My Ssec Capstone Project HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SO- CIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SO- CIAL CARESOCIAL CARE ALTH AND HEALTH L CARE QUALIFICATIONS HEAL HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SO- CIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH A HEALTH AND SOCIAL CARE EXEMPLAR CANDIDATE WORK UNIT SHC 022 I NTRODUCTION TO PERSONAL DE vELOPMENT IN HEALTH

HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SO- CIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SO- CIAL CARESOCIAL CARE ALTH AND HEALTH L CARE QUALIFICATIONS HEAL HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SO- CIAL CARE HEALTH AND SOCIAL CARE HEALTH AND SOCIAL CARE HEALTH A HEALTH AND SOCIAL CARE EXEMPLAR CANDIDATE WORK UNIT SHC 022 I NTRODUCTION TO PERSONAL DE vELOPMENT IN HEALTH

HEALTH AND SOCIAL CARE HEALTH
AND SOCIAL CARE HEALTH AND SO-
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HEALTH AND SOCIAL CARE HEALTH
AND SOCIAL CARE HEALTH AND SO-
CIAL CARESOCIAL CARE
ALTH AND HEALTH
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HEALTH AND SOCIAL CARE HEALTH
AND SOCIAL CARE HEALTH AND SO-
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HEALTH AND SOCIAL CARE HEALTH A
HEALTH AND
SOCIAL CARE
EXEMPLAR
CANDIDATE WORK
UNIT SHC 022
I NTRODUCTION TO PERSONAL
DE vELOPMENT IN HEALTH, SOCIAL
CARE OR CHILDREN’S AND yOUNg
PEOPLE’S SETTINgS.

2
Unit SHC 022

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CONTENTS
Introduction Page 4
Unit Purpose Page 5
Evidence for Learning Outcome 1 Page 6
AC 1.1 Page 6
Commentary for Evidence for AC 1.1 Page 7
AC 1.2 Page 8
Commentary for Evidence for AC 1.2 Page 8
AC 1.3 Page 9
Commentary for Evidence for AC 1.3 Page 9
Evidence for Learning Outcome 2 Page 10
AC 2.1 Page 10
Commentary for Evidence for AC 2.1 Page 10

Evidence for Learning Outcomes 2, 3 and 4 Page 11
ACS 2.2 and 2.3 Page 11
AC 3.3 Page 11
ACS 4.1, 4.2, 4.3 and 4.4 Page 11
Commentary for Evidence for ACS 2.2, 2.3, 3.3, 4.1, 4.2, 4.3 and 4.4 Page 14
Evidence for Learning Outcome 3 Page 15
AC 3.1 Page 15
Commentary for Evidence for AC 3.1 Page 15
AC 3.2 Page 16
Commentary for Evidence for AC 3.2

Page 16
Summary of how exemplar evidence for SHC 022 meets the assessment requirements and assessment criteria Page 17
Unit SHC 022

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INTRODUCTION
OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria
for the unit SHC 022, Introduction to personal development in health, social care or children’s and young people’s
settings.
This exemplar evidence should be considered alongside the unit requirements, the Learning Outcomes and
Assessment Criteria. This content has been selected by the OCR Chief External Verifier for the Health and Social Care
Diplomas, to illustrate how the assessment criteria are applied, and to provide some commentary on what factors
contributed to the final outcome.
The exemplar candidate evidence is intended to demonstrate how criteria have been met and are supported by a
commentary. While the exemplars are intended to be useful in interpreting the specification’s Assessment Criteria,
they should in no way be regarded as definitive evidence.
This resource is provided for advice and guidance only.
Unit SHC 022

5
EXEMPLAR U NIT: SHC 022 – I NTRODUCTION TO
PERSONAL DE vELOPMENT IN HEALTH, SOCIAL CARE
OR CHILDREN’S AND y OUNg PEOPLE’S SETTINgS.
UNIT PURPOSE
• Introduces the meaning of competence in own work role
• Raises awareness of the required skills to be able to reflect on own work activities
• Raises awareness of the required skills to be able to agree a personal development plan
• Raises awareness of the required skills to be able to develop knowledge, skills and understanding
Unit SHC 022

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EvIDENCE FOR LEARNINg OUTCOME 1
UNDERSTAND WHAT IS REQUIRED FOR COMPETENCE IN OWN WORK ROLE
Assessment Criteria:
AC1.1 – Describe the duties and responsibilities of own work role
Extract from Written Questioning:
Written Question: ‘Describe the duties and responsibilities of own role’:
‘As a support worker, my duties and responsibilities are assisting the service users get to a high standard of personal care which
includes personal hygiene, assistance with laundry, and cleaning.
Maintaining confidentiality about service users, staff and the Company as a whole.
Complying with health and safety procedures when carrying out my duties for my safety, service users and others and attend
training designed to further the interest of health and safety.
Complying with policies and procedures and code of practice.
Maintaining accurate records as required.
Helping with leisure activities like playing games, listening to music, watching a DVD, etc. I play games with the service users. I put
on the TV and turn to a music station for them to listen to and put on DVDs as they choose.
Participating in fire drills at every three months interval which updates me on what to do for the safety of myself, service users’
safety and others in case of fire.
Reporting to the management any incident or accident that may occur whether there is injury or not to service users or others. This
is usually done in my work place by the use of a special note which is a hardcopy document with company letter headed paper for
reporting incidents/accidents.
Reporting any maintenance and repair tasks in the home, which if not done will pose a risk or danger to the service user or others to
my Team Leader.
Assisting and participating in the administrative tasks necessary for the smooth running of the home like in taking stocks of
materials and substances we work with which I do.
Participating in regular supervision which has assisted me in identifying training needs, improved work performance, aid and
assess professional development.
Attending training courses and meetings as required.
Covering shifts when a colleague is under pressure.
Conducting myself as required and demonstrating respect, consideration and maturity.
Being supportive and empathic to service users and colleagues.’
Unit SHC 022

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COMMENTARy FOR EvIDENCE FOR A C 1.1

• Assessment Method: The assessor has used an open and direct written question with this learner ‘Describe…’ this
encourages the learner to think about the different duties and responsibilities of own work role. The assessment method is
valid as it measures the learner’s understanding and knowledge of the duties and responsibilities of own job role.
• Quality of Evidence: The learner’s response is of a good quality because the learner reflects well own understanding of both
‘duties’ and ‘responsibilities’. In terms of duties the learner provides details of a range of different activities that she under
takes as part of her current job role: ‘assisting the service users get to a high standard of ….personal hygiene, assistance with
laundry, and cleaning… helping with leisure activities… assisting and participating in the administrative tasks’. When describing
responsibilities the learner details the personal qualities required to carry out own work role: ‘demonstrating respect,
consideration and maturity…being supportive and empathic to service users and colleagues’ as well as a range of various areas
of responsibility and accountability: ‘maintaining confidentiality… complying with health and safety procedures… maintaining
accurate records… participating in fire drills …participating in regular supervision… attending training courses and meetings.’
• Breadth of Evidence: The learner has given a detailed account of own duties and responsibilities. The learner’s evidence
meets AC1.1 fully in terms of providing a description of the duties and responsibilities of own work role.
Unit SHC 022

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Assessment Criteria:
AC1.2 – Identify
standards that influence the way the role is carried out.
Extract from Personal Statement:
Personal Statement: ‘Explain how you would identify standards that influence the
way your role is carried out’
‘As a support worker there are standards that influence the way one role is carried out. The Codes of Practice outlined by the
General Social Care Council GSCC which described the standard of conduct and practice expected from a care worker is one of the
standards that influence the way my role is carried out as a support worker.
This is in protecting the rights and promoting the interests and independence of service users. Respecting dignity, privacy, culture
and religion of service users.
Maintaining the trust and confidence of the service users by keeping confidential information except the one that will pose danger
to them.
There are regulations that influence the way my role is carried out as a support worker. The Care Standards Act requires the care
provider to ensure that care provision meets the needs of the service users and is provided well.
Health and safety legislation…such as the Health and Safety at Work Act, Food Safety Act, COSSH, RIDDOR and so on influence
the way my role is carried out as a support worker. The understanding of health and safety regulations and putting it into practice
make it possible for me to ensure that service users I am supporting are safe and free from harm.
The confidentiality laws like the Data protection Act, Freedom of Information Act …influence my role in dealing with confidential
information about the service users.
The Care Standards Act and the Essential Standards requires providers to ensure that care provision is fit for purpose and meets the
assessed needs of individuals using the services is another influence to my roles as a care worker. This enables me to demonstrate
competence in my work role.
National Occupational Standards (NOS) which provide a way to assess how well someone can do a job is another standard that
influence my role as a support worker.
COMMENTARy FOR EvIDENCE FOR A C 1.2

• Assessment Method: The learner’s personal statement provides the learner with an opportunity to express her
understanding of the standards that affect the quality of care being provided. The assessment method is valid as it measures
the learner’s understanding and knowledge of the different standards that influence the way the social care worker role is
carried out.
• Quality of Evidence: The learner’s response is of a good quality. The information that the question extracts from the learner
is more than is required to meet this AC; as the learner provides a description, where a list of the different standards would
have been sufficient. The learner includes a comprehensive list of the different types of standards including: codes of
practice, regulations and national standards.
• Breadth of Evidence: The learner has given a list of the different standards. The learner’s evidence meets AC1.2 fully in
terms of identifying the different standards that influence the way the role is carried out.
Unit SHC 022

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Assessment Criteria:
AC1.3 – Describe
ways to ensure that personal attitudes or beliefs do not obstruct the quality of work
Extract from Written Questioning:
Written Question: ‘Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of your work’:
‘As a support worker the best practice is to put my own personal attitudes and beliefs to one side and not impose but respect the
personal attitudes and beliefs of the people I work with.
…Understanding the history of a service user, their background and likes makes a difference about my attitudes towards them.
Understanding a service user’s and other colleagues attitudes and beliefs will help me as a support worker with the best practice of
putting my own personal attitudes and beliefs aside and respecting the people I work with. For example, if I am a Christian and I
am working with people that are Hindus or any other religion, I have to respect their beliefs because it is their right and not force my
beliefs that are different on them.
Another way is to recognise and respect that other service users and colleagues will have different attitudes and beliefs and that
this is their right to have them and that these should be respected. Putting yourself in the shoes of another person means I
understand and account for their beliefs and attitudes.’
COMMENTARy FOR EvIDENCE FOR AC 1.3

• Assessment Method: The assessor has used an open and direct written question with this learner ‘Describe…’ this
encourages the learner to think about the different ways to ensure that personal attitudes or beliefs do not obstruct the
quality of work. The assessment method is valid as it measures the learner’s understanding and knowledge of the ways to
ensure that personal attitudes or beliefs do not obstruct the quality of work.
• Quality of Evidence: The learner’s response is of a good quality because the learner reflects well own understanding of a
range of practical ways to ensure that personal attitudes and beliefs do not obstruct the quality of work: ‘putting own
personal attitudes and beliefs to one side…not impose…respect.. understanding the history, attitudes and beliefs…putting
yourself in the shoes of another…’
• Breadth of Evidence: The learner has given a detailed account of ways to ensure that personal attitudes or beliefs do not
obstruct the quality of work. The learner’s evidence meets AC1.3 fully in terms of providing a description of the ways to
ensure that personal attitudes or beliefs do not obstruct the quality of work provided.
Unit SHC 022

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Extract from Written Question:
Written Question: ‘Explain why reflecting on work activities is an important way to develop knowledge, skills and practice’:
‘Reflecting on practice is an important way to develop knowledge, skills and practice because it helps to think about ideas, observe
what worked and didn’t, why and the difficulties encountered etc.
On reflecting on my practice I question what I found that I didn’t understand, the information or areas I didn’t know about, the is-
sues that came up that I need to know more about and what I could have done for improvements. I can then improve this by doing
more reading for example to improve my knowledge or observing someone else or doing training which can improve my skills.
Weighing up what worked and didn’t gives me the room I need to improve and develop more knowledge and skills, this will then
improve the way I work with others, the quality of support provided and making sure the quality is of a high standard and is
maintained this way.’
EvIDENCE FOR LEARNINg OUTCOME 2
Assessment Criteria:
AC2.1 – Explain why reflecting on work activities is an important way to develop knowledge, skills and practice.
COMMENTARy FOR EvIDENCE FOR AC 2.1

• Assessment Method: The learner’s response to the written question details well the different reasons why reflecting on
work activities is important: ‘think about ideas, observe what worked and didn’t, why and the difficulties encountered…question
….what I didn’t understand….what I could have done for improvements….improve the way I work with others, the quality of
support provided and making sure the quality is of a high standard…’ The assessment method is valid as it measures the
learner’s understanding and knowledge of the different reasons for reflecting on work activities.
• Quality of Evidence: The learner’s response is of a good quality because the learner details well own understanding of the
different reasons for why reflecting on activities is important in terms of both how it impacts on own role as a professional
and on others including the quality of the service being provided.’
• Breadth of Evidence: The learner has given a detailed account of the importance of reflecting on work activities. The
learner’s evidence meets AC2.1 fully in terms of providing an explanation of the different reasons why reflecting on work
activities is an important way to develop knowledge, skills and practice.
Unit SHC 022

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Assessment Criteria:
AC2.2 – Assess
how well own knowledge, skills and understanding meet standards
AC2.3 – Demonstrate the ability to reflect on work activities
EvIDENCE FOR LEARNINg OUTCOME 2
Assessment Criteria:
AC3.3 – Contribute to drawing up own personal development plan
EvIDENCE FOR LEARNINg OUTCOME 3
Assessment Criteria:
AC4.1 – Show how a learning activity has improved own knowledge, skills and understanding
AC4.2 – Show how reflecting on a situation has improved own knowledge, skills and understanding
AC4.3 – Show how feedback from others has developed own knowledge, skills and understanding
AC4.4 – Show how to record progress in relation to personal development
EvIDENCE FOR LEARNINg OUTCOME 4
Extract from Observation:
Observation (‘N’ is the learner and ‘P’ is the deputy manager):
‘When all the medication was administered P asked N if she would like to have a supervision in the quiet room…. N was happy with
this and this was prearranged.
P went through the minutes of the last supervision and discussed the issues that N had of A/L N said that this was fine now and she
had agreed the days off with the manager. They talked through a concern that N had with the staircase being untidy and clients
dropping things which could be a danger of tripping. P said that the day staff were now vacuuming the stairs regularly and it was
agreed that this was no longer a problem.
P then looked at N’s training record and said what she needed to complete in the near future. They discussed the most important
training and agreed that N would benefit from Autism training as most of the clients had forms of personality disorder. It was
agreed that N would go on Autism, Diabetes and Safeguarding Adults training and this was to be held at the training centre… P said
she would let her know the dates and entered this in the supervision notes.
As N mainly works nights P asked her if she has any concerns with any of the clients. N said that the only problems had been with a
client that was jumping out of places in the night to try and frighten her and was having some behaviour problems but that it was
not as bad as it had been when she started working night shifts. P said she was concerned about this and would discuss this in a
team meeting. They then discussed the autism and behaviour problems of a client. P said that client R could be unpredictable and
that she must observe him at night and record any changes and report this to her. N agreed.
They then talked about how N was coping with the job in general. N felt that she was doing well but wanted to work on more day
shifts so that she could support the clients with activities and to work with their person centred plans and be more involved gener –
ally with the running of the home. P said that the staff had seen a change in N in a positive way since she had been working on her
diploma and P said that she would discuss this with S the manager.
P recorded this action plan in the notes. They talked through the hand over system for the night staff and agreed that there were no
problems. The next thing they talked through was a person centred planning meeting that N had attended to review a client that
had been coming downstairs at night and eating other clients’ food. They agreed that the meeting had been very worthwhile as
the care manager had been present and they agreed that M the client had been frustrated due to his communication needs and so
it was difficult for staff to know what he wanted. Now that M was purchasing his own food and had consented to this and eating
this in his room this had made a lot of difference said N. They talked about how a meeting with the psychiatrist was refused by M,
but now how they feel that his behaviour was getting a lot better and to monitor this. N said that she had been working with M this
morning and he had been shouting but now feels that by giving him more time and talking through what he would like to do daily
has helped him to manage his behaviour.
Unit SHC 022

12
Extract from Observation continued
Observation (‘N’ is the learner and ‘P’ is the deputy manager):
P felt that N was good with M and that is why she would like to make her a co-key worker and to change some day shifts as she had
asked in the past. It was also agreed that this would benefit N with more experience of all the clients and monitoring and evaluating
the care plans and files that were part of the person centred planning process. P added that if N did more day shifts she would be
able to interact with other staff and become more confident in taking clients on holidays and to activities.
P asked N to now work with M and have meetings with him regularly and to look at his history notes and all plans and to set up
visits with him of his choice for activities. P said he had been talking about seeing his brother as the last time it was raining and he
refused to go and said that she would like N to talk to him about a visit and also go through his risk assessments and then they
could update these together. N was very happy with this and P recorded this in her notes.
They then talked about clients’ finances and making sure receipts are kept for all
purchases. They also talked about the mobility problems of client S and to ensure that two staff supported her in physical activities
and when moving as she was coming out of hospital and would be unsteady on her feet. P said to check the care plan and look
through the risk assessments before working with moving equipment as this may have changed and to make sure she is supported
with the other staff member to safely move and work together.
N talked to P about the layout of S’s room and checked the furniture was in the right place when coming on shift and they talked
through infection control and wearing PPE when working with S. P said that it is important that she sits with S and talks about how
she wants to be supported throughout the procedure until she is back on her feet and well again and to minimise any discomfort
and pain by being aware of her condition which she reiterated will be set up in the care plan. N agreed that she would do this and to
record the moves and any concerns she has for the morning staff.
P went through all the main action points of the supervision and said that she would let N know about the training and the working
days when she has seen S the manager; another supervision was arranged. She asked N if there was any other business and N felt
they had covered everything.
I asked P if she gave a copy of the notes to N. P said that she didn’t normally do so, but thought she should do so and agreed that
she would print off a copy. She said she then stored a copy in N’s personal file locked in the office.’
Unit SHC 022

13
Unit / ACsHow does your employee do this? Please give an example of this
SHC022 AC2.3 How does N demonstrate the ability to reflect on
work practices? N reflects on her work practice by having meetings
with her deputy manager
SHC022 AC4.1 How does N show how a learning activity has
improved own knowledge, skills and
understanding? When N started working here she had an induction
and worked with senior staff. This has improved
her knowledge, skills and understanding.
SHC022 AC4.2 How has N shown how reflecting on a situation
has improved her own knowledge, skills and un-
derstanding? N has reflected in supervision how she is working
in relation to her own skills when communicating;
due to coming from another country and having
to learn the speed in which English is spoken. I
have witnessed that her understanding of English
has improved considerably and is able to support
clients with their communication needs.
SHC022 AC4.3 How has N shown how feedback from others has
developed her own knowledge, skills and under –
standing? I have worked with N in her supervision and she
has discussed how she works within the team. I
have had feedback from the team leaders
indicating that N is working very well and has
developed considerably within the time she has
been working here to support the clients.
SHC022 AC4.4 How does N show she records progress in relation
to personal development? N has regular supervisions with me. She records
her progress through discussions to agree any
development and training that she needs to
progress in her role.
Witness Supporting Evidence from Deputy Manager
Unit SHC 022

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COMMENTARy FOR EvIDENCE FOR ACS 2.2, 2.3, 3.3, 4.1, 4.2, 4.3 AND 4.4

• Assessment Method: The assessor has used direct observation of the learner’s practice and supporting witness testimony
to meet these criteria. The observation has been recorded clearly by the assessor in terms of describing specifically the
learner’s practices in relation to reflecting on work activities, improving and developing own knowledge, skills and
understanding and drawing up and recording own progress in relation to personal development.
The evidence from the witness, the learner’s deputy manager, supports the observation completed with this learner well
whilst also demonstrating the learner’s competence. The witness checklist is used well to provide supporting evidence of
the learner’s skills against specific assessment criteria.
Both these assessment methods are valid as they measure the learner’s skills in reflecting on own work activities, developing
own knowledge, skills and understanding and agreeing a personal development plan.
• Quality of Evidence: The documented observation is of a good quality because the learner demonstrates clearly own
competence and knowledge against each of the assessment criteria. During the learner’s supervision the learner
demonstrates well her ability to reflect on work activities and assess her own knowledge and skills i.e. attending a person
centred meeting, working with clients with specific needs, attending autism training.
The observation also details well how different situations that have arisen at work have enabled the learner to improve own
knowledge, skills and understanding i.e. through working with clients with specific needs and attending a person centred
planning meeting. The learner’s supervisor also provides the learner with feedback on her work practices several times
during the meeting.
During the supervision meeting, the learner agrees with the supervisor specific areas and activities for her own development
i.e. training in autism, diabetes and safeguarding, additional key worker responsibilities and opportunities to support
individuals with activities during day shifts. The learner is given a copy of the information discussed and documented during
the supervision meeting that includes the key areas discussed, proposed activities and actions to be completed before the
next supervision meeting.
• Breadth of Evidence: The learner’s evidence meets ACs 2.2, 2.3, 3.3, 4.1, 4.2, 4.3 and 4.4 fully in terms of demonstrating
that the learner is able to reflect on own work activities, agree a personal development plan and develop own knowledge,
skills and understanding.
Unit SHC 022

15
Extract from Personal Statement:
Personal Statement: ‘Explain how you would identify sources of support for your own learning and development’:
‘First source of support was induction which was where I learnt about my new role and responsibilities, what was expected of me.
My Company has a system in place for training and CPD (Continuing Professional Development) The in-house training that is
within the company and external training with another training provider like the one I am doing where a QCF Diploma assessor
ensures that the support worker gains an understanding of best practice and the knowledge required.
Supervision is an important source of feedback and we discuss my work and how I am doing, what I am doing well and what needs
to improve. Supervision feedback could be formal like in supervision meetings but also informal when talking unplanned. For
example, my manager will come in, in the morning and ask ‘how did it go last night?’ And after explaining, she will tell me fine but
next time add this to what you have done…
Appraisals are used for showing how I am working according to the required standards and the Company’s policies. During
appraisal…my supervisor will ask me the courses that I have done after which she will note the courses that I need to do. It is during
appraisal that what I am learning is discussed.
My colleagues and the service users are important too for giving me feedback, for showing me what I am doing well, the areas I
need to improve on and work on.’
Assessment Criteria:
AC3.1 – Identify
sources of support for own learning and development.
COMMENTARy FOR EvIDENCE FOR AC 3.1

• Assessment Method: The learner’s personal statement provides the learner with an opportunity to express her
understanding of the different sources of support available to her for her own personal learning and development. The
assessment method is valid as it measures the learner’s understanding and knowledge of the different sources of formal and
informal supports available.
• Quality of Evidence: The learner’s response is of a good quality. The information that the question extracts from the
learner is more than is required to meet this AC; as the learner provides a description, where a list of the different sources
would have been sufficient. The learner includes a comprehensive list of the different types of formal and informal supports
available including: induction, CPD, training, supervision, appraisals, colleagues and service users.
• Breadth of Evidence: The learner has included a list of the different sources available. The learner’s evidence meets AC3.1
fully in terms of identifying the different sources of support for own learning and development.
EvIDENCE FOR LEARNINg OUTCOME 3
Unit SHC 022

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Extract from Written Questioning:
Written Question: ‘Describe the process for agreeing a personal development plan and who should be involved in the
process’:
‘…Personal development planning involves reflection; knowing the skills I have, the knowledge I have and what areas I need to
improve on as well as what my strengths are and what I do well…
I then have to plan with my manager how I want to progress in my job, what areas I want training on, want to learn more about,
need to improve on and develop. We discuss and agree this together so that I can learn, review and plan for my own
development….
Personal development will help me focus on areas I want to work on, areas I need to develop in and what I want to achieve and
where I want to be. I can then reflect on what I have learnt and how I have applied this knowledge to my work and review this every
time we meet.
My deputy, manager, service users other colleagues and others I work with can be involved for example I have an NVQ assessor who
assesses my learning and development needs and supports me in showing them, my deputy meets with me in regular supervisions,
colleagues give me feedback on what I have done well and what I need to improve on…’
Assessment Criteria:
AC3.2 – Describe
the process for agreeing a personal development plan and who should be involved
COMMENTARy FOR EvIDENCE FOR AC 3.2

• Assessment Method: The assessor has used an open and direct written question with this learner ‘Describe…’ this
encourages the learner to think about how a personal development plan is agreed as well as the different people that should
be involved in the process. The assessment method is valid as it measures the learner’s understanding and knowledge of the
personal development planning process and those who should be involved.
• Quality of Evidence: The learner’s response is of a good quality because the learner reflects on the process she goes
through for agreeing own personal development planning as well as the different ways others are involved and contribute
to this process: ‘an NVQ assessor who assesses my learning and development needs and supports me in showing them, my deputy
meets with me in regular supervisions, colleagues give me feedback on what I have done well and what I need to improve on…’
• Breadth of Evidence: The learner has given a detailed account of how and with whom to agree own personal development
plan. The learner’s evidence meets AC3.2 fully in terms of providing a description of the process for agreeing a personal
development plan and who should be involved.
Unit SHC 022

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SUMMARy OF HOW E XEMPLAR EvIDENCE FOR
SHC 022 M EETS THE ASSESSMENT R EQUIREMENTS
AND ASSESSMENT CRITERIA
Variety of assessment methods used Ye s
Observation
Witness Testimony
Written Questioning
Personal Statement
Valid assessment methods used Ye s
All assessment methods used were
appropriate for validating the learner’s
knowledge and skills of all the
assessment criteria in this unit.
Quality and Breadth of evidence sufficient Ye s
Evidence provided meets all the
assessment criteria fully.
Unit SHC 022

18
This resource has been produced to support your delivery of OCR’s Health and Social qualification. These are not mandatory
but are provided to offer you creative and informative materials that you may wish to use with your learners.
Disclaimer
Please note that whilst every effort has been made to ensure the accuracy of the content, OCR’s resources are provided
for general information purposes only to be used at the discretion of teachers and centres. The resources are provided for
guidance purposes only and do not constitute an endorsed teaching method that is required by the Board.
OCR shall not have any liability whatsoever for any losses, including losses for any misinterpretation, or subsequent impact
howsoever caused.
Unit SHC 022

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