Excellence, including replacing existing qualifications with new National Qualifications from levels 1-7. The new qualifications have a greater focus on skills development, including literacy, numeracy, health/well-being, employability, and thinking skills. Assessment is now unit-based and internally assessed as pass/fail, with external course assessments adding value through breadth, challenge and application. Resources for studying the new qualifications are available on the SQA website.
Edexcel is the largest awarding body in the UK and works with stakeholders like governments, educators, and employers to develop qualifications. This document discusses Edexcel's qualifications framework and updates on reforms to A Levels and the new International Advanced Level qualifications. Key points include that revised A Levels will be introduced in 2015, International A Levels will be available from 2013 in additional subjects like Economics and Business, and that many universities have recognized International A Levels similarly to standard A Levels.
As we all make the switch to online delivery, it’s important to make the online experience as accessible as possible to all of our students. Here are some tips around how you can make that delivery work for everyone.
Presentation delivered by Laura Hutton, Forth Valley College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=heL6z_CrsP4
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Presentation delivered by Gillian Fielding & Josephine Kinsey, Blackboard at a SMUG Meet event on 4th March, 2022.
Gillian provides a brief overview of the Blackboard Ally platform followed by a live demo of Ally by Jo.
To join SMUG, subscribe to the mailing list at: www.jiscmail.ac.uk/smug
Watch the recording at: https://youtu.be/dcKyFeMaw7E
- The new National Qualifications in Scotland will be designed to reflect the aims and values of the Curriculum for Excellence, providing progression from National 4 to Advanced Higher levels.
- Courses will be unit-based and flexibly assessed using methods like projects, practical work and exams. Adding value elements ensure breadth and application of skills.
- Literacy and numeracy will be included as freestanding units in certain subjects at lower levels.
- New qualifications and courses will be developed and published between 2010-2016, with support and guidance materials to aid implementation.
The document proposes a skill development program to improve the employability of Indian youth. It analyzes the current gaps in skills and education that lead to high unemployability. The program would involve assessing trainers and trainees, designing training programs, and implementing them through a centralized team while allowing for decentralized implementation. It aims to provide both soft skills and technical training, implement a practical training component, and generate public-private partnerships to maximize impact and funding. The goal is to enhance skills and employability for 500 million Indian youth by 2022.
This document provides information about AQA's GCSE German specification, including:
- Why choose AQA as the exam board, emphasizing their support for teachers and focus on student needs.
- An overview of the GCSE German qualification including the four assessment units and whether they are tiered.
- Details about the contexts and purposes covered by the four units, and how they apply to all units.
- Instructions for how to start using the specification, find teacher support resources, and register as an AQA centre.
The document discusses the adjusted RPMS cycle for school year 2020-2021 due to the COVID-19 pandemic. It outlines the 4 phases of the cycle which include performance planning, monitoring, review and evaluation, and rewarding. It also explains the various RPMS tools such as the self-assessment tool, classroom observation tool, and their guidelines for alternative observations given limited face-to-face learning. Key RPMS objectives and indicators are also presented for both proficient and highly proficient teachers.
1) The document outlines the steps to achieve the Project Management Professional (PMP) credential from the Project Management Institute (PMI).
2) It details 5 steps: attend project management education, prepare by studying for the exam, apply for the exam, take the exam, and maintain the credential after passing the exam.
3) Candidates are responsible for managing all aspects of projects and must have either a high school diploma with 5 years of project experience or a bachelor's degree with 3 years of experience, along with 35 hours of project management education.
2016 Conference - Vocational pathways in PE and sport at Key Stage 4Youth Sport Trust
The document discusses vocational pathways in physical education and sport at key stage 4. It provides information on qualifications from several awarding organizations, including NCFE, OCR, and Pearson. It shares details on the structure, content, assessment methods, and support available for each qualification. Breakout groups are encouraged to discuss how local networks can support implementation of the new qualifications and what next steps schools need to take.
The document discusses the transition from TEAC and NCATE accreditation of educator preparation programs to the new Council for the Accreditation of Educator Preparation (CAEP). CAEP aims to raise standards and use evidence-based approaches. It will offer four accreditation options focused on continuous improvement, inquiry, or transformation. Programs will submit evidence of candidate learning and undergo reviews or audits to evaluate performance.
This document provides a quarterly report on the functional areas of Communications, PR, OD, ER, and Finances for Q1 2014.
In Communications, the key achievements were launching the GC & GT campaigns and TMP Product Packaging. Challenges included delays in the GT Campaign and tracking of the February TMP promotion.
PR focused on delivering conferences like Poland Y2B while facing challenges with limited time.
OD worked on coaching development, conference delivery, and the initial People Development Cycle. Priorities for Q2 include further coaching strategies and improving the SONA system.
ER launched the new Career Days website and worked on new sales and products.
Overall, the quarter saw
Global Standards - Metro Trains Case Study Presentation - Madeleine and JasonMadeleine Tewes MBA
The document outlines an agenda for a presentation given by CIPS Australasia on the CIPS Global Standards and a case study from Metro Trains.
The presentation includes:
1) An introduction to the CIPS Global Standards, which provide a competency framework to enhance organizational and individual procurement performance.
2) A case study from Metro Trains on how they used the Global Standards to develop a continuous professional development program for their procurement team.
3) Key learnings from Metro Trains' trial of the program, including making time for assessment and communicating benefits to employees.
Welcome to your Spring Newsletter! In this edition, we have prepared a lot of content for you which
includes helpful and supportive reminders and tips for the remainder of this academic year.
Your City & Guilds Spring Newsletter covers the next steps for Technical Qualifications, and it’s important
to share this newsletter with everyone who is involved in their administration or delivery.
The document provides information about the end point assessment (EPA) process for the Chartered Manager Degree Apprenticeship. It outlines the key stages of the EPA journey, including the gateway, portfolio, work-based project, and final assessment. The final assessment involves a competency-based interview and presentation where apprentices demonstrate their knowledge, skills, and behaviors against the apprenticeship standard. Those who are successful will also be assessed for Chartered Manager status.
The UBC Masters in High Performance Coaching and Technical Leadership is a 3-year, 30-credit program using a blended online and residential model. It allows students to earn an NCCP Advanced Coaching Diploma and a Master's degree. The program includes a 1-year graduate certificate which provides flexible admission and the potential to continue to the full Master's program. The program applies a problem-solving methodology to develop high performance coaches and leaders through sport science applied within each student's coaching context.
The document discusses Edinburgh Napier University's Global Online Programme which aims to grow the number of students studying accredited programmes off-campus to increase income. It outlines plans to have every school engaged in global online and transnational education delivery by 2020. A dedicated Global Online support team provides non-academic assistance to online students while module leaders provide academic support. Standard frameworks are used for online programme delivery including 11 units per module and weekly activities. The support team also organizes virtual induction and skills sessions for online students.
This document discusses evaluating and benchmarking the KS4 curriculum using FFT Aspire. It recommends that school leaders and subject leaders use FFT Aspire reports to analyze curriculum strengths and areas for improvement in terms of both delivery and outcomes for students. The document also provides information on trends in Ebac subject entries from 2012-2019 and GCSE entries for selected non-Ebac subjects from 2015-2019. It introduces a new FFT Aspire curriculum report and prompts users to download and analyze the report to evaluate their school's curriculum implementation and impact compared to national data.
Preparing Libraries as per NAAC’s Revised Accreditation FrameworkSantosh C. Hulagabali
UGC's NAAC introduced Revised Accreditation Framework (RAF) on 27th July, 2017. This presentation introduces the RAF and focuses more on how the Libraries need to prepare to address the requirements/guidelines specified in the RAF.
The document provides an RPMS tool for evaluating highly proficient teachers (Master Teachers I-IV) in the Philippines for the 2021-2022 school year. It outlines the position profile, qualifications, duties and responsibilities expected of Master Teachers. It also includes a performance rating system across three key result areas of content knowledge and pedagogy, learner development and diversity, and personal and professional growth. Objectives and performance indicators are defined for each key result area along with means of verification and quality performance ratings.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
SQA Parent Presentation on New Qualifications 2014tynecastlehigh
The document summarizes changes to the Scottish qualifications system under Curriculum for Excellence, including replacing existing qualifications with new National Qualifications from levels 1-7. The new qualifications have a greater focus on skills development, including literacy, numeracy, health/well-being, employability, and thinking skills. Assessment is now unit-based and internally assessed as pass/fail, with external course assessments adding value through breadth, challenge and application. Resources for studying the new qualifications are available on the SQA website.
Edexcel is the largest awarding body in the UK and works with stakeholders like governments, educators, and employers to develop qualifications. This document discusses Edexcel's qualifications framework and updates on reforms to A Levels and the new International Advanced Level qualifications. Key points include that revised A Levels will be introduced in 2015, International A Levels will be available from 2013 in additional subjects like Economics and Business, and that many universities have recognized International A Levels similarly to standard A Levels.
Similar to SQA National Qualifications Update (20)
As we all make the switch to online delivery, it’s important to make the online experience as accessible as possible to all of our students. Here are some tips around how you can make that delivery work for everyone.
Presentation delivered by Laura Hutton, Forth Valley College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=heL6z_CrsP4
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Presentation delivered by Gillian Fielding & Josephine Kinsey, Blackboard at a SMUG Meet event on 4th March, 2022.
Gillian provides a brief overview of the Blackboard Ally platform followed by a live demo of Ally by Jo.
To join SMUG, subscribe to the mailing list at: www.jiscmail.ac.uk/smug
Watch the recording at: https://youtu.be/dcKyFeMaw7E
Presentation delivered by Drew McConnell, University of Glasgow at a SMUG Meet event on 4th March, 2022.
Drew McConnell then covers the University of Glasgow’s experience of using Ally in a live setting.
To join SMUG, subscribe to the mailing list at: www.jiscmail.ac.uk/smug
Watch the recording at: https://youtu.be/dcKyFeMaw7E
This session will pull together lessons learned for HMI work with colleges over the period of remote learning. It will examine the changes, and strong practices identified. This session will also be supported by Dumfries and Galloway College who developed a strong CPD programme reflecting the different levels of skill within the staff on use of technologies for remote learning.
Presentation delivered by Ian Beach, HMI, Education Scotland; Mandy Wallace & Angela Connelly, Dumfries & Galloway College, as part of the Virtual Bridge Session series.
Watch the video at: https://www.youtube.com/watch?v=KFxWIg45_XA
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Presentation delivered by Brian Forsyth, Glasgow Clyde College at the CDN MIS Network Event on 28-04-21. Access the presentation recording on the CDN website: www.cdn.ac.uk
Presentation delivered by Kenny Wilson, SFC, at the CDN MIS Network Event on 28-04-21. Access the presentation recording on the CDN website: www.cdn.ac.uk
New College Lanarkshire was implementing digital ID cards to replace physical cards for its 12,000 students annually. This was to address issues with producing and distributing plastic cards at the busiest time of year, which cost over £1 per card when including materials but not staff time. The college partnered with Yoti to provide a digital ID card option through their app that students could download, reducing the need to carry a physical card. Over 2,000 students utilized the digital ID card app in the first year of implementation, delighting registration staff and being cost neutral compared to physical cards. While some students preferred a physical card, the program was considered a success and will be further trialled.
This document discusses strategies for effective hybrid delivery of lessons. It begins by outlining some challenges of the hybrid model and assumptions about remote and in-person students. It then provides approaches for designing consistent lesson plans that ensure equity of experience for all students. Tips are provided for preparing the physical space and technology setup. The document gives advice for delivery, such as connecting with students and sharing the lesson plan. Potential experiences of students and lecturers in the hybrid model are also summarized based on research. Overall, the document aims to provide guidance and best practices for implementing high-quality hybrid instruction.
Are social media platforms the new Library? YouTube, Instagram and TikTok are increasingly being used as sources of teaching and learning content. Textbooks come with barely a paragraph of terms and conditions about their use. The social media platforms, however, are accompanied by seemingly never-ending terms of service, community guidelines and privacy policies. Do you read this information, does anyone at your college? Do you understand the terms "takedown", "cease and desist"? Have you/your college ever received a "Getty letter"?
This webinar will provide an introduction to the convoluted world of copyright and social media terms and conditions. Buckle up - it could be a bumpy ride!
Presentation delivered by Alan Rae, Copyright Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
A brief introduction to the National Cyber Security Centre, what we’re doing for colleges’ cyber security and opening a conversation about what else we should be doing. We’ll cover a number of (free!) NCSC products and guidance that can really help raise individual colleges’ and universities’ cyber resilience that you may or may not be aware of, and talk about our future plans.
Presentation delivered by Hannah H., NCSC, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
For many managers, there is a real challenge both in managing remotely, and having confidence about the quality of remote or online delivery. Most managers have years of experience of managing campus based learning, and have had the benefit of peer and specialist support on site. However, few managers have the experience of teaching remotely, so supporting staff and recognising good delivery is a greater challenge. This session looks at adjustments to their management approach that may be helpful, and identifies some of the key characteristics of well delivered on line activity.
Presentation delivered by Dr John Laird, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
This session is aimed at lecturers and managers in the sector with a clear focus on providing evidence-based research with pointers/tips for teaching face-to-face and online. We will also be talking about the forthcoming launch of the Pedagogy Matters podcast, which will feature interviews with key practitioners across the country to support effective delivery of the curriculum, as well as plans for future professional development materials and opportunities.
Presentation delivered by Jonny Rees, College Development Network, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=otSVEp4YE8s
This document summarizes research on blended and digital learning. It finds that blended learning can be as effective as traditional learning, though some students may struggle more online. Research shows blended learning develops independence and skills beyond the classroom. However, teaching methods often rely more on lectures than interaction. Strong design, social connection, and teaching quality are keys to student success online. Sources offer further guidance on implementing blended models.
This session is aimed at managers with responsibility for the delivery and evaluation of online learning and teaching. As a result of the Covid-19 pandemic colleges have been forced to make an abrupt shift to remote learning, often existing in makeshift offices. Join us as we examine the challenges that this new environment presents and the lessons learned thus far from approaches developed in other UK nations and further afield.
We will share our thoughts on what leaders have learned about how to manage their institution during this difficult time and how they are addressing the challenges now and anticipating those in the future. Colleagues will be invited to join the discussion, raise questions and contribute examples from their own experience.
Presentation delivered by Ian Beach, HMI, Education Scotland, as part of the Virtual Bridge Session series.
Follow along at https://twitter.com/Virtual_Bridge and see what's coming up next at https://bit.ly/VBsessions
Recording available at: https://www.youtube.com/watch?v=kG0lCuRRX2U
Presentation delivered by Kellie Mote, accessibility specialist at Jisc, as part of a webinar in partnership with College Development Network (CDN), streamed on 20th February, 2020.
Presentation delivered by Simon Hewitt, Vice Principal (Curriculum & Attainment), Dundee & Angus College at the CDN MIS Network event on 21st November, 2019.
Presentation delivered by Jason Quinn, Assistant Principal: Planning and Infomatics, New College Lanarkshire at the CDN MIS Network event on 21st November, 2019.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
3. Purpose of today
Background to NQ changes
NQ changes for 2017- 2018
Units at National 5
Courses at National 5
Assessment material
Grading and presentation of candidates
NQ Quality Assurance
Recognising Positive Achievement
National 4
Entering and resulting NQs for Diet 2018
4. Background
Assessment and National Qualifications (ANQ) Group
SQA research
Industrial action
Announcements from ANQ Group:
– September 2016
– March 2017
7. NQ changes:
Information and Documentation
End of January
2017
• Changes to
National 5
assessment
framework for
each subject
End of April
2017
• Revised
mandatory
course
documents
End of May to
September 2017
• Production of
support
materials
8. Grading of National Courses
Grade A: 70%
Grade B: 60-69%
Grade C: 50-59%
Grade D: 40-49% - extended
11. Future of National 4
ANQ Group - current discussion
Externality and differentiation
Context of candidate pathways
12. Interim use of Recognising Positive
Achievement
“Given the agreed need to reduce assessment
related workload, this pathway should only be
used in a very limited number of exceptional
circumstances, where the view of the teacher
and head teacher, in discussion with parents
and young people, is that it is in the interests of
specific individual learners”
- Scottish Government Policy Statement, March 2017
14. NQs: entering and resulting 2017-18
Business as usual
Single sign on for NQ Guide for Co-ordinators
Calendar of Key Dates
Confirmation on codes for National 5 courses
coming soon
15. SQA events
College Co-ordinator event – 24 August 2017
CDN and SQA webinars
SQA subject specific National 5 webinars
Marking Opportunities
www.sqa.org.uk/nqevents
www.sqa.org.uk/am
16. For further support, contact:
Fiona Malone, Liaison Manager
• Fiona.Malone@sqa.org.uk
• 07855 087070
Editor's Notes
Introduce yourself. Explain format of time you have, happy to take feedback/questions etc. Explain purpose of today is to:
Explain the background/context of the changes to NQ
What are the changes for this coming session ie Aug 17 to June 18
What new assessment material will be avialable?
Changes to grading and what to think about for presenting your candidates – may help with your discussions around school/college partnerships.
QA Assurance Plans for External Verification during 2017/18
Considerations for future changes to National 4
Certificating candidates for NQ Courses or Units.
Ministerial Group on Assessment and National Qualifications (ANQ)
Group was established in January 2016.
Dr Alasdair Allan chaired group until May 2016, thereafter group was chaired by Depute FM John Swinney.
Group initially set up to consider and make recommendations on the policy framework within which national qualifications are developed and operate; and on assessment policy and practice from age 3 to 18, and the best means of supporting improvements.
Members of ANQ group –
Association of Directors of Education in Scotland (ADES)
Association of Headteachers and Deputes in Scotland
Colleges Scotland
COSLA
Educational Institute of Scotland (EIS)
Education Scotland
Further and Higher Education representatives
NASUWT
National Parent Forum of Scotland
School Leaders Scotland
Scottish Government
Scottish Qualifications Authority
Scottish Secondary Teachers' Association
SQA Fieldwork Report
In July 2015, SQA’s Qualifications Committee approved proposals to carry out an initial evaluation of the design, assessment and implementation of the new National Qualifications. This included a research exercise with a particular focus on internal Unit assessment (IAU) and fieldwork visits to schools to speak to groups of young people, teachers, and senior managers. Both pieces of work make reference to the design model approved by the Curriculum for Excellence Management Board.
At least one secondary school in each local authority was visited by SQA staff between November 2015 and January 2016. They spoke to S5/6 pupils, a sample of subject teachers and the senior management team in the school, using three common sets of questions.
The report on Internal unit assessment in national qualifications was based on an examination of policy and guidance documents, including the reasons for Unit-based courses, plus other product specification and support material used in the previous (eg Intermediate) and current (eg National 5) National Courses. It was informed by workshop discussions in 29 National Qualifications Support Team (NQST) meetings in the autumn of 2015 and by an online practitioner survey between October 2015 and January 2016.
The discussion at the NQST meetings was shaped by a series of questions around Unit assessment and its relationship with Course assessment. The same questions were also made available through an online survey which elicited over 3,000 responses.
The evidence from the IUA and Fieldwork reports influenced both the overall action plan intimated to the Working Party on Assessment and National Qualifications and the Subject Review Report action plans published in May 2016.
ANQ report was published in May 16 and outlined actions to be undertaken by key stakeholders. The ANQ report sets out the additional actions which the national bodies – SQA and Education Scotland, working with local authorities and teachers – will take in response to this initial phase of the Group’s work.
ANQ subsequent announcement – Sept 21st 2016 report
An announcement made by DFM John Swinney on September 21st 2016 outlined further action to reduce workload for teachers and learners from session 2017/18 onwards, specifically referencing the removal of mandatory unit assessments from National 5 qualifications in 2017/18 and Higher qualifications in 2018/19. Following subsequent discussions with the CfE Management Board, mandatory unit assessment will be removed from Advanced Higher qualifications in 2019
Subject Review Reports
When we looked at how we might address these issues highlighted in fieldwork and IUA reports it became evident that one approach did not fit all subjects. Hence, three approaches were developed to support re-assessment and recording, all of which will help to reduce workload for teachers and learners. The three approaches have been accelerated for 2016/17. the Subject Review Reports have used evidence to identify specific issues and actions to address these in the short and medium terms.
Supplementary information is available at:
https://www.sqa.org.uk/sqa/files_ccc/NQ_Next_Steps-Guide_to_what_this_means_for_teachers_and_lecturers.pdf
http://www.sqa.org.uk/sqa/files_ccc/Executive_Summary_of_SQA_initial_evaluation_of_new_National_Courses.pdf
http://www.sqa.org.uk/sqa/files_ccc/SQA_Fieldwork_visits.pdf
www.sqa.org.uk/nqchanges
http://news.gov.scot/news/action-on-teacher-workload-confirmed
http://www.gov.scot/Resource/0050/00500819.pdf
April update – ANQ
31 March 2017
implications of the removal of unit assessments from the National Qualifications
importance of well informed and accurate presentation decisions
extension of Grade D as the mechanism for recognising positive achievement
plans to review assessment of the National 4 qualification.
It supplements the material released by the SQA on 31 January providing the headline details of the changes to the assessment framework for each National 5 course following the removal of unit assessments.
http://www.gov.scot/Resource/0051/00516166.pdf
What:
In September 2016 the CFE Management Board ratified ANQ decision to remove mandatory units and their assessment and enhance course assessment
These have been removed as mandatory content of a NQ Course. Now available as free-standing units at SCQF level 5.
When:
National 5 17-18, Higher 18-19 and AH 19-20
Why
The removal of mandatory unit assessments has the distinct purpose of reducing the amount of assessment experienced by young people taking national qualifications and the teacher workload created as a result of administering the units. The course aims, content and rationale are not changing.
The removal of mandatory unit assessment reflects proposals from some teachers’ groups who felt that the cumulative impact of typically having to undertake three unit assessments, course assignments, prelims and a final exam for each course was too great. This was especially the case in the context of one year courses, which was a common approach, and was detracting from providing sufficient time for high quality learning and teaching
Remember though teaching, learning and assessment is business as usual – UASPs still available etc etc.
What
As a result of the removal of mandatory unit content:
There will be clarification to the aims, rationale or content of the courses.
Course assessment will be strengthened to ensure breadth of course coverage. The changes to course assessment will result in one or more of the following:
- extension of the existing question paper
- extension of the existing item of coursework
- new question paper
- new item of coursework
When
National 5 17-18, H 18-19 and AH 19-20
Why
SQA was asked to remove units and unit assessments from National courses. The current course assessment approach requires candidates to complete internally assessed National units and a course assessment, which is normally an examination question paper and/or coursework. Removing the units and unit assessments means that we need to strengthen the course assessments to maintain 24 SCQF credit points and protect the integrity of National courses.
In many courses we will extend the existing question paper and/or coursework to ensure breadth of course coverage and maintain rigour. In a smaller number of courses we will introduce a new question paper or coursework. This is required where a significant aspect of the course is currently only assessed in the units. For example, practical subjects which are currently assessed by coursework alone may be modified by the addition of a new question paper to assess knowledge and understanding. Similarly, in a small number of subjects some significant skills are currently only assessed within units and this may require the addition of coursework to assess these skills.
The removal of units from courses gives SQA the opportunity to streamline existing course documentation – identified as an area of concern for teachers earlier in the year. The revised course documentation will include introductory information, mandatory content and information about course assessment. It will also address issues identified in the subject review reports which were published in May 2016.
High-level detail for each subject at National 5 was published by SQA in January 2017, with further detail to follow in revised course documentation by the end of April 2017. This will replace the current course documentation, which is covered in various documents, with one single document per subject.
Publication timeline for National 5
End of January
Early information regarding course assessment modifications
End of April
Revised mandatory course documents
End of May to end of September
New and/or revised support materials, including specimen question paper and coursework where required
Course documentation will be revised by the end of April 2017. There will be one single document per subject containing:
- Course Specification
- Course assessment specification
- Coursework general assessment information
Course support notes will be published as an appendix as soon as available between April - September
Course overview
- rationale
- purpose and aims
Course content
- skills, knowledge and understanding
- skills for learning, skills for life, skills for work
Course assessment
- structure of components
- grading
- Marking Instructions
Equality and Inclusion
- assessment??
Appendix: course support notes
- approaches to learning and teaching
- preparing for course assessment
The mechanism agreed by the Assessment and Qualifications Group for RPA going forward will be the extension of Grade D to include candidates who achieve between 40–49%.
Currently, a candidate who achieves a notional 45% or above in a national course would receive an award (candidates above a notional 50% receive an A-C award; candidates achieving a notional 45%-49% at present receive a D award). Grade D attainment will therefore be broadened from the current position to notional 40%-49%. This ten per cent range brings a Grade D award into line with the ranges for Grades B and C.
This move is intended to ensure that young people who do not achieve at the level predicted in the course assessment receive credit for their achievement at the SCQF level of the qualification for which they were entered.
ANQ announcement March 2017
Centres must decide whether a learner is presented for either a National course award or SCQF level 5 Units – entries by 31 January.
28th April for Estimates. Certain subjects 30th May. Unit results in by 1 June.
Some learners may presented for a number of full courses and additionally for a number of free-standing units in different subjects
Some learners may be presented for courses over 2 years
As under current arrangements, centres should provide an accurate indication of candidate presentations
Units that were previously part of National 5 – ie scqf in by 1 june.
These national units will remain available as free standing units at SCQF level 5. The units will no longer form part of the National 5 course, which will continue to develop over time. The decision to retain units as free-standing qualifications is intended to support flexibility in meeting the different needs of individual learners. Some learners may for instance be presented for a number of full courses and additionally for a number of free-standing units in different subjects.
This may be particularly relevant for Colleges to consider, especially when enrolling students on full time courses with a number of other National 5 course awards and units which are required for progression purposes.
Schools should, therefore, decide for any given National 5 course whether a young person is presented either for units or for the full course award. Link to school college partnership. For some learners, schools should consider planning pupils’ learning experience over two years.
Further info on QA procedures for Diet 18 will be released in due course.
The Units that used to form part of the National courses will now be free standing Units at SCQF level 5 and will be subject to SQA's QA procedures
This means that in 2017/18 Units that used to be part of N5 will be subject to random sampling ie SCQF level 5 ones
IACCAs selected in Round 2 for National 5 – business as usual. No round 1 now for National 5 Courses.
H and AH – business as usual. Ie Round 1 and Round 2 etc, but no random sampling here at these levels.
These national units will remain available as free standing units at SCQF level 5. The units will no longer form part of the National 5 course, which will continue to develop over time. The decision to retain units as free-standing qualifications is intended to support flexibility in meeting the different needs of individual learners. Some learners may for instance be presented for a number of full courses and additionally for a number of free-standing units in different subjects.
This may be particularly relevant for Colleges to consider, especially when enrolling students on full time courses with a number of other National 5 course awards and units which are required for progression purposes.
Schools should, therefore, decide for any given National 5 course whether a young person is presented either for units or for the full course award.
For some learners, schools should consider planning pupils’ learning experience over two years.
The Assessment and National Qualifications Group are considering the approach to assessment of the National 4 qualification
The initial focus will be on the value of a form of externality in assessment, and on the ability to differentiate candidate performance
It is important that these discussions are taken forward in the context of the different pathways that might be taken by a candidate who achieves a National 4
National 4 is a route to college programmes.
Remember historic reason for why National 4 were not graded – candidates who do this level traditionally don’t perform well in exam assessment conditions.
Centres will be able to use current mechanism or recognising positive achievement through fallback to National 4 where a candidate achieves less than 40%
Centres will be able to present candidates for units that were formerly part of National 5 and the full revised National 5 course
This pathway will be available as an interim measure only, until any changes to the assessment of National 4 have been introduced
The mechanism agreed by the Assessment and Qualifications Group for RPA going forward will be the extension of Grade D to include candidates who achieve between 40–49%.
Guidance on entering and resulting for RPA will be issued over the summer as part of the co-ordinator guide…etc.
Currently, a candidate who achieves a notional 45% or above in a national course would receive an award (candidates above a notional 50% receive an A-C award; candidates achieving a notional 45%-49% at present receive a D award). Grade D attainment will therefore be broadened from the current position to notional 40%-49%. This ten per cent range brings a Grade D award into line with the ranges for Grades B and C.
This move is intended to ensure that young people who do not achieve at the level predicted in the course assessment receive credit for their achievement at the SCQF level of the qualification for which they were entered.
Centres will be able to use current mechanism or recognising positive achievement through fallback to National 4 where a candidate achieves less than 40%
Centres will be able to present candidates for units that were formerly part of National 5 and the full revised National 5 course
This pathway will be available as an interim measure only, until any changes to the assessment of National 4 have been introduced
The mechanism agreed by the Assessment and Qualifications Group for RPA going forward will be the extension of Grade D to include candidates who achieve between 40–49%.
Guidance on entering and resulting for RPA will be issued over the summer as part of the co-ordinator guide…etc.
Currently, a candidate who achieves a notional 45% or above in a national course would receive an award (candidates above a notional 50% receive an A-C award; candidates achieving a notional 45%-49% at present receive a D award). Grade D attainment will therefore be broadened from the current position to notional 40%-49%. This ten per cent range brings a Grade D award into line with the ranges for Grades B and C.
This move is intended to ensure that young people who do not achieve at the level predicted in the course assessment receive credit for their achievement at the SCQF level of the qualification for which they were entered.
Invites will be issued over the summer for this event on 24th August 2017.
Joint Webinars – 19 June NQ Update
27th Sept – NQ Course Assessment and QA Update
4 October – NQ Unit Assessment Update
Centres and authorities will be informed of changes through direct communications, Centre News and a dedicated web page www.sqa.org.uk/nqchanges
Each LM will be in touch with college co-ordinators early May to offer this presentation to all relevant staff…