Sector Skills Councils (SSC’s)

1. Sector Skills Councils (SSC’s) What does e-skillsuk do? One key role is the development of the National Occupational Standards (NOS). The NOS are developed, and updated, by involving industry representatives from all sectors considering the skills and knowledge needed for today and in the future Within the UK there a number of Sector Skills Councils, e-skillsuk takes the leading role for the IT user.

2. Why is the NOS important? What does the NOS look like? They comprise Areas of Competence (20 in all) – such as: Make selective use of IT Word processing software • supports workforce development, corporate and small-medium enterprises (SMEs) • informs the design and content of qualifications General use of IT Presentation software Internet and intranets

3. What is covered by an Area of Competence? e.g. Word processing software A brief introduction to the activities or outcomes that are involved Statements of competence – using a grid to show the various levels at which competence is defined

4. Example: Word processing software A level 1 job role is likely to involve: Producing simple documents (.e.g producing letters, envelopes, memos, simple reports, agenda, posters etc) In addition a level 2 job role is likely to involve: Using a wide range of tools and techniques to produce professional looking documents

5. Strong links Foundation Award – Word processing Modules I - III Intermediate Award – Word processing Modules I - IV

6. Skills statements - examples Intermediate Level

7. Transferable skills Provide a developmental framework to gain a range of ICT skills and knowledge through structured activities and assessments to confirm learning Unit 1 Unit 2 Portfolio component provides an opportunity to demonstrate skills and knowledge gained from Units 1 & 2 in other contexts e.g. GCSE subjects where ICT can be used as a tool to enhance the GCSE work Unit 3

8. Portfolio ideas – the application of ICT Info. File – internet search Summary or to present ideas Present ideas – Media / Drama Observation record - visit Illustration for instruction Essay – key notes - History Processing data – maths, sciences, geography, PE Review of an Act in a play - English Poster / leaflet Research findings 8 pieces of Portfolio Evidence Storyboard Log Report Diagram Presentation Spreadsheet, graph /chart

9. One approach to developing the 8 pieces of ICT portfolio work Skills & level verified by ICT Co-ordinator Student plans work, a max. of 5 from either Unit 1 or 2 and identifies skills against target list to be gained Student updates portfolio record sheet inc. skills demonstrated Refinement Teacher assesses subject task and verifies ICT element is fit for purpose Teacher – student identifies piece of work where ICT can be usefully employed Student completes subject task inc. ICT elements

10. Authenticity The subject teacher authenticates that the work submitted is that of the student and that it is “fit for purpose”. Fit for purpose confirms a suitable application of ICT e.g. • Correct data processing • Presentation was suitable for its intended audience and aided interpretation of the message • Poster / leaflet contained key points – clearly designed In essence – did it do the required job?

11. Portfolio structure & associated documents Student summary – updated after each piece of work is assessed and approved as fit for purpose Description – simply indicate the purpose e.g. data processing and list the skills applied - at last 50% must be at the target level (see skills statements) Authenticity – ensure teacher signature and date are completed at the time of assessment Completed summary – saved in pdf format

12. Verification records and student portfolios Plan IV activity – sample early Student records – completing in summer 2006 ICT Awards - Student portfolios • Student 1 • Summary record pdf • 8 pieces of authenticated work • Student 2 • Summary record pdf • 8 pieces of authenticated work • etc • Record of IT Co-ordinator’s portfolio sample (10 – 15%) • – to confirm • completeness of portfolio • correct skills and level identification