nocn level 2 certificate in assisting and moving individuals for social care … · 2018-03-19 ·...

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NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF)

Qualification Approval No. 600/1807/0

Version 3.1 June 2017

Qualification Specification


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Introduction

NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked effectively with centres for the benefit of learners across the country, with a mutual interest in providing a continuously improving service. NOCN, whilst retaining all the advantages of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities. This document details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.


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Contents

1. About the qualification ......................................................................... 4

2. Who the qualification is for ................................................................... 6

3. Achieving the qualification ................................................................. 10

4. The qualification units ........................................................................ 11

5. How the qualification is assessed .................................................... 221

6. Offering the qualification .................................................................. 244

7. Quality assurance and standardisation .............................................. 26


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1. About the qualification

The NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) has been developed in partnership with Skills for Care and Development in consultation with employers within the health and social care sectors. The qualification aims to

support government strategies to develop knowledge, understanding and skills in assisting and moving of people in a variety of settings.

The development of this qualification is underpinned by changing needs which are based on:

the regulatory requirements set by the Care Quality Commissions (CQC) National Minimum Standards in relation to the health, safety and welfare of service users and staff

strong political and strategic directives in each of the UK countries

the roll-out of the personalisation agenda and increased informed choice

the move from a ‘gift’ to ‘rights’ model of service provision in care

‘new ways of working’ and new ways to configure services that will optimise care and health care with a skilled, multidisciplinary and responsive workforce

the increasingly diverse nature of employers, including micro-employers and those working across traditional boundaries

changes to registration, regulation requirements and policy drivers affecting practice.

The qualification has been approved by the qualifications regulators for England, Wales and Northern Ireland and is part of the Qualifications and Credit Framework (QCF) and may be eligible for SFA funding.

What the Qualification Aims to Do

The NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) aims to:

develop knowledge and understanding of the importance of assisting and moving people

develop understanding of health and safety in relation to assisting and moving of people

develop knowledge and skills of the strategies, techniques and equipment used in the assisting and moving of people

confirm competence in the area of assisting and moving where appropriate

raise awareness of issues of safeguarding, learning disability and disability, mental health, sensory loss, dementia care, causes and prevention of infection and infection control, mobility and therapeutic awareness.


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The NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) is aimed at a range of occupational areas in the NHS and other statutory, private and voluntary agencies. Although the qualification confirms competence in the area of assisting and moving where appropriate, it cannot be used for registration and regulation purposes. In order to gain registered status for regulatory purposes, learners will need to progress to the relevant QCF Health and Social Care Diploma. Guided Learning Hours Guided Learning Hours (GLH) are a guide to the amount of teacher-supervised or directed study time a learner will need to complete the learning needed for a qualification. NOCN recognises that every learner is different and the actual time taken may vary beyond the maximum and minimum shown. Training providers not reliant on public funding measured by GLH may find them a useful guide to the recommended length of a programme of study. The learning hours can be divided in any way, for example, a 20 GLH hour programme could be delivered in 2 hours a week for 10 weeks or 8 hours a day for 3 days, depending on the course and learners. The recommended Guided Learning Hours for the NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) are 99 – 123. Relationship with National Occupational Standards The NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) is related to the National Occupational Standards (NOS) developed by Skills for Care and Development (reference HSC223). It provides a significant amount of knowledge, understanding and skills development that underpins occupational competence in assisting and moving individuals. Language Requirements If you wish to offer this qualification in Welsh or Irish (Gaeilge) then please contact NOCN who will review demand and provide as appropriate. Northern Ireland Entitlement Framework For more information on the Entitlement Framework, centres in Northern Ireland should contact OCN NI www.ocnni.org.uk.

http://www.ocnni.org.uk/


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2. Who the qualification is for

The NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) is aimed at a range of occupational areas in the NHS and other statutory, private and voluntary agencies and informal caring situations. Workers may include roles such as:

Care assistants/support workers/key workers in residential settings

Healthcare assistants/support workers in community and primary care environments, support workers in acute health environments

Care assistants/support workers/key workers in domiciliary services and day services

Support workers in supported living projects

Community-based care assistants/support workers/key workers, including those working in specialist areas e.g. dementia, learning disabilities

Family support workers

Informal and family carers

Personal assistants employed directly by the individual they support or their families

Emerging new types of workers and multidisciplinary health roles crossing traditional service barriers and delivery models

Foster carers providing long term care to children and young people with disabilities or complex needs

Short break carers providing short term care for children and young people with disabilities or complex needs

Staff working in residential childcare with children and young people with disabilities or complex needs

Staff working in domiciliary home care providing care to children and young people with disabilities or complex needs

Staff working in domiciliary home care providing care to the elderly and infirm

Other NHS staff where applicable. The qualification is particularly suitable for those who are working in the care sector or in an informal setting where assisting and moving an individual is part of their work remit.

The minimum age for access to the qualification is 16 years old.


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Restrictions on Learner Entry As this qualification is to confirm occupational competence it will be assessed primarily in the workplace and/or an informal caring environment; therefore, learners will need to be in a situation where they are employed, working as an informal carer/family carer or working as a supervised volunteer. Entry Requirements There are no restrictions to entry. However, centres should note that the NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) is competence based. This means that it is linked to the learner's ability to competently perform a range of tasks in the workplace and/or an informal caring environment (see above).


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QCF Level Descriptors Level Summary Knowledge and

understanding Application and

action Autonomy and accountability

Level 2

Achievement at Level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgment subject to overall direction or guidance.

Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems. Interpret relevant information and ideas. Be aware of the types of information that are relevant to the area of study or work.

Complete well-defined, generally routine tasks and address straightforward problems. Select and use relevant skills and procedures. Identify, gather and use relevant information to inform actions. Identify how effective actions have been.

Take responsibility for completing tasks and procedures. Exercise autonomy and judgment subject to overall direction or guidance.

Extracted from QCF level descriptor’s document on QCDA’s website October 2008

Recognition of Prior Learning

Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already as a consequence of which they do not need to undertake a course of learning.

Centres are encouraged to recognise the previous achievements and experiences, both formal, for example through accredited units or qualifications or informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment. When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. Evidence is not time-limited.


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Progression Opportunities The NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) enables progression to further opportunities in employment and further training and learning opportunities within employment. The qualification also offers opportunities for progression to relevant QCF Health and Social Care Diplomas.

Learners with Particular Requirements Assessment within the NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) is designed to be accessible and inclusive. The unit based approach allows flexibility through enabling learners to achieve the qualification in stages. The assessment methodology is appropriate and rigorous for individuals or groups of learners. If you have learners with particular requirements you should refer to the ‘Access to Fair Assessment Policy and Procedure’ which can be found in the NOCN Centre Handbook area of the NOCN website within the Learning Providers’ section. This section gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the achievement of the assessment criteria. The NOCN Centre Recognition process requires policy statements on Equal Opportunities and Diversity and Disability Discrimination. These policy statements are then checked and confirmed through the Quality Review and Risk Assessment processes.


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3. Achieving the qualification

Rules of Combination To achieve the NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care Settings (QCF) a total of 14 credits are required. All 10 credits in the mandatory group and a minimum of 4 credits from the optional group must successfully be completed. Achievement Methodology The qualifications are awarded to learners who successfully meet the Rules of Combination set out above. Assessment for each unit is designed by the Centre in accordance with the NOCN Assessment Definitions Document, available on the NOCN website www.nocn.org.uk/learning-providers/nocn-centre-handbook, and the Skills for Care and Development Assessment Principles. There is no further assessment to achieve the qualification. Further details of how the qualification is assessed are given in Section 5. How the qualification is assessed.

http://www.nocn.org.uk/learning-providers/nocn-centre-handbook

http://www.nocn.org.uk/learning-providers/nocn-centre-handbook

http://www.nocn.org.uk/download?documentId=8886



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4. The qualification units

Please click on the hyperlinks below to access the units from the NOCN website.

NOCN Unit Code

Ofqual Unit

Reference Unit Title

Mandatory or

Optional Credit Value Level

OPUS ID Sector

PL7/2/QQ/004 A/502/7586 Moving Inanimate Loads Mandatory 1 2 CAN658 1.3

PL7/2/QQ/005 F/502/7587 Select and Use Appropriate Strategies and Equipment When Assisting and Moving Individuals Mandatory 3 2 CAN664 1.3

PL7/2/QQ/006 L/502/7592 Select and Use Appropriate Techniques and Equipment When Dealing With Falls Mandatory 2 2 CAN665 1.3

PL7/2/QQ/007 K/502/7583 Understanding and Enabling Assisting and Moving Individuals Mandatory 4 2 CAN666 1.3

PH5/2/QQ/001 H/501/7103 Causes and Spread of Infection Optional 2 2 CAN654 1.3

PL3/2/QQ/002 R/501/6738 Cleaning, Decontamination and Waste Management Optional 2 2 CAN655 1.3

PL1/2/QQ/018 R/601/8922 Contribute to health and safety in health and social care Optional 4 2 CAN656 1.3

PL7/2/QQ/003 J/601/8027 Move and position individuals in accordance with their plan of care Optional 4 2 CAN657 1.3

PL2/2/QQ/004 K/601/6285 Principles of positive risk taking for individuals with disabilities Optional 2 2 CAN660 1.3

PL1/2/QQ/019 H/601/9024 Provide support for mobility Optional 2 2 CAN662 1.3

PH5/2/QQ/002 L/501/6737 The principles of Infection Prevention and Control Optional 3 2 CAN659 1.3

PL7/2/QQ/002 T/502/7585 Understanding Assisting and Moving Individuals Optional 2 2 CAN007 1.3

PT1/2/QQ/040 J/601/2874 Dementia Awareness Optional 2 2 CAL958 1.3

PT1/2/QQ/048 F/601/3442 Introductory awareness of sensory loss Optional 2 2 CAM997 1.3

PR4/2/QQ/012 A/601/8574 Principles of safeguarding and protection in health and social care Optional 3 2 CAN661 1.3

PT1/2/QQ/041 D/601/9023 Provide support for therapy sessions Optional 2 2 CAL959 1.3

PT1/3/QQ/026 J/602/0103 Understand mental health problems Optional 3 3 CAM999 1.3

http://www.nocn.org.uk/control/QCF_1/2/pl72qq004.pdf




http://www.nocn.org.uk/control/QCF_1/2/ph52qq001.pdf






http://www.nocn.org.uk/control/QCF_1/2/ph52qq002.pdf


http://www.nocn.org.uk/control/QCF_1/3/pt12qq040.pdf


http://www.nocn.org.uk/control/QCF_1/3/pr42qq012.pdf




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The assessment activities for the units are indicated in the Assessment Information Grid on the individual units. An explanation of the kind of activity, assessment and evidence expected at the appropriate level is on the following pages.

PT1/2/QQ/049 L/601/6117 Understand Physical Disability Optional 2 2 CAN000 1.3

PT1/2/QQ/050 K/601/5315 Understand the context of supporting individuals with learning disabilities Optional 4 2 CAN003 1.3




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Assessment Definitions Case Studies Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. Or may be used with individual learners as a written activity through case study materials and learner responses. The learning may be assessed by:

Tutor observation

Class discussion

One to one

Group tutorial discussion Evidence could include:

Tutor record of observation

Learner notes

Summary of class discussion

Tutorial notes

Audio/video/photographic record

Activity Assessed by Evidence

Level Two

Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (GL1 = 500 words).

Assessed through peer assessment, self-assessment, tutor observation, or assessment of written work.

Evidence could include tutor record, learner record, peer checklist, summary of discussion or audio / video / photographic record or written work.

1 GL = guidance on length of activity.


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Written Question and Answer Specific, open and closed questions for immediate response. Can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows response and questioning from learners and feedback from tutor. The learning may be assessed through:

Responses by individual learners.

May make use of on-line assessment. Evidence could include:

Written questions

Learner responses

Tutor feedback


Level Two

Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited.

Assessed by tutor or external marker (for exams / tests).

Evidence to include written responses and may also include learner responses and tutor feedback.

Oral Question and Answer

Specific, open or closed questions for immediate response. Can range from quite formal questions, for example, an oral test, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows response and questioning from learners and immediate feedback from tutor. The learning may be assessed through:

Responses by both tutor and individual learners. Evidence could include:

Tutor record/notes

Learner notes or log

Audio/video record


Level Two

Open and closed questions should be included, covering a number of topics. Learners should be encouraged to expand on their answers.

Assessed by tutor, with a degree of self-assessment.

Evidence could include tutor records, learner log or audio/ video record.


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Report A record of an activity and / or a summary of research which presents information in a structured way. Does not include opinion, but may include analysis or evaluation. May be presented in written or oral form. The learning may be assessed by:

Tutor for written report.

Tutor and / or peers for oral presentation of report. Evidence could include:

Written report with tutor feedback

Notes for oral presentation with tutor and / or peer feedback.

Activity Assessment Evidence

Level Two

Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, should be from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.

Assessment by tutor and / or peers for oral presentation.

Evidence could be; written report with tutor feedback or learner plan for oral presentation with peer and / or tutor feedback.


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Role Play / Simulation Use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes. The learning may be assessed by:

Tutor / peer observation.

One to one tutorial.

Discussion.

Self-assessment. Evidence could include:

Tutor record of observation.

Learner notes.

Tutor lesson plan.

Tutorial notes.

Audio / video / photographic record.

Learner log.


Level Two

Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but allow for a degree of learner autonomy.

Assessed through tutor/ peer observation, one to one tutorial, discussion and self-assessment.

Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio/ video/ photographic record or learner log.


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Written description Consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format. The learning may be assessed by:

Tutor.


Discussion. Evidence could include:


Learner notes.

Tutorial notes.

Completed report.

Charts.

Plans.


Level Two

Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words.

Assessed through self-assessment and tutor assessment.

Evidence could include tutor record, learner record, summary of discussion and feedback or completed work.


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Reflective Log A description, normally in writing but may be oral, by the learner reflecting on how and what they have learned. Often completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning may be assessed by:

Learner, often supported through tutorial discussions with tutor. Evidence could include:

Log / diary (however this may be confidential and therefore not available for moderation).

Tutorial notes.

Tutor record.


Level Two

The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge/skills, what else they need to learn.

Assessed by learner supported by tutor through tutorials.

Evidence could include log/diary, tutorial notes and tutor record.


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Practical Demonstration A practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge.

The learning may be assessed by:

Tutor.

Peer observation.


Discussion.

Self-assessment. Evidence could include:


Learner notes.

Tutor lesson plan.

Tutorial notes.

Audio / video / photographic record. Learner log.


Level Two

Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration.

Assessed through tutor/peer observation, one to one tutorial, discussion and self-assessment.

Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio/video /photographic record and learner log.


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Practice File A structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and / or skills. The documents should be mapped to specific learning outcome/s in a unit of assessment. May need a short explanation of how the particular document evidences achievement of a specific learning outcome. The learning may be assessed through:

Discussion with the tutor. Evidence could include:

Form mapping to learning outcomes, plus explanation if necessary and the documents, for example, minutes, reports, brochures, plans, witness statements, letters or e-mails.


Level Two

Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and/or knowledge. Learners should receive guidance on the type of document which could be appropriate, for example, a list, and advice on how to ensure the documents evidence specific learning outcomes, for example, highlighting sections, notes and on how the file should be presented.

Assessed through discussion with the tutor.

Evidence could include structured file with tutor feedback.


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5. How the qualification is assessed

The qualifications require achievement of the specified units with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows:

Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit

The learners are assessed internally at the Centre, using the assessments set

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre

The portfolios of assessed evidence are externally verified by an external verifier appointed by NOCN.

Assessment for each unit is designed by the Centre in accordance with the NOCN Assessment Definitions Document and the Skills for Care and Development QCF Assessment Principles. Assessment decisions for competence-based learning outcomes must be made in a real work environment by an occupationally competent assessor, qualified to make assessment decisions.

5.1 Assessment Principles

Assessment decisions for competence based learning outcomes (for example, those beginning with ‘to be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. 5.2 Occupationally Competent This means that each assessor must be capable of carrying out the full requirements within the competency units they are assessing. Being occupationally competent means they are also occupationally knowledgeable. This occupational competence should be maintained annually through clearly demonstrable continuing learning and professional development. Expert witnesses can be used for direct observation where: they have occupational expertise for specialist areas or the observation is of a particularly sensitive nature. The use of expert witnesses should be determined and agreed by the assessor.


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An expert witness must:

have a working knowledge of the QCF units on which their expertise is based;

be occupationally competent in their area of expertise;

have EITHER the relevant qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.

Assessment of knowledge based Learning Outcomes (for example, those beginning with ‘know’ or ‘understand’) may take place in or outside of a real work environment. 5.3 Occupationally Knowledgeable This means that each assessor should possess relevant knowledge and understanding, and be able to assess this in units designed to test specific knowledge and understanding, or in units where knowledge and understanding are components of competency. This occupational knowledge should be maintained annually through clearly demonstrable continuing learning and professional development. 5.4 Unit Assessment Achievement of units is through internally set, internally marked, internally verified and externally assessed and verified tasks, as detailed above. Centres must devise assessment activities to meet the specified assessment criteria detailed in each unit, guided by the Assessment Information Grid which accompanies each unit, the Skills for Care and Development Assessment Principles and the NOCN Assessment Definitions Document. The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the internal verifier before use to ensure that they are fit for purpose. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment. 5.5 Assessment Information Grid Each unit has a supplementary page with an Assessment Information Grid. The Assessment Information Grid gives recognised methods of assessment for NOCN units. If a method is marked ‘P’ (Prescribed), that method must be used in the assessment of the unit. Methods marked ‘O’ (Optional) are recommended methods and you will select the activity or activities most appropriate for your learners and context. Some units will have a combination of Prescribed and Optional methods. Assessors must always refer to this Grid before devising assessment tasks. NOCN also provides Assessment Definitions for a wide range of



http://www.nocn.org.uk/document/2839


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assessment activities. This includes a general description of the activity and, for each level (Entry to Level 3), details on how that method can be applied and what evidence is appropriate. 5.6 Marking Tasks Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded; units are either achieved or not achieved. 5.7 Recording Achievement You must record each learner’s performance in each unit on an appropriate form or forms. The form/s should record the learner’s performance against the unit assessment criteria evidenced by the task. 5.8 Standardisation Centres will be required to provide samples of assessment tasks for NOCN and standardisation activity.


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6. Offering the qualification

Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager. New Centres If you are interested in offering NOCN qualifications but not currently working with NOCN, you will need to be recognised as an NOCN approved centre. This process includes:

Confirmation that your organisation has an adequate infrastructure in place to support the

effective delivery of NOCN qualifications

An agreement signed by the principal authority in the organisation confirming adherence

to the specified terms and conditions. This safeguards the quality assurance standards,

in relation the delivery and assessment process.

If you would like more information about becoming an NOCN centre and offering this qualification please see ‘New centres’ under the ‘Centres’ section on our website www.nocn.org.uk or contact [email protected].

mailto:[email protected]


http://www.nocn.org.uk/



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7. Quality Assurance and National Standardisation 7.1 General Information All Centres wishing to deliver the qualification, or units of the qualification, will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. NOCN will provide guidance and give support in enabling you to use the qualification. 7.2 Internal Quality Assurance Internal quality assurance is key to ensuring that the assessment of evidence for units is of a consistent and appropriate quality. Those carrying out internal quality assurance must be occupationally knowledgeable in the area they are assuring and be qualified to make quality assurance decisions. Awarding Organisations will determine what will qualify those that are undertaking internal quality assurance to make decisions about that quality assurance. The NOCN standard quality assurance arrangements and requirements include:

Internal verification

External verification

Standardisation. Details and guidance are provided by NOCN. 7.3 In Addition to the NOCN Requirements

Internal verification: centres must meet all the necessary criteria for approval to deliver this qualification. This must clearly demonstrate that they are able to meet the Skills for Care and Development Assessment Principles for delivering and assessing work place competent sector specific qualifications.

Assessment decisions for competence based learning outcomes (for example, those beginning with ‘to be able to’) must be made in a real work environment by an occupationally competent assessor.

Staff carrying out internal verification must have EITHER the relevant qualification in assessment of workplace performance OR a professional work role which involves evaluating the everyday practice of staff.

Details and guidance are provided by NOCN.


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7.4 Standardisation Standardisation is a process that promotes consistency in the understanding and application of standards, as it:

establishes statements on the standard of evidence required to meet the assessment criteria for the units in NOCN qualifications

makes recommendations on assessment practice

produces advice and guidance for the assessment of units

identifies good practice in assessment. It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners’ evidence for NOCN standardisation if requested. NOCN will notify Centres of the required sample for standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will be collected by External Verifiers on behalf of NOCN.

Outcomes from standardisation will be available to Centres through NOCN.

Operational start date: 01/05/2011

NOCN The Quadrant

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Sheffield S9 4WG

Tel. 0114 2270500

Fax. 0114 2270501

Email: [email protected] Web: www.nocn.org.uk

© NOCN 2013

NOCN Level 2 Certificate in Assisting and Moving Individuals for Social Care

Settings (QCF)