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Qualification Guide

OCNLR Level 3 Diploma in Clinical Healthcare Support

2 OCN London Qualification Guide

Version 1.1 01/05/2016



Making learning matter

OCN London Qualification Guide


Qualification No: 601/8782/7

OCN London Qualification Guide 3

OCNLR Level 3 Diploma in Clinical Healthcare Support Version 1.1 - 01/05/2016

OCN London aims to support learning and widening opportunities by recognising achievement through credit based courses and qualifications, promoting high standards of excellence and inclusiveness.

We are proud of our long-term role and unique history in providing responsive, innovative learning solutions and qualifications for disadvantaged groups to meet the needs of learners not met by other Awarding Organisations.

What OCN London offers.

A commitment to inclusive credit-based learning.

Facilitating the creative use of credit with responsive,

demand-led qualification development.

Ensuring a robust business base through increasing

learner registration and credit achievement.

Poviding high quality service and support.

Respect for and encouragement of diversity — in learners

and learning approaches, partners and settings.

Developing people, capacity and resources that will ensure

effective business partnerships.



Contents

Section Page

1 General Information 5

2 Qualification Overview 6

Qualification level

Purpose of the qualification

Who the qualification is for

Entry guidance

Additional information

Progression and related qualifications

3 Structure of the Qualification

Rules of combination for achieving the

qualification

Qualification units

8

4 Assessment and Moderation 17

Assessment process

Devising assessments

Additional information

Marking assessment activities

Standardisation

Learners with particular requirements

Requirements for assessors

Appendix A: OCNLR Assessment Guidance 20

Appendix B: Ofqual Level Descriptors 36



1 General Information

This qualification guide contains details of everything you need to

know about the OCNLR Level 3 Diploma in Clinical Healthcare

Support qualification. It makes reference to the curriculum areas

covered, identifies the learners for whom the qualification has

been developed and specifies the rules of combination for

achievement of the qualification. The guide also covers any

important aspects of assessment and moderation that are

particular to this qualification. The guide should be used by all of

those involved in the delivery and assessment of these

qualifications.

The Curriculum Development Manager (CDM) for your centre will

provide support and advice on how to seek approval to offer these

qualifications. Please contact the main switchboard for the name

of your CDM if you do not already know it. If you are not yet an

OCN London recognised centre but wish to use this qualification,

then please contact OCN London for details of the centre

recognition application process.

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2 Qualification Overview

The OCNLR Level 3 Diploma in Clinical Healthcare Support

qualification enables learners to develop the knowledge and skills

required to work competently in a clinical healthcare support role.

The OCNLR Level 3 Diploma in Clinical Healthcare Support

qualification is accredited by Ofqual, the qualifications regulator for

England and Northern Ireland and is part of the Regulated

Qualifications Framework (RQF).

2.1 Qualification level The OCNLR Level 3 Diploma in Clinical Healthcare Support is a

Level 3 qualification.

Qualification Number: 601/8782/7

Qualification credit value: 65

Operational start date: 1 May 2016

Review date: 31 December 2017

Total Qualification Time (TQT): 650

Guided Learning Hours (GLH): 370

Assessment requirements: Internally assessed, internally and

externally moderated.

2.2 Purpose of the qualification The purpose of OCNLR Level 3 Diploma in Clinical Healthcare

Support qualification is to confirm competence in a range of

clinical healthcare support skills.

2.3 Who the qualification is for

This qualification is for those who are working in a clinical

healthcare setting, in a paid or voluntary capacity, in roles such as

clinical healthcare support worker or healthcare assistant.

These roles provide vital assistance to healthcare professionals

that diagnose, treat and care for patients. They may work in

clinical services and look after the wellbeing and comfort of

patients, in areas such as medical, surgical, critical care,

outpatients, community and A&E. They may also have a

supervisory role.



2.4 Entry guidance The minimum age for access to the qualification is 16 years.

2.5 Additional information As the OCNLR Level 3 Diploma in Clinical Healthcare Support

qualification is primarily assessed in a real work environment, using

evidence generated in the workplace during learners’ normal work

activity. Learners undertaking this qualification will need to be

working in a clinical healthcare setting in order to demonstrate their

competence relating to both knowledge and skills.


qualification is included in the Level 3 Advanced Apprenticeship in

Health (Clinical Healthcare Support) (England).

2.6 Progression and related qualifications On completion of the OCNLR Level 3 Diploma in Clinical

Healthcare Support qualification learners may progress onto

further qualifications specific to their work context, or other training

to support their continuing professional development.

Many learners continue to work in the same role and may

supervise other team members; while others may progress

horizontally, to another role at the same level.

A Higher Apprenticeship in Health is available to those who meet

the employment and academic requirements.

To become a qualified Health Professional (e.g. a nurse, or

paramedic) learners would have to undertake a specific

qualification, such as a university degree.



3 Structure of the Qualification

3.1 Rules of combination for achieving the qualification The OCNLR Level 3 Diploma in Clinical Healthcare Support

qualification consists of 12 mandatory units and a selection of

optional units. In order to gain the Diploma the learner must

achieve 65 credits, 39 of which must be at Level 3 and above.

When the OCNLR Level 3 Diploma in Clinical Healthcare

Support qualification is completed as part of the Advanced

Apprenticeship in Health (Clinical Healthcare Support) (England),

additional mandatory units must be completed. These are

indicated in the optional units below.

3.2 Qualification units

Ofqual Unit Reference Number

OCNLR Unit Code

Unit Title Mandatory or

Optional

Credit Value

Level GLH

H/508/3750 PA1/2/LQ/092 Causes and Spread of Infection

Mandatory 2 2 20

Y/508/3759 PA1/2/LQ/093 Cleaning, Decontamination and Waste Management

Mandatory 2 2 20

L/508/3760 PA1/3/LQ/004 Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings

Mandatory 3 3 10

R/508/3761 PA1/3/LQ/005 Principles for Implementing Duty of Care in Health, Social Care or Children’s and Young People’s Settings

Mandatory 1 3 5

Y/508/3762 PA1/2/LQ/094 Principles of Safeguarding and Protection in Health and Social Care

Mandatory 3 2 26

D/508/3763 PA1/3/LQ/006 Promote and Implement Health and Safety in Health and Social Care

Mandatory 6 3 43

H/508/3764 PA1/3/LQ/007 Promote Mandatory 3 3 10

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/H_508_3750.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/Y_508_3759.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/L_508_3760.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/R_508_3761.pdf


http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/D_508_3763.pdf




Communication in Health, Social Care or Children’s and Young People’s Settings

K/508/3765 PA1/3/LQ/008 Promote Equality and Inclusion in Health, Social Care or Young People’s Settings

Mandatory 2 3 8

M/508/3766 PA1/3/LQ/009 Promote Good Practice in Handling Information in Health and Social Care Settings

Mandatory 2 3 16

T/508/3767 PA1/3/LQ/009 Promote Person Centred Approaches in Health and Social Care

Mandatory 6 3 41

A/508/3768 PA1/2/LQ/095 The Principles of Infection Prevention and Control

Mandatory 3 2 30

F/508/3769 PA1/2/LQ/096 The Role of the Health and Social Care Worker

Mandatory 2 2 14

F/508/3898 PA1/3/LQ/010 Adapt and Fit Healthcare Equipment, Medical Devices, Assistive Technology, or Products to Meet Individuals’ Needs

Optional 6 3 37

J/508/3899 PA1/3/LQ/011 Administer Medication to Individuals, and Monitor the Effects

Optional 5 3 30

M/508/3900 PA1/3/LQ/012 Administer Oral Nutritional Products to Individuals

Optional 5 3 35

A/508/3902 PA1/3/LQ/014 Advise and Inform Individuals on Managing Their Condition

Optional 5 3 31

Y/508/3776 PA1/3/LQ/015 Analyse and Present Health Related Data and Information

Optional 4 3 30

R/508/3792 PA1/3/LQ/016 Anatomical and Physiology Structure of the Human Body

Optional 4 3 30

T/508/4708 Assist in the Administration of Medication

Optional 4 3 25

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/K_508_3765.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/M_508_3766.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/T_508_3767.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/A_508_3768.pdf

http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/F_508_3769.pdf


http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/J_508_3899.pdf




http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/R_508_3792%0d.pdf




D/508/3892 PA1/3/LQ/019 Assist Others to Monitor Individuals’ Progress in Managing Dysphagia

Optional 5 3 38

F/508/3903 PA1/2/LQ/097 Assist Others to Plan Presentations

Optional 2 2 16

R/508/4201 PA1/2/LQ/098 Assist the Practitioner to carry out Health Care Activities

Optional 2 2 13

T/508/3896 PA1/3/LQ/024 Assure the Effective Functioning of Radiographic Image Processing Equipment

Optional 4 3 25

A/508/3897 PA1/3/LQ/025 Awareness of the Mental Capacity Act 2005

Optional 3 3 28

D/508/3780 PA1/2/LQ/099 Care for Individuals with Nasogastric Tubes

Optional 3 2 20

K/508/4026 PA1/3/LQ/028 Care for Individuals with Urethral Catheters

Optional 4 3 30

D/508/3939 PA1/2/LQ/100 Care for the Elderly Optional 1 2 10

R/508/3940 PA1/3/LQ/032 Carry out Arterial Puncture and Collect Arterial Blood

Optional 4 3 30

H/508/3781 PA1/3/LQ/029 Carry out Blood Collection from Fixed or Central Lines

Optional 4 3 30

Y/508/3941 PA1/3/LQ/033 Carry out Intravenous Infusion

Optional 4 3 30

A/508/4001 PA1/2/LQ/101 Carry out Personal Hygiene for Individuals Unable to Care for Themselves

Optional 3 2 23

K/508/4141 PA1/3/LQ/031 Carry Out Transactions in a Health Facility

Optional 4 3 30

K/508/3782 PA1/3/LQ/030 Carry out Vision Screening

Optional 4 3 27

M/508/3783 PA7/3/LQ/001 Carry out Wound Drainage Care

Optional 4 3 32

T/508/3784 PA1/3/LQ/034 Collate and Communicate Health Information to Individuals

Optional 3 3 20



















Y/508/4202 PA1/3/LQ/035 Communicate with Individuals about Promoting their Health and Wellbeing while Working as a Health Trainer

Optional 3 3 15

A/508/3785 PA1/3/LQ/036 Conduct External Ear Examinations

Optional 4 3 28

F/508/3786 PA1/3/LQ/037 Conduct Hearing Assessments

Optional 5 3 38

J/508/3787 PA1/3/LQ/038 Conduct Routine Maintenance on Clinical Equipment

Optional 4 3 30

D/508/3942 PA1/3/LQ/039 Contribute to Effective Multidisciplinary Team Working

Optional 3 3 20

L/508/3788 PA1/2/LQ/102 Contribute to the Discharge of Individuals to Carers

Optional 2 2 14

R/508/3789 PA1/2/LQ/103 Contribute to the Effectiveness of Teams

Optional 3 2 5

J/508/3790 PA1/3/LQ/040 Contribute to the Prevention of Aggressive and Abusive Behaviour of People

Optional 4 3 26

L/508/3791 PA1/3/LQ/041 Control the Use of Physical Resources in a Health Setting

Optional 3 3 25

M/508/4142 PA1/3/LQ/042 Coordinate the Progress of Individuals Through Care Pathways

Optional 4 3 30

F/508/4002 PA1/3/LQ/043 Deliver Training Through Demonstration and Instruction

Optional 3 3 21

J/508/4003 PA1/3/LQ/044 Deliver, Monitor and Evaluate Customer Service to External Customers

Optional 3 3 12

R/508/4005 PA1/3/LQ/045 Develop and Sustain Effective Working Relationships with Staff in Other Agencies

Optional 4 3 24

T/508/4143 PA1/3/LQ/046 Enable Individuals to Change their

Optional 5 3 25

















Behaviour to Improve their Health and Wellbeing while Working as a Health Trainer

Y/508/4006 PA1/3/LQ/047 Establishing and Developing Relationships with Communities while working as a Health Trainer

Optional 3 3 10

K/508/3975 PA1/3/LQ/048 Examine the Feet of Individuals with Diabetes

Optional 4 3 32

A/508/3978 PA1/2/LQ/104 Extrication of Patients from Vehicles and Light Rescue

Optional 1 2 10

A/508/3981 PA1/2/LQ/105 First Aid Essentials Optional 1 2 10

F/508/3982 PA1/3/LQ/049 Give Presentations to Groups

Optional 4 3 26

L/508/3984 PA1/3/LQ/050 Identify Information Requirements in a Health Context

Optional 4 3 30

R/508/3985 PA1/3/LQ/051 Implement Therapeutic Group Activities

Optional 4 3 25

Y/508/3986 PA1/3/LQ/052 Influencing Others at Work

Optional 6 3 1

D/508/3987 PA1/2/LQ/106 Inform an Individual of Discharge Arrangements

Optional 2 2 13

H/508/3988 PA1/3/LQ/053 Insert and Secure Nasogastric Tubes

Optional 4 3 30

A/508/4144 PA1/3/LQ/054 Interact with and Support Individuals using Telecommunications

Optional 5 3 36

H/508/3943 PA1/3/LQ/055 Introduction to the Role and Responsibilities of a Health Trainer

Optional 4 3 20

F/508/4016 PA1/3/LQ/056 Liaise between Primary, Secondary and Community Teams

Optional 3 3 20

T/508/3929 PA1/3/LQ/057 Maintaining Quality Standards in the Health Sector

Optional 2 3 13

K/508/3930 PA1/2/LQ/107 Major Incidents Involving Emergency Carers

Optional 1 2 10








http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/Y_508_3986%0d.pdf










M/508/3931 PA1/3/LQ/058 Make Recommendations for the Use of Physical Resources in a Health Setting

Optional 5 3 33

T/508/3932 PA1/2/LQ/108 Manage own Performance in a Business Environment

Optional 2 2 9

A/508/3933 PA1/3/LQ/059 Manage the Availability of Physical Resources to Meet Service Delivery Needs in a Health Setting

Optional 5 3 33

F/508/3934 PA1/3/LQ/060 Manufacture Equipment or Medical Devices for Individuals Within Healthcare

Optional 4 3 30

J/508/3935 PA1/2/LQ/109 Monitor and Maintain the Environment and Resources During and After Clinical / Therapeutic Activities

Optional 3 2 20

L/508/3936 PA1/3/LQ/061 Monitor and Solve Customer Service Problems

Optional 6 3 40

R/508/3937 PA1/3/LQ/062 Monitor own Work Practice in Health, Social Care or Children’s and Young People’s Settings

Optional 3 3 20

Y/508/3938 PA1/2/LQ/110 Move and Position Individuals in Accordance with their Plan of Care

Optional 4 2 26

D/508/4007 PA1/3/LQ/063 Obtain a Client History

Optional 3 3 22

H/508/4008 PA1/3/LQ/064 Obtain and Test Capillary Blood Samples

Optional 4 3 30

K/508/4009 PA1/3/LQ/065 Obtain Venous Blood Samples

Optional 3 3 24

J/508/3904 PA1/3/LQ/066 Perform First Line Calibration on Clinical Equipment to Ensure it is Fit for Use

Optional 3 3 20

K/508/3944 PA1/3/LQ/067 Perform Intravenous Optional 4 3 30
















Cannulation

L/508/3905 PA1/3/LQ/068 Perform Routine Electrocardiograph ECG Procedures

Optional 4 3 30

H/508/4011 PA1/3/LQ/069 Plan and Organise Meetings

Optional 5 3 25

F/508/4145 PA1/2/LQ/111 Planning and Monitoring Work

Optional 2 2 8

R/508/3906 PA1/3/LQ/070 Prepare and Reproduce Permanent Radiographic Images

Optional 4 3 23

M/508/3945 PA1/3/LQ/071 Prepare for and Carry out Extended Feeding Techniques

Optional 4 3 27

T/508/3946 PA1/2/LQ/112 Prepare Individuals for Healthcare Activities

Optional 3 2 17

Y/508/3907 PA1/3/LQ/072 Prepare, Conduct and Report the Results of a Clinical Coding Audit

Optional 5 3 38

K/508/3989 PA1/3/LQ/073 Produce Coded Clinical Data for External Audit Purposes

Optional 5 3 38

A/508/3947 PA1/3/LQ/074 Provide Advice on Foot Care for Individuals with Diabetes

Optional 3 3 23

K/508/4012 PA1/2/LQ/114 Provide Agreed Support for Foot Care

Optional 3 2 23

F/508/3948 PA1/2/LQ/113 Provide Support for Mobility

Optional 2 2 14

J/508/4017 PA1/3/LQ/075 Provide Support to Continue Recommended Therapies

Optional 3 3 20

Y/508/4149 PA1/3/LQ/076 Provide Support to Maintain and Develop Skills for Everyday Life

Optional 4 3 28

L/508/4018 PA1/3/LQ/077 Reflect on and Develop your Practice

Optional 4 3 30

R/508/4019 PA1/2/LQ/115 Remove Wound Closure Materials

Optional 3 2 24

J/508/4020 PA1/3/LQ/078 Remove Wound Drains

Optional 4 3 27

L/508/4021 PA1/3/LQ/080 Reprocess Optional 4 3 30




















Endoscopy Equipment

R/508/4022 PA1/2/LQ/116 Select and Wear Appropriate Personal Protective Equipment for Work in Health Care Settings

Optional 2 2 15

Y/508/4023 PA1/3/LQ/081 Service Improvement in the Health Sector

Optional 3 3 20

D/508/4024 PA1/2/LQ/117 Special Procedures for Hazardous Substances

Optional 1 2 10

M/508/4027 PA1/3/LQ/082 Support Carers to Meet the Care Needs of Individuals

Optional 5 3 30

T/508/4028 PA1/2/LQ/118 Support Emergency Care During Pregnancy and Childbirth

Optional 2 2 20

F/508/4128 PA1/3/LQ/085 Support Individuals Who are Bereaved

Optional 4 3 30

A/508/4029 PA1/2/LQ/119 Support Independence in the Tasks of Daily Living

Optional 5 2 33

M/508/4030 PA1/3/LQ/088 Support Individuals at the End of Life

Optional 7 3 53

T/508/4031 PA1/3/LQ/090 Support Individuals During a Period of Change

Optional 4 3 29

A/508/4032 PA1/3/LQ/083 Support Individuals in Undertaking their Chosen Activities

Optional 4 3 24

F/508/4033 PA1/3/LQ/084 Support Individuals to Access and Use Services and Facilities

Optional 4 3 25

J/508/4034 PA1/3/LQ/086 Support Individuals to Develop and Run Support Groups

Optional 3 3 24

L/508/4035 PA1/3/LQ/087 Support Individuals to Live at Home

Optional 4 3 25

R/508/4036 PA1/3/LQ/089 Support Individuals to Manage Dysphagia

Optional 5 3 35

T/508/4126 PA1/2/LQ/120 Support Individuals Undergoing Healthcare Activities

Optional 3 2 22

F/508/4128 PA1/3/LQ/085 Support Individuals Who are Bereaved

Optional 4 3 30

A/508/4709 Support the Optional 5 4 33




















Development of Community Partnerships

L/508/4133 PA1/2/LQ/121 Support the Emergency Care of Babies and Children

Optional 2 2 20

K/508/4138 PA1/3/LQ/093 Understand Mental Well-being and Mental Health Promotion

Optional 3 3 14

H/508/4137 PA1/3/LQ/101 Understand Mental Health Problems

Optional (Mandatory in Advanced Apprenticesh

ip framework)

3 3 14

H/508/4025 PA1/2/LQ/122 Understand the Context of Supporting Individuals with Learning Disabilities

Optional

4 2 35

M/508/4139 PA1/3/LQ/094 Understand the Process and Experience of Dementia


ip framework)

3 3 22

H/508/4140 PA1/3/LQ/095 Undertake Physiological Measurements


ip framework)

3 3 23

L/508/4150 PA1/3/LQ/097 Undertake Stoma Care

Optional 4 3 30

R/508/4151 PA1/3/LQ/098 Undertake Tissue Viability Risk Assessment

Optional 3 3 26

Y/508/4152 PA1/3/LQ/099 Undertake Treatments and Dressings of Lesions and Wounds

Optional 4 3 25

H/508/4154 PA1/3/LQ/096 Undertake Urethral Catheterisation Processes

Optional 4 3 28

K/508/4155 PA1/3/LQ/100 Work in Partnership with Families to Support Individuals

Optional 4 3 27

For Unit Content please click the Ofqual Unit Reference Number



http://www.ocnlondon.org.uk/portals/0/documents/NA_Units/H_508_4137%0d.pdf











4 Assessment and moderation

4.1 Assessment process

The assessment process for the OCNLR Level 3 Diploma in

Clinical Healthcare Support qualification is as follows.

The learners are assessed through activities that are internally

set by tutor assessors.

The activities must be designed to enable learners to meet the

assessment criteria of the units.

Learners’ portfolios of assessed evidence must be internally

moderated at the Centre.

The portfolios of assessed evidence will be externally

moderated by an OCN London centre moderator.

There is no additional external assessment for this qualification.

4.2 Devising assessments Each unit has a supplementary page with information on the types

of assessment activities that can be (indicated as optional) and/or

must be (indicated as prescribed) used to assess learners against

the unit. Tutor assessors must always refer to this page before

devising assessment tasks.

Extracts from the OCN London assessment guidance relevant to

the units in this qualification are in the Appendix A of this

qualification guide. The guidance includes a general description of

the activity and the type of evidence that is appropriate. The activity

or activities set must enable the learners to meet the standards

detailed in the assessment criteria. Please contact OCN London for

further guidance on devising appropriate assessments.

Centre devised assessments should be scrutinised by the internal

moderator before use to ensure that they are fit for purpose. Centre

devised assessments will be scrutinised by the external moderator

to ensure reliability and validity of assessment.



4.3 Marking assessment activities Each activity must be marked against the identified assessment

criteria in the unit and judged to be either achieved or not achieved.

Assessors need to ensure that the work in a learner’s portfolio is authentic – it is the result of the learners own performance or

activity

sufficient – enabling the assessor to make a consistent and

reliable judgement

adequate – appropriate to the level.

Where a series of activities are set, learners must demonstrate the

achievement of the required standard identified in the assessment

criteria in all activities. All of the assessment criteria in a unit must

be met before the unit is deemed achieved.

The unit achievement is not graded. Units are either achieved or

not achieved.

4.4 Standardisation

Standardisation is a process that promotes consistency in the

understanding and application of standards, it:

Establishes statements on the standard of evidence required to

meet assessment criteria for units in OCN London

qualifications;

Identifies good practice in assessment;

Makes recommendations on assessment practice.

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 standardisation if requested.

OCN London will notify centres of the required sample for

standardisation purposes and assessment materials, learners’

evidence and tutor feedback may be collected by centre

moderators. Outcomes from standardisation will be made available

to centres.



4.5 Learners with particular requirements If you have learners with particular requirements you should refer to

the ‘Access to Fair Assessment Policy and Procedure’ which can

be found on our website at: Access to Fair Assessment Policy and

Procedure and 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.

4.6 Requirements for assessors Assessors of the qualification are expected to be: Occupationally competent

In addition to being qualified to make assessment decisions, each

assessor must be capable of carrying out the full requirements

within the competency of the units they are assessing. This

occupational competence should be maintained annually through

clearly demonstrable continuing learning and professional

development.

Expert witnesses can be used where they:

have a working knowledge of the qualification units on which

their expertise is based;

be occupationally competent in their area of expertise;

have either a qualification in assessment of workplace

performance or a professional work role which involves

evaluating the everyday practice of staff.

Occupationally knowledgeable

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 through clearly

demonstrable continuing learning and professional development.


http://www.ocnlondon.org.uk/centres/centre-area/policies-and-procedures/access-to-fair-assessment-policy-and-procedure.aspx

http://www.ocnlondon.org.uk/centres/centre-area/policies-and-procedures/access-to-fair-assessment-policy-and-procedure.aspx



Appendix A OCNLR Assessment Guidance

Case Study

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 may be used with individual learners as a written activity through case study materials and learner responses.

Level Two

Activity 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). I’m not quite sure what this

means. Is GL Guided Learning?

Assessed by Assessed through peer assessment, self-assessment, tutor observation, or

assessment of written work.

Evidence Evidence could include tutor record, learner record, peer checklist,

summary of discussion or audio-visual/photographic record or written

work.

Level Three

Activity Case studies should allow the application of knowledge in a range of

complex areas, in a variety of familiar and unfamiliar contexts. Discussion

should be guided but self-directed (group). Written work should allow for

autonomy, evaluation and reasoned judgements to be made (GL = 1000

words).

Assessed by Assessed through peer assessment, self-assessment, tutor observation or

assessment or written work.

Evidence Evidence could include tutor record, learner record, peer checklist,

summary of discussion, audio-visual/photographic record or written work.

1 GL = guidance on length of activity.



Essay

A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes: an introduction; the information, opinions, evaluation and analysis; and a conclusion.

Level Two

Activity The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words.

Assessed by Assessed by the tutor.

Evidence Evidence would include the marked essay and tutor feedback.

Level Three

Activity The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement. GL = 1000 words.

Assessed by Assessed by the tutor.

Evidence Evidence would include the marked essay and tutor feedback.



Group discussion

Discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning.

Level Two

Activity Discussions should allow for consideration of several topics covering a

number of contexts. The discussion should be directed, but allow for a

degree of learner autonomy.

Assessed by Assessed through tutor, peer observation, one-to one tutorial discussion and

self-assessment.

Evidence Evidence could include tutor record of observation, learner notes, tutor lesson

plan, tutorial notes, audio-visual record and learner log.

Level Three

Activity Discussion should allow for consideration of a range of complex topics and in

a variety of familiar and unfamiliar contexts.

Assessed by Assessed through tutor, peer observation, one to one tutorial discussion and

self-assessment.


plan, tutorial notes, audio-visual record and learner log.



Oral question and answer

Specific, open or closed questions for immediate response. Can range from quite formal questions in, for example, an oral test, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows responses and questions from learners and immediate feedback from tutor.

Level Two

Activity Open and closed questions should be included, covering a number of topics.

Learners should be encouraged to expand on their answers.

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

Evidence Evidence could include tutor records, learner log or audio-visual record.

Level Three

Activity Questions should cover a wide range of knowledge and contexts. They

should allow responses to unfamiliar and unpredictable problems. The

process may be time limited and formal, or may be a structured two-way

discussion.

Assessed by Assessed by tutor, with a degree of self-assessment and evaluation of own

learning.

Evidence Evidence could include tutor record, learner log or audio-visual record.

Level Four

Activity Questions should be structured to cover a wide range of knowledge and

contexts. They should allow responses to unfamiliar and unpredictable

problems. They should be key in assessing understanding, stimulating

thinking and transferring and applying knowledge, i.e. hypothetical, probing or

multiple choice. The process may be time limited and formal, or may be a

short structured two way discussion.

Assessed by Assessment by tutor, with a significant degree of self- assessment and

evaluation of own learning.

Evidence Evidence could be; tutor record of questions and responses, learner log or

audio/video record.



Practical demonstration

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

Level Two

Activity 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 by Assessed through tutor or peer observation, one to one tutorial, discussion and self-assessment.

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

Level Three

Activity Practical demonstrations should allow for the application of skills and knowledge in a range of complex areas and in a variety of familiar and unfamiliar contexts.

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

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

Level Four

Activity Practical demonstrations should allow for the application of skills and

knowledge in a range of complex areas and in a variety of familiar and

unfamiliar contexts.

Assessed by Assessment through tutor/peer observation, one to one tutorial, discussion

and self-assessment

Evidence Evidence could include: tutor record of observation; learner notes; tutor

lesson plan; tutorial notes; audio, video or photographic record; and learner

log.



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.

Level Two

Activity 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 by Assessed through discussion with the tutor.

Evidence Evidence could include structured file with tutor feedback.

Level Three

Activity Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate achievement.

Assessed by Assessed through discussion with the tutor.

Evidence Evidence could include structured file with tutor feedback.



Production of artefact

Production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge.

Level Two

Activity The artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale.

Assessed by Assessed through tutor or peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process.

Evidence Evidence could include tutor record, learner notes, plans, reports, learner log, audio-visual/photographic record and completed artefact.

Level Three

Activity The artefact should be selected with tutor guidance to allow the demonstration of skills and application of knowledge in a range of areas and contexts. Production of the artefact should be guided but self-directed. Production of the artefact should be planned and completed within an agreed timescale.

Assessed by Assessed through tutor or peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process.

Evidence Evidence could include tutor record, learner notes, plans, reports, learner log, audio-visual/photographic record and completed artefact.



Project

A specific task involving private study and research for individuals or groups. Normally involves selection of a topic, planning, finding information and presenting results orally or in writing.

Level Two

Activity The task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale.

Assessed by Assessed through tutor or learner discussion during and at the end of the process, and through self-assessment.

Evidence Evidence could include tutor record, learner notes, plans, reports, learner log or audio-visual/photographic record.

Level Three

Activity The task should be selected with tutor guidance to allow the demonstration of knowledge and skills in a range of areas and contexts, and to show the use of reasoned judgements. The project should be planned and completed within an agreed timescale.

Assessed by Assessed through tutor or learner discussion and self-assessment.

Evidence Evidence could include tutor record, learner notes, plans, reports, learner log or audio-visual/photographic record.



Reflective log or diary

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.

Level Two

Activity 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 Assessed by learner supported by tutor through tutorials.

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

Level Three

Activity The reflection process should be written and learners given guidance on appropriate methods. Learners should be asked to record regularly what they have learned and to make judgements on how effective the learning process has been in terms of, for example, usefulness, interest, extension of knowledge/skills, their own learning style and what else they need to learn.

Assessed by Assessed by learner, discussed with the tutor.

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



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.

Level Two

Activity The 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, and 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.

Assessed by Assessed by tutor and/or peers for an oral presentation.

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

Level Three

Activity The rReport could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report. GL = 8 minutes for oral / 1000 words for written.

Assessed by Assessed by tutor and or peers for an oral presentation.

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



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.

Level Two

Activity 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 by Assessed through tutor/peer observation, one to one tutorial, discussion and

self-assessment.


plan, tutorial notes, audio-visual/photographic record or learner log.

Level Three

Activity Role-plays should allow the application of skills in a range of complex areas

and in a variety of familiar and unfamiliar contexts.

Assessed by Assessed through tutor/peer observation, one to one tutorial, discussion and

self-assessment.


plan, tutorial notes, audio-visual/photographic record or learner log.



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.

Level Two

Activity 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 by Assessed through self-assessment and tutor assessment.

Evidence Evidence could include tutor record, learner record, summary of discussion

and feedback or completed work.

Level Three

Activity Subjects should allow the application of knowledge in a range of complex

areas, in a variety of familiar and unfamiliar context. GL = 1000 words.

Assessed by Assessed through self-assessment and tutor assessment.

Evidence Evidence could include tutor record, learner record, summary of feedback or

completed work.

Level Four

Activity Subjects should allow the application of knowledge in a range of complex

areas, in a variety of familiar and unfamiliar contexts. Learners will include

reflection or evaluation on the application of the topic content (GL

= 1200 words).

Assessed by Assessment through self-assessment and tutor assessment.

Evidence Evidence could be; tutor record, learner record, summary of feedback or

completed work.



Written question and answer/Test/Exam

Specific, open and closed questions for immediate response from tutor. Can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, for example, a quiz.

Level Two

Activity Open and closed questions should be included, covering a number of areas.

Learners should be encouraged to make use of andinterpret knowledge

rather than just testing recall. May be time limited.

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

Evidence Evidence to include written responses and may also include learner

responses and tutor feedback.

Level Three

Activity Questions should cover a wide range of knowledge and contexts, and allow

responses to unfamiliar and unpredictable problems. Learners should be

encouraged to make use of/interpret knowledge rather than just testing recall.

The process may be time limited.

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

Evidence Evidence to include written responses and may also include learner

responses and tutor feedback.

Level Four

Activity Questions should cover a wide range of knowledge and contexts, and allow

responses to unfamiliar and unpredictable problems. Learners should be

encouraged to make use of/interpret, transfer and apply knowledge rather

than just testing recall. The process may be time limited.

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

Evidence Evidence could be; written responses.



Observation of performance and skills test

Enables skills to be seen in action. Can also provide the basis for holistic assessment practices, i.e. several aspects of a qualification can be assessed at the same time. Allows for immediate feedback from tutor.

Level Three

Activity The observation should be chosen with the tutor to allow for the application of

knowledge and demonstration of skills in a range of complex areas, in a

variety of contexts.

Assessed by Assessment by tutor or other designated professional

Evidence Evidence could be; formal written tutor observation report, formal written

observation report by other designated professional, video record

Level Four

Activity The observation should be chosen with the tutor (but with a greater degree

of self-direction from the learner) to allow for the application of knowledge

and demonstration of skills in a range of complex areas, in a variety of

contexts.

Assessed by Assessment by tutor or other designated professional

Evidence Evidence could bea formal written tutor observation report, formal written

observation report by other designated professional, video record



Professional discussion

A conversation between the tutor and the learner which is based around the learning outcomes and assessment criteria. It can prove helpful to assess aspects of the learner’s role which is difficult to observe. Careful planning in the use of probing questions is required.

Level Three

Activity A planned discussion that should cover a wide range of knowledge and

contexts. It should allow responses to unfamiliar and unpredictable problems.

The process will be a structured two way discussion.

Assessed by Assessment by tutor, with a degree of self-assessment and evaluation of own

learning.

Evidence Evidence could be; tutor record, learner log or audio/video record.

Level Four

Activity A planned discussion that should cover a wide range of knowledge and

contexts. It should allow responses to unfamiliar and unpredictable

problems. It should be key in assessing understanding and stimulating

thinking using probing questioning techniques. The process will be a

structured two way discussion.

Assessed by Assessment by tutor, with a significant degree of self-assessment and

evaluation of own learning.

Evidence Evidence could be; tutor record, learner log or audio/video record.



Witness testimony

Enables confirmation of skills and/or competence and/or achievements to be made, linking decision to assessment criteria.

Level Three

Activity The person giving the testimony should be discussed with and agreed by the

tutor to allow for the confirmation of skills and/or competence and/or

achievements linked to assessment criteria to be made

Assessed by Assessment by a suitable witness

Evidence Evidence could be; formal written testimony by suitable witness, authenticity

check by the tutor

Level Four

Activity The person giving the testimony should be discussed with and agreed by the

tutor to allow for the confirmation of skills and /or competence and/or

achievements linked to assessment criteria to be made

Assessed by Assessment by a suitable witness

Evidence Evidence could be; formal written testimony by suitable witness, authenticity

check by the tutor



Appendix B Ofqual Level Descriptors

Level Knowledge descriptor (the holder…)

Skills descriptor (the holder can…)

Level 2

Has knowledge and understanding of facts, procedures and ideas in an area of study or field of work to complete well-defined tasks and address straightforward problems. Can interpret relevant information and ideas. Is aware of a range of information that is relevant to the area of study or work.

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



Level 3

Has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine. Can interpret and evaluate relevant information and ideas. Is aware of the nature of the area of study or work. Is aware of different perspectives or approaches within the area of study or work.

Identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine. Use appropriate investigation to inform actions. Review how effective methods and actions have been.



Level 4

Has practical, theoretical or technical knowledge and understanding of a subject or field of work to address problems that are well defined but complex and non-routine.

Identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined.



Can analyse, interpret and evaluate relevant information and ideas. Is aware of the nature of approximate scope of the area of study or work. Has an informed awareness of different perspectives or approaches within the area of study or work.

Review the effectiveness and appropriateness of methods, actions and results.

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