Scotland's national skills agency | Skills Development ...€¦ · Web viewstandard is expected. I will ask if there is any training or background reading I could do to improve

Tutor Pack

Unit Personal Development:

Self and Work

Unit Code - H18P 44

Acknowledgments and Copyright information

We are grateful for the contribution of the Scottish Qualifications Authority in the compilation of these materials, specifically for its permission to reproduce Unit Specifications and assessment material

Thanks are also due to West Lothian College for their significant input to developing, quality and equality checking these materials.

Copyright

© Skills Development Scotland 2013

Copyright for this pack is held by the Skills Development Scotland Co. Ltd. However, tutors have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged.

Further information regarding this Course, including the Course and Unit Specifications, National Assessment Bank materials, Assessment Support Materials, Centre Approval and certification, can be obtained from:

The Scottish Qualifications Authority

Optima Building

58 Robertson Street

Glasgow

G2 8DQ

Assessment Materials

We strongly recommend that you utilise the SQA ASP materials for the assessment of this Award which can be accessed by SQA approved centres on their secure website. You can gain further information on this by contacting your SQA Business Manager

Whilst every effort has been made to ensure the accuracy of this Support Pack, tutors should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SDS will accept no responsibility for any consequences deriving either directly or indirectly from the use of this Pack.

CONTENTS IN THIS PACK

Unit Specification

Prior Verification paperwork

Lesson Plan Session One and Tutor Notes

Assessment record sheets

Internal Verification

UNIT SPECIFICATION

Personal Development: Self and Work (SCQF level 4) Unit

Unit outline

The general aim of this Unit is to allow learners to improve their self-reliance and confidence by developing task management skills while carrying out a vocational project, with support.

Learners who complete this Unit will be able to:

1. Prepare to develop task management skills within a vocational project

2. Carry out the project

3. Review their own task management skills

This Unit is a mandatory Unit of the Personal Development Award at SCQF level 4 and is also available as a free-standing Unit. The Unit Specification should be read in conjunction with the Unit Support Notes, which provides advice and guidance on delivery, assessment approaches, and development of skills for learning, skills for life, and skills for work. Exemplification of the standards in this Unit is given in the National Assessment Resource.

Recommended entry

Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge, and understanding required by one or more of the following or equivalent qualifications and/or experience:

Personal Development Award at SCQF level 3 or relevant component Units

In terms of prior learning and experience, relevant experiences and outcomes may also provide an appropriate basis for doing this Unit. Further information on relevant experiences and outcomes will be given in the Unit Support Notes

Standards

Outcomes and assessment standards

Outcome 1

The learner will:

1 Prepare to develop task management skills within a vocational project by:

1.1 describing strengths and limitations in their own task management skills

1.2 identifying personal targets for the development of these skills

1.3 producing a plan for the development of these skills

1.4 identifying their own straightforward tasks, which will enable progress towards achieving personal targets

Outcome 2

The learner will:

2 Carry out the project by:

2.1 monitoring the progress of the plan and taking appropriate action

2.2 completing their own tasks

Outcome 3

The learner will:

3 Review their own task management skills by:

3.1 describing progress made towards achieving personal targets

3.2 reaching conclusions about the effectiveness of the plan

3.3 describing areas for further development of own task management skills

Evidence Requirements for the Unit

Assessors should use their professional judgement, subject knowledge and experience, and understanding of their learners, to determine the most appropriate ways to generate evidence and the conditions and contexts in which they are used.

Assessment evidence can be drawn from a variety of sources and presented in a variety of formats. The evidence does not need to be achieved in one activity, but can be assembled from a variety of tasks and assessments undertaken throughout the Award. Evidence may be presented for individual Outcomes or gathered for the Unit or Award as a whole by combining assessment holistically in one single activity.

· Learners should be given templates to ensure they have the opportunity to record achievement for all Outcomes and Assessment Standards.

· Learners should keep records of their activities and tasks throughout the project.

· Learner work should be confirmed by the teacher/lecturer as meeting the relevant Assessment Standard.

Exemplification of assessment will be provided in the National Assessment Resource. Advice and guidance on possible approaches to assessment is provided in the Unit Support Notes. Development of skills for learning, skills for life, and skills for work

It is expected that learners will develop broad, generic skills through this Unit. The skills that learners will be expected to improve on and develop through the Unit are based on SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and drawn from the main skills areas listed below. These must be built into the Unit where there are appropriate opportunities.

1Literacy

1.3 Listening and talking

3 Health and wellbeing

3.1 Personal learning

4 Employability, enterprise and citizenship

4.2 Employability

4.3 Working with others

5 Thinking skills

5.2 Understanding

5.3 Applying

Amplification of these is given in SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work. The level of these skills should be at the same SCQF level of the Unit and be consistent with the SCQF level descriptor. Further information on building in skills for learning, skills for life, and skills for work is given in the Unit Support Note

General guidance on the Unit

Aims

The aim of this unit is to allow learners to improve their self-reliance, self-esteem and confidence by developing task-management skills within a vocational project. The vocational project, related to the world of work, can be carried out individually or in a group. The wide range of contexts and locations suitable for the project allows a flexible approach to teaching and learning. Learners will increase their self-awareness by evaluating their own task-management skills and then reviewing their progress on the development of these skills on completion of the project.

Progression into this Unit

Entry to this Unit is at the discretion of the centre.

Skills, knowledge and understanding covered in this Unit

Information about skills, knowledge and understanding is given in the Personal Development (SCQF levels 3–6) Award Support Notes.

If this Unit is being delivered on a free-standing basis, teachers and lecturers are free to select the skills, knowledge, understanding and contexts that are most appropriate for delivery in their centres.

Progression from this Unit

Learners may progress onto other Units at the same SCQF level at which they are awarded this Unit, such as Personal Development: Self in Community, Personal Development: Self Awareness or Personal Development: Practical Abilities. They may also progress onto Personal Development: Self and Work or other relevant Units at a higher SCQF level.

Approaches to learning and teaching

A wide variety of learning and teaching approaches could be used to deliver this Unit. This section of the Unit Support Notes provides advice and guidance, and some examples of approaches that could be used. At all times, teachers/lecturers should provide opportunities for personalisation and choice to ensure that learning is relevant and motivating. Learning should be linked to contexts that are relevant for the learners.

Throughout the Unit, learners will have the opportunity to:

· seek and decide how to use personal guidance from teachers/lecturers, peers or others such as those from the community or business

· adopt an investigative approach through self-evaluation, interviewing, shadowing, questioning and information gathering

· become reflective learners through the review of personal development and knowledge of self and through the use of feedback from teachers/lecturers

· and others to set goals and make plans for the future

Task-management skills

During this Unit, learners will have the opportunity to improve their self-reliance, self-esteem and confidence by developing task-management skills within a vocational project. The vocational project can be carried out individually or in a group. A group will normally consist of more than two people, but in exceptional circumstances a group size of two would be acceptable. The group may consist of members who are not studying a Personal Development: Self and Work Unit.

When beginning to look at their task management skills, it might be useful for learners to think about:

· What strengths and weaknesses do I have in my task management skills?

· Where do I go from here?

· How will I develop my task-management skills?

Examples of task-management skills

Many task management skills are appropriate for all SCQF levels: it will be the amount of support/guidance learners receive and the complexity/depth with which they demonstrate the skill that will influence the SCQF level at which they achieve the Unit.

Some examples of task-management skills include:

· asking for help to improve understanding of instructions

· keeping records of work

· punctuality

· breaking down tasks into smaller parts

· staying on task

· completing tasks to an appropriate standard

· seeking advice to enable progress

· prioritising tasks

· checking quality of own work

· making effective decisions

· forward planning of tasks

In some cases, there are extensions of a task management skill that would show a higher SCQF level competence:

· Estimating time for task completion is a more advanced skill than completing tasks on time.

· Preparing instructions is a more advanced skill than completing tasks on time.

In other cases, there are task management skills that are likely to be demonstrated only at the higher SCQF levels:

· developing a success criterion

· multi-tasking

Contexts, targets and tasks for the project

Learners will have the opportunity to discuss possible contexts and targets with their teacher/lecturer. They will also have the opportunity to identify and carry out a number of tasks that will enable them to achieve their targets.

Guidance on possible contexts, targets and tasks for the project can be found in Tables 1–3 below.

Learners may choose any context or project, with guidance from their teacher/lecturer, and are not restricted to the examples in the table. It is possible that the setting for the project will be outside the centre environment. If this is the case, centres must ensure that the relevant health and safety guidelines are followed at all times.

Table 1: Possible context — workplace

Potential projects: a work placement, a work shadow, a visit to a workplace, voluntary work or a mock interview

SCQF

level

Targets

Tasks

3

Improve my ability to follow instruction

I will carry out the preparation as instructed for a work placement.

4

Improve my

punctuality

I will improve my punctuality by making sure that I attend any meetings, classes and events on time.

I will set myself reminders on my phone

so that I give myself enough time to get

to meetings and events on time.

5

Complete tasks to an acceptable

standard

I will find out what is expected of me on placement and gain a clear idea of what

standard is expected. I will ask if there is any training or background reading I could do to improve my work. I will ask to shadow a more experienced member of staff to see how they complete their work to standard and ask for advice on how to improve. I will ask for regular feedback to ensure that I achieve any improvements that are required.

6

Improve my decision making

While working for a voluntary organisation, I will ensure that I have as much information and advice as possible before I make any decisions.

I will read all the information available to me and ask more experienced volunteers and staff questions before I make any decisions. I will be able to explain the reasons behind any decisions I make.

Table 2: Possible context — rights and responsibilities

Potential projects: investigating equal opportunities in the workplace; investigating rights and responsibilities of an employee, an employer or a consumer; or investigating the role of staff associations and trade unions

SCQF

level

Targets

Tasks

3

Stay on task more often

While investigating equal opportunities, I will remain focused as I work in class. I will sit beside people I don’t normally sit beside. I will not distract people I sit beside.

I will ask help from my mentor or tutor if I am not sure what to do.

4

Ask for advice when needed

I will try and find out as much as possible on my own. I will ask for advice from my

tutor and my fellow learners on how or where to find any other information I need.

5

Improve my time

management

I will improve my time management by

prioritising my activities. I will make sure that I am aware of any deadlines and work out the order in which I need to complete my tasks. I will adjust my plan in the light of any unexpected barriers or obstacles I encounter.

6

Be able to multi-task

I will improve my ability to multi-task by

gathering, adapting and organising information on the rights and responsibilities of an employee from a wide range of sources, such as the internet, leaflets and speaking to people from trades unions, advice organisations and human resources departments. I will devise ways of

managing and recording the information I get and the progress of each source of information.

Table 3: Possible context — enterprise

Potential projects: setting up an enterprise company or organising an event such as a school show or coffee morning

SCQF

level

Targets

Tasks

3

Complete my tasks

on time

I will complete my activities for a coffee morning within the agreed deadlines.

4

Complete tasks to a better standard

I will improve the quality of my work by making sure that I have clear objectives.

I will seek advice from others about the standards required.

I will keep records of work throughout so that I can see where I have made improvements.

5

Improve the management of work

I will manage my work better by breaking activities into smaller, more manageable steps.

I will check that the activities are realistic and achievable, and amend them if necessary in the light of feedback and unforeseen circumstances.

6

Be able to delegate

activities to others

I will improve my ability to instruct others by

taking a leading role in an enterprise company.

I will ask others for their ideas on how we can best achieve our goal and what roles and responsibilities they could take on. I will need to make sure that any instructions I give to others are clear and achievable.

I will ask others to report back to me in order to ensure that the work is completed.

Reviewing the project

When reviewing their project, learners could think about:

· Where am I now?

· What have I learned?

· What next?

Learners will have the opportunity to carry out a review of their knowledge of their own task-management skills on completion of the project. They could identify what they have learned about themselves as a result of completing the project. This could involve comparisons with the evaluation carried out at the start of the project and with any mid-term review undertaken. Learners could use these comparisons to identify personal goals for further personal development.

Developing skills for learning, skills for life and skills for work

Information about developing skills for learning, skills for life and skills for work in this Unit is given in the relevant Award Support Notes

Approaches to assessment and gathering evidence

The SCQF level at which the Unit is awarded will depend on the amount of support the learner requires from the teacher/lecturer to complete the Unit, the skills and abilities they demonstrate, the complexity of the tasks and activities they undertake and the quality of the evidence produced by the learner to meet the Assessment Standards. See Appendix 1 for details.

Teachers/lecturers are encouraged to record naturally occurring evidence as a way of meeting either completely or partially the Outcomes. Naturally occurring evidence is evidence that occurs within and as part of the learning and teaching situation. Naturally occurring evidence can be recorded in a variety of ways:

· observation during an activity (using an observation checklist, visual recording, photography or equivalent)

· peer review during and after preparing for an activity

· oral questioning during and on completion of an activity (for example using a recording or transcript as evidence)

· learning and teaching activities that provide naturally occurring opportunities for assessment (for example demonstration of skills, knowledge and

understanding during the learning process)

· visually recording or photographing the learner’s activities

· written notes, logs or records

· testimonies of others involved, e.g. manager/senior staff/experienced staff in the workplace

· evidence from out-of-centre activities

Learners should be given templates to ensure they have the opportunity to achieve all Outcomes and Assessment Standards. Observation checklists and other records of assessment should be maintained and kept up to date in order to track learner progress and to provide evidence for verification. Assessor observation checklists may relate to just one learner, a group of learners or a whole class. Learners could present their work in a folio or other relevant format.

Assessment in this Unit could include evidence covering:

Learner evaluation, which could include:

· Information about strengths and limitations of learner’s own task management skills in preparation for undertaking a vocational project. At SCQF levels 5 and 6 this will involve using an appropriate technique such as a SWOT analysis (strength, weakness, opportunity, threat)

· Targets for the development of task-management skills within a vocational project, which should allow learners the opportunity to develop the skills these should be based on the identified evaluation

· Tasks that will enable progress towards meeting the targets

Learner record of planning and carrying out the vocational project, which could include:

· Indication of any resources necessary for carrying out the tasks

· Identification of realistic timescales for the completion of each task

· Evidence of monitoring progress and the actions taken as a result of monitoring, on an ongoing basis throughout the Unit — appropriate action could be an amendment to the plan or it could be deciding to carry on with the plan as it stands

· Information about all the learner’s identified tasks that have been completed, confirmed by the teacher/lecturer

Learner review, which could include:

· Progress made towards achieving personal targets, and why they have/have not been partially/completely achieved, confirmed as authentic and realistic by the teacher/lecturer

· Strengths and weaknesses of the plan in relation to the tasks that have been carried out and the resources used, confirmed as realistic by the teacher/lecturer

· Areas for further development of task management skills in light of the progress made towards achieving personal target

· Assessors should use their professional judgement, subject knowledge and experience, and understanding of their learners to determine the most appropriate ways to generate evidence and the conditions and contexts in which they are used.

Assessment evidence can be drawn from a variety of sources and presented in a variety of formats. The evidence does not need to be achieved in one activity, but can be assembled from a variety of tasks and assessments carried out throughout the Award. Evidence may be presented for individual Outcomes or gathered for the Unit or Award as a whole by combining assessment holistically in one single activity.

Centres should select the formats most appropriate for individual learners and the learning environment in which they are completing the Award. Written and/or recorded oral evidence may be produced and presented in a variety of formats, for example:

· learner written records

· e-mails

· blogs

· assessor record of learner responses

· review sheets

· electronic presentations

· electronic journals

· log books

· diaries

· videos

· photographs

Holistic assessment within Units

The Outcomes for this Unit are part of a prepare-carry-out-review process, so it is likely that learners will carry out the outcomes holistically, whilst working on a vocational project.

Appendix 1: Differentiation between SCQF levels 3–6 of Personal Development: Self and Work Unit

Self and Work

(SCQF level 3)

Self and Work

(SCQF level 4)

Self and Work

(SCQF level 5)

Self and Work

(SCQF level 6)

1. Prepare to develop task management skills within a vocational project by:

identifying strengths and limitations in own task management skills

identifying personal targets for the development of these skills

producing a plan for the development of these skills

identifying their own basic tasks, which will enable progress towards achieving personal targets


describing strengths and limitations in their own task management skills



identifying their own straightforward tasks, which will enable progress towards achieving personal targets


explaining strengths and limitations in their own task management skills, using an appropriate technique



identifying their own detailed tasks, which will enable progress towards achieving personal targets


evaluating strengths and limitations in their own task management skills, using an appropriate technique



identifying their own complex tasks, which will enable progress towards achieving personal targets

2. Carry out the project by:

monitoring the progress of the plan and taking appropriate action

completing own tasks



completing their own tasks





monitoring the progress of the plan and explaining appropriate action taken


3. Review their own task management skills by:

identifying progress made towards achieving personal targets

identifying strength and weaknesses of the plan

identifying areas for further development of own task management skills


describing progress made towards achieving personal targets

reaching conclusions about the effectiveness of the plan

describing areas for further development of own task management skills


explaining progress made towards achieving personal targets, giving examples

reaching and justifying conclusions about the effectiveness of the plan

explaining areas for further development of own task management skills


analysing progress made towards achieving personal targets

reaching and justifying conclusions about the effectiveness of the plan

reaching and explaining conclusions about areas for further development of their own task management skills

Equality and inclusion

This Unit Specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods, or considering alternative evidence. For further information please refer to the Unit Support Notes.

Assessment Materials

We strongly recommend that you utilise the SQA UAS materials for this Unit which can be accessed by SQA approved centres on their secure website (within the CfE section). You can gain further information on this by contacting your SQA Business Manager

REPORT ON PRIOR VERIFICATION OF ASSESSMENT INSTRUMENTS

Unit Title: _______________ Delivering Lecturer(s): ___________________

Yes

No

N/A

Action

By when

Current unit specification/standard

Staff information form fully completed and signed, including details of any assessment conditions and arrangements for remediation and re-assessment

Scheme of Work/Delivery Plan

Assessment instruments/test specifications for unit – internally verified, stamped and signed

Marking scheme/marking guidelines/exemplar solutions - IV stamped for validity

Alternative assessments – internally verified, stamped and signed

Marking scheme/guidelines/solutions for alternative assessments – IV stamped for validity

Assessment Schedule for unit (and assessment plan for programme/award, where appropriate)

Assessment checklist(s) – space for learner’s name, assessor’s signature, date

Actions completed from previous IV reports

Actions completed from previous EV reports

Teaching and learning materials meet QEID principles

No action requiredAction required

Signed (Internal Verifier) Date

Required actions completed

Signed (Internal Verifier Date

SCHEME OF WORK

Note that the session lengths will vary according to your learners’ needs. For some learners it may be appropriate to combine these sessions into one, in others you may wish to break them down further. You should add and subtract your own planned learning activities as required. None of the formative learning activities outlined in the exemplar scheme of work are mandatory requirements. The notional time for the delivery and assessment for this unit is 40 hours.

Prior verification should take place before the delivery of the unit to ensure that all materials are current and up-to-date including all legislation, URLs and websites.

LESSON PLAN 1 Personal Development Self and Work

Date of lesson:

Lecturer’s name:

Class name/programme:

No of learners in group:

Personal Development Self and Work

Lesson context/ general aim:

To evaluate own task management skills in preparation for Work Placement.

Produce a plan for the development of own task management skills required placement.

Lesson objectives/ specific learning goals

Identify own strengths and weaknesses in relation to specific task management skills.

Identify personal targets for the development of these skills.

Identify straightforward tasks to enable progress towards achieving personal targets.

Identify resources and timescales required to complete these tasks.

Methods to be used to judge if objectives have been met. How will you know?(include informal/ formative assessment and any summative)

Assessment of Outcome one and two of Personal Development: Self and Work.

Open Book

Resources required

Flip chart

Pens/paper

Internet access.

Paperwork

Learner Pack

TIMED BREAKDOWN OF APPROACHES AND ACTIVITIES:

Approx duration

Approaches and lesson activities

Involving whom

15 min

Discussing aims and objectives

Group

25 mins

What is meant by Task Management Skills

Group Discussion

Group

30 mins

Activity 1 – Complete My DNA[footnoteRef:1] [1: http://www.myworldofwork.co.uk/strengthtest ]

Individuals

30 mins

Activity 2 – Complete My Strengths[footnoteRef:2] [2: http://www.myworldofwork.co.uk/landing-mystrengths ]

Individuals

60 mins

Assessment Outcome 1 Part 1

With support from their teacher/lecturer, learners will

carry out a self-evaluation to set personal targets for

the development of their own task management skills in preparation for starting their placement. This should be done at the start of the Unit before the learner begins placement..

Individual Assessment

60 mins

Choosing a Placement

Individuals

30 mins

Producing a Plan

Individuals

60 mins

Assessment Outcome 1 Part 2

Individual

Assessment

60 mins

Assessment Outcome 2

Learners should be on placement for at least two weeks

Individual assessment

60 mins

Assessment Outcome 3

Learners must have completed placement and had feedback from placement Mentor

Individual

Assessment

Lecturer notes – Task Management Skills

This session aims to meet Personal Development – Self and Work. The lecturers should familiarise themselves with this unit prior to undertaking this session.

This vocational project must focus around the work placement to ensure that the evidence requirements are met. This unit will span the duration of the work placement with Outcome 1 and 2 being completed prior to placement, Outcome 3 being completed after two weeks of placement and Outcome 4 at end of placement.

Group Discussion Task Management Skills

Begin the lesson by explaining what Task Management Skills are e.g.

“The skills required to work in an effective and organised manner.”

As a group you will need to discuss the importance of each of the following skills in completing any tasks.

· Following instructions

· Staying on task

· Breaking down tasks into smaller parts

· Completing tasks on time

· Asking for help to improve understanding of instructions

· Keeping detailed records of work

· Prioritising tasks

· Checking quality of own work

· Estimating time for task completion.

Ask the group to give examples of when they have done this and if they cannot, give your own examples of when you have seen them demonstrating these skills.

Activity 1 - My DNA[footnoteRef:3] [3: http://www.myworldofwork.co.uk/strengthtest ]

Ask each learner to complete My DNA online quiz

Ask them to write in their Learner Packs two things that they have discovered about themselves.

Activity 2 – My Strengths[footnoteRef:4] [4: http://www.myworldofwork.co.uk/landing-mystrengths ]

Ask learner to complete My Strengths online quiz

Ask them to write in their Learner Packs identified strengths and areas for development. Discuss these results with the learner.

With support from their teacher/lecturer, learners will carry out a self-evaluation to set personal targets for the development of their own task management skills in preparation starting their placement. This should be done at the start of the Unit before the learner begins their placement.

Activity 3 – Work Placements

Time should now be spent with the learner identifying work placements and

Sectors they may be interested in working within.

Now ask the learners to research careers which they are interested in.

Learners work placement expectations will need to be carefully managed here and it may be necessary to set ground rules e.g.

1. How many placement choices they are offered.

2. What will happen if they don’t like their placement?

3. They may not get exactly what they are looking for etc.

Activity 4 – Produce a plan.

In preparation of Outcome 1 learners must be able to identify a target and decide on resources required and look at realistic timescales.

Learners may need actual examples such as

Target – Improve my timekeeping

Resources – Buy an alarm clock

Timescales – In readiness for starting placement.

Assessment – Outcome 1

Learners should complete Outcome 2 after a minimum of two weeks placement .

Learners should next complete Outcome 3 at the end of placement and on receipt of placement mentor feedback.

ASSESSMENT RECORD SHEETS

Learner Unit assessment record

Personal Development: Self and Work (SCQF level 4)

Group

Learner name

Learner ID

Record of performance

Outcomes

*Achieved/ not achieved

Comments

1Prepare to develop task management skills in a vocational project.

2Carry out the project

3Review own task management skills

*(Enter A or NA in the box to indicate whether the learner has achieved or not achieved each Outcome. The comments column can be used to highlight any reassessment that may be needed.)

Overall comments

Assessor name

Assessor signature

Date

Employability: Personal development: self and work (SCQF Level 4)

Group

Learner surname

Learner forename

Learner ID

Outcomes

Unit achieved

(yes/no)

1

2

3

1

2

3

4

5

6

7

8

9

10

11

12

INTERNAL VERIFICATION REPORT ON ASSESSMENT SAMPLE

To:Lecturer/Assessor

Unit TitleUnit No

Programme Name

Yes

No

Comments

Assessment evidence and materials available

All learners' work verified

Standards consistently applied

If no, list learners where standards applied were inconsistent

Learners’ Names

Reason for inconsistency

Materials satisfactorily verifiedYes/No

Undernoted action required by __________________________ (date)

____________________Internal Verifier Date

Above action satisfactorily completedYes/No

Internal Verifier Date

Scotland's national skills agency | Skills Development ...€¦ · Web viewstandard is expected. I will ask if there is any training or background reading I could do to improve

Documents