2012 SQA Central Training (New Centers) Venue – BISU, Beijing

1. 2012 SQA Central Training (New Centers)Venue – BISU, Beijing 9, Sept 2012 9.00 am– 5:00 pm Mary Gao

2. Introduction and Welcome Please switch off mobile phones

3. Agenda

4. Agenda

5. About the Scottish Qualifications Authority (SQA) • SQA is an executive non-departmental public body (NDPB) sponsored by the Scottish Executive Education Department.  It is the national body in Scotland responsible for the development, accreditation, assessment and certification of qualifications other than degrees • The overall aim of the SQA is to manage the qualifications system below degree level to allow students to fulfill their potential to participate in the economy, society and communities of Scotland • There are approximately 650 staff located at our Glasgow and Edinburgh sites • There are approximately 1,750 centers approved to offer our range of qualifications.

6. SQA’s Main Function SQA's functions are to: • devise, develop and validate qualifications, and keep them under review • accredit qualifications • approve education and training establishments as being suitable for entering people for these qualifications • arrange for, assist in, and carry out, the assessment of people taking SQA qualifications • quality assure education and training establishments which offer SQA qualifications • issue certificates to candidates.

7. Session 1 Introduction to HND Group Awards

8. HND China Group Awards • HND Business • HND Business with Marketing • HND Business with Accounting • HND Business with HR • HND Business with IT • HND Financial Services • HND Administration and Information Technology • HND Global Trade and Business • HND Supply Chain Management • HND Computing: Software Development/Technical Support/Networking & Internet Tech • HND Hospitality Management • HND Travel and Tourism

9. FRAMEWORK HND BUSINESS GE7X 16

10. FRAMEWORK HND BUSINESS WITH ACCOUNTING GE7Y 16

11. FRAMEWORK HND FINANCIAL SERVICES GE9R 16

12. Award Structure To obtain the full HND Award 30 HN credits must be achieved 15 credits in Year 1 15 credits in Year 2

13. Teaching order/Schedule of the Units • Not mandatory • Based on your own center’s availability • But need to follow suggested order • Teaching order of units should be agreed internally

14. Resources Provided by SQA SQA China website www.cn.sqa.org.uk • Framework-list of unit • Suggested order of delivery • Course Tutor Guide • Unit Specification ( details exactly what to deliver and assess) • Assessment Exemplar ( sample of typical assessment for each outcome unit) • Learning Guide (contains same teaching materials)

15. HND Tutor Guide Business

16. Session 2 Delivery

17. Understanding of Unit Specification • Assessment Guideline (what should assess and what should not) • Marking Guideline • Interpreting US & Apply in your delivery

18. Unit Specification • Always use it as a guide/outline/syllabus • Always refer to the unit specification while preparing your Lesson plan Unit Specification consist of • Unit title • Unit code • The number of the outcomes that candidates must achieve • Credit Value • Prior knowledge and skills • Context for delivery • Evidence requirement • Assessment guideline

19. Understanding of Unit Specification ( Group work)

20. Unit Specification • Sample Unit Specification ( paper copy provided) F7J8 34 Economic Issues: An Introduction ( Group 1)

21. Unit Specification F84T 34 Managing People and Organizations ( Group 2)

22. Unit Specification F84M 34 Business Accounting ( Group 3)

23. SAMPLE UNIT: F84T 34 Managing People and Organizations

24. F84T 34 Managing People and Organizations ( Key Information in US)

25. Outcome 1 Knowledge and/or Skills • Types of organisation • Formal and informal organisation • Organisational goals, objectives, and policies • Open Systems Theory • Stakeholder Theory • Strategies for organisational control

26. Outcome 1 Evidence Requirements • Candidates will need to provide evidence to demonstrate their Knowledge and/or Skills by showing that they can: • correctly identify the main differences between the formal organisation and informal organisation • clearly illustrate the relationship between organisational goals, objectives, and policy and justify their contribution to the effective management of a given organisation • explain the nature of Open Systems Theory and apply it to a given organisation • outline the different stakeholders of an organisation and explain the influence and interest of each stakeholder in a given organisation • propose a strategy of control in a given organisation

27. F84T 34 Managing People and Organizations ( Key Information in US) • Assessment Guidelines It is possible that either of two different forms of assessment could be used to generate the necessary evidence. The first method of assessment could be an open-book response covering Outcomes 1 to 4. It could be based on a case study of a real or fictitious organisation which, for Outcome 4, would require a solution to a structural problem of a work/organisation. Candidates will be required to examine the given problem and prepare and present their solutions to the problem. If desired this could be presented in a way which would give candidates an opportunity to provide content which may provide opportunity for integration with Communication: Analysing and Presenting Complex Information (DE3N 34). While it is recommended that some form of case study stimuli be used for assessment purposes, candidates who have current or past work experience may be able to base their response upon an organisation in which they have or do work. A single case study based upon a real or fictitious organisation can be used for the assessment of all four Outcomes or for any combination of Outcomes.

28. F84T 34 Managing People and Organizations ( Continue) • A second possible option for assessment would be to use separate case studies for each Outcome. If this is the case the case studies are likely to be shorter. Candidates who have access to a suitable organisation could complete Outcome 4 with reference to that organisation. • It is unlikely that candidates will be assessed via a single submission. Individual Outcomes and/or logical groupings of Outcomes (for example Outcomes 1 and 4 or Outcomes 2 and 3) will most likely provide candidates with the best opportunities to satisfy the Evidence Requirements of the Unit. Where centres wish, opportunities exist to use more than one instrument of assessment. For example, in addition to the use of structured questions for an Outcome(s), some form of group assessment could be used for Outcome 2.

29. Questions?

30. Using Learning Guides • This is teaching and learning outline provided by SQA • It contains introduction to the SQA and units, some learning material listed for this unit, suggested learning plan, additional reading material, solution to the self-assessment questions and activities • The student guide should only be regarded as a guide. It is not a textbook. It is individual tutor’s responsibility to provide supplementary learning material to contextualize this providing local examples to assist candidates’ learning • Learning guides should be used by both teachers and students

31. Additional Reference materials( to be identified by staff) • E-books • Websites • Textbooks from bookstore • Newspaper or magazine • SQA China website ( where you could find more relevant learning and teaching materials )

32. The reference material provided for Unit of Marketing: An Introduction Textbook • Marketing Management, Millennium Edition/Philip Kotler • Principles of Marketing/Philip Kotler & Gary Armstrong • Marketing: An Introduction/SQA student guide • E-book: The Principle of the Marketing/by phillip Kotler Website: • http://www.advancewebdesign.com/clients/case.asp • http://www.thetimes100.co.uk/index.php • http://www.smeal.psu.edu/isbm/links.html • http://www.startups.co.uk/dGbghaZzGDy1emiFopsb.html • http://primevisibility.com/marketing-case-studies.html • http://www.mapmechanics.com/gcsalesmktingcasestudies.htm • http://marketing.otago.ac.nz/Marketing/study/100level.html

33. Teaching Plan/Lesson Plan Factors to be considered when preparing your lesson plan • Objectives • Learners Needs • Time • Content • Assessment/Assignment • Teaching Methods • Resources • Reassessment NB: Assessment must not be left to the end of each semester

34. Teaching and Learning Plan: • Outlines a whole unit • Topics to be covered in each session • shows where assessments fit in • Always prepare in advance • Course Leader should keep the copy • This is one of the teaching evidence requested on external moderation

35. Lesson Plans • Objectives • Give details of • Enabling objectives • Methods of delivery ( including Activities) • Resources required • Timing of Assessment and Reassessment

36. Learning Objectives • Student centred rather than teaching centred • State what the learnerwill know or be able to do as a result of the lesson • Can assess learner to determine if the objectives have been achieved ( formative assessment first)

37. Learning Styles Question: Why is it that two people can attend the same lecture or course or training session - one will say ‘that was really good, I’ve learned a lot today’whilst the other one will say ‘ that was not very good, I didn’t learn anything today’. Answer: Their learning styles are likely to be different - what part they were asked to play in that learning experience will influence their learning that day.

38. Knowing and understanding that our own learning style and the learning style of our students is having an impact on their learning gives us challenges for our delivery of that learning.

39. Group Activity In groups, discuss the Lesson plan you could write for a given unit in class: You have 20 minutes to complete thisactivity

40. Question and Answer Session

41. Questions?

42. Afternoon Sections

43. Section 3 Assessment • Session 4 Internal Verification & External Verification • Session 5 Roles and Responsibilities( of SQA Coordinator, IV and EV) • Section 6 Alternative assessment • SQA & CSCSE Data System

44. Session 3 Assessments/Reassessment • There are various types of assessments • Initially, we must use the assessment exemplar provided by SQA (this provides an example of the number of assessments for a unit, the type of assessments and the standard) • For students who fail an assessment, you will have to have a second assessment to re-assess. This must be different from the first assessment. You will have to develop your own assessments for re-assessment, you must to send to SQA for prior verification • You must develop the assessment sample solutions and marking scheme , and, put it through your internal verification system then send it to SQA at least 3 months before you intend to use it.

45. Types of Assessments • Take-home report • Class-based test with (without) additional notes allowed to be taken in, e.g 1X A4 note sheet Type of questions: • One single question • Set of structured questions • Based on source material • Multiple choice Type of Assessments • Formative assessment (to allow teachers to gauge if students are ready to take the final assessments) • Summertime Assessment (Final results are based on this)

46. Marking Assessments • This is a vital part for staff, students and SQA • SQA must ensure that the students studying in China meet the standard in Scotland • Marking must be fair – and be seen to be fair – by all concerned • Different Lecturers will not always agree on what standards are acceptable • Tutors need patience and care when marking because it is in relation to the External verification and final unit result. • Marking should have tutor’s comments, not just noted as Satisfactory or Unsatisfactory

47. Cross-Marking • It is of critical importance that a system of cross-marking is in place in your centre • This involves identifying one person – usually the Unit Leader – who will clarify what is a pass and what is not • Cross-marking does not mean that the work of one student is marked twice by two different lecturers • The Unit Leader will only require to sample some of the assessments to ensure standards are maintained between classes.

48. Explanation on using Assessment exemplar Assessment Exemplars for Higher National Units • Unit: A4W4 35 International Trade and Payments