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National Qualifications 2021 Group update: Alternative Certification Model Stage 2
The post-Easter term will be a busy and challenging one for everyone as we move into stage two of the alternative certification model and look to gather learner evidence in the classroom environment as fairly and robustly as possible. Many learners, parents and carers will have questions and will be looking for guidance and support. To help with this, we have summarised the key elements of this stage of the model.
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National Qualifications 2021 Group update: Alternative Certification Model Stage 2
13
April
2021
Coronavirus
Tuesday 13 April 2021
The post-Easter term will be a busy and challenging one for everyone as we move into stage two of the alternative certification model and look to gather learner evidence in the classroom environment as fairly and robustly as possible. Many learners, parents and carers will have questions and will be looking for guidance and support. To help with this, we have summarised the key elements of this stage of the model below.
The alternative certification model, including the roles and responsibilities of all parts of the education system, was created in partnership with the National Qualifications 2021 Group and published on 16 February.
Gathering evidence
The model is based on demonstrated attainment and so assessment evidence is required. To minimise workload, teachers and lecturers should refer to the subject-specific guidance documents published by SQA. Evidence should be gathered under controlled conditions to ensure a degree of equity. It is the quality of evidence which is critical, rather than quantity and therefore there is no need for a large portfolio or ring-binder of classroom based work.
There is no requirement to replicate full formal exams or prelims this year. Classroom based assessments should be spread over the remaining weeks to help manage the marking and quality assurance activities as well as reduce pressure on learners.
A flexible and consistent framework has been created, including detailed guidance, material and support, based on assessment standards that teachers and lecturers are familiar with. This should enable schools, colleges and training providers to deliver the assessment evidence which suits their cohort's circumstances.
It is important that learners are aware of the arrangements being put in place for them and what assessment evidence may count towards their provisional results. Assessment opportunities should not be one-off, high-stakes scenarios and should accommodate, as far as possible, the maximum opportunity for learners to perform well. This includes providing assessment arrangements for those who need additional support or who have been shielding.
Stage two roles and responsibilities
Stage two takes place from now until the end of May and sees learning and teaching continuing, schools, colleges and training providers assessing learner evidence and providing them with feedback on their progress. The key elements of this stage are:
Learning, teaching and consolidation of learning continues
Schools and colleges begin to assess learner evidence to determine their demonstrated attainment, carrying out and recording decisions in line with internal quality assurance procedures
Schools and colleges continue to provide feedback to learners on progress, including results based on evidence
Schools and colleges continue to carry out and engage in internal quality assurance in line with their procedures and local authority / RIC quality assurance processes
During May, on a proportionate basis, SQA will select courses from each school and college for national quality assurance and provide subject-specific feedback. A broad indication of the volume of courses that a centre can expect to be selected for and information on how to submit digital evidence where this is available, will be published on 23 April 2021.
Schools and colleges start to develop provisional results based on the available learner evidence and feedback from local and national quality assurance, including checking that results are consistent across the centre and based on learner evidence
SQA issues further information on how to submit the provisional results
Next steps and further information
We will continue to provide further information about each stage of the model and remain committed to working together during this difficult time to deliver fair and credible results for learners across Scotland. Thank you for all your hard work.
To stay up to date on National Qualifications visit sqa.org.uk/NQ2021.
The National Qualifications 2021 Group is represented by the Association of Directors of Education in Scotland (ADES), Colleges Scotland, Education Scotland, the Educational Institute of Scotland (EIS), School Leaders Scotland (SLS), the Scottish Council of Independent Schools (SCIS), Scottish Qualifications Authority (SQA), the Scottish Government, National Parent Forum of Scotland, and the Scottish Youth Parliament.
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14-APR-2021
Wed, 14 Apr 2021 10:10:48 +0100
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SQA Apprentices log in to new skills
This Scottish Apprenticeship Week, find out how SQA approached the recruitment of Modern Apprentices over the past year.
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SQA Apprentices log in to new skills
26
February
2021
Responsible Business/Charity
Starting a new job can be a daunting prospect - especially if it is your first experience of working life, and you are unable to meet your new colleagues in person.
Acknowledging this, the Scottish Qualifications Authority (SQA) recently took a creative approach to recruiting the latest intake of six young people to its Modern Apprenticeship programme. The result has been that, despite working remotely since joining Scotland's national awarding and accreditation body, the Modern Apprentices have been able to thrive in their new roles.
SQA's commitment to developing the young workforce was behind its decision to not only continue with recruitment, but to add a new strand to their development programme - one with no academic or prior work experience entry criteria. The result was a fully inclusive and accessible opportunity for all young people aged between 16 and 19, and up to 29 for care-experienced young people.
Making the programme accessible was key from the outset, with measures put in place to help guide applicants through the interview process. This saw existing SQA Modern Apprentices having informal online meetings with shortlisted candidates, to help them prepare for a 'virtual' interview.
Dawnne Mahmoud, Director of People at SQA, says forward planning was needed to create a foundation on which the new apprentices could build on their skills and confidence.
Dawnne explains: "We developed a six-week series of virtual workshops to equip the new apprentices with core skills necessary in the world of work, and which will help them as they undertake their Scottish Vocational Qualification (SVQ) in Business and Administration. Our apprentices also have access to online resources, which highlight the importance of mental health, and self-care.
"Throughout their induction, our apprentices have had regular video calls with colleagues in their business areas, as well as with their Mentors, their Line Managers and members of SQA's Executive Team.
"We are very proud of the creativity shown by all those involved in our Modern Apprenticeship recruitment and induction process, and of our new apprentices for embracing opportunities to learn and make connections, at a time when distance has become the norm."
Modern Apprentice Robbie King says that getting to know his new colleagues, albeit via video calls, was key to his positive start to working life.
Robbie adds: "My first few weeks as an SQA Modern Apprentice have been amazing. Despite working from home, the communication from my team has been excellent and has helped me gain new skills. There are so many people to talk to, including Mentors, 'Buddies', and Line Managers - it almost feels like I'm in the office!"
Over the coming year, Robbie and his fellow apprentices will work towards achieving an SVQ, which will prove to future employers that their skills meet a national standard.
Sarah-Anne Rooney, SQA Employee Development Programme Manager, says that working in partnership with Claire McCallum of training provider RT Resources, has allowed apprentices to progress with their SVQ.
Sarah Anne adds: "Claire and the team have enabled our apprentices to continue capturing relevant evidence for their qualification.
"Together we have supported our apprentices - and their Line Managers, and Mentors - to move forward with a programme that is conducive to remote working."
Claire McCallum acknowledges that there are challenges in some sectors, but adds that for many Modern Apprentices, undertaking their SVQ remotely has presented them with opportunities to develop new and existing skills.
Claire says: "These skills include resilience, team working, adaptability and creative thinking. They have had to take more responsibility for managing their work, with the result that they have probably developed in ways they might not otherwise have done."
Leah Canning, who has been an SQA Modern Apprentice for over a year, says that the move to remote working was challenging at first but adds: "If anything, it has taught me to be resilient in situations that are out with my control, a skill that I will use in everyday life."
Fellow apprentice Josh Millan says: "I helped with the recruiting of the new Modern Apprentices as I was on the informal interview panel - this gave me skills which will benefit me wherever my career takes me in the future."
As an employer offering work-based qualifications, SQA recognises the importance of supporting businesses and training providers to deliver them safely. SQA is working with sector bodies to minimise the impact of the pandemic on candidates' learning and SQA Account Managers are in regular contact with training providers.
Information on the SQA qualifications that underpin Modern Apprenticeships, Foundation Apprenticeships, and Graduate Apprenticeships, can be found at www.sqa.org.uk/apprenticeships.
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447
24-MAR-2021
Wed, 24 Mar 2021 15:27:34 +0000
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