CCEA Draft GCSE Specification in Health and Social Care ... 3/Level 3... · legislation, policies and procedures for confidentiality and sharing information, including data protection

Operational start date: September 2011

Qualification Number: 600/2000/3

CCEA Specification Level 3 Certificate for Classroom Assistants

Level 3

Updated Version 2 February 2018

It is recommended that thisqualification is only suitable for learners who are 19+ years old.



Foreword This booklet contains the specification for CCEA’s Level 3 Certificate in Supporting Teaching and Learning (Classroom Assistants).

We will notify centres in writing of any major changes to this specification. We will also publish changes on our website at www.ccea.org.uk This specification is provided online, so the version available on our website is the most up-to-date edition. It is important to note that copies of the specification that have been downloaded and printed may be different from this authoritative online version.

http://www.ccea.org.uk/


QAN 600/2000/3

A CCEA Publication © 2011

You may download further copies of this publication from www.ccea.org.uk


Contents

1 Introduction 3 1.1 Aims and rationale 3 1.2 Progression and prior learning 3 1.3 Key features 3 1.4 Endorsement by Sector Skills Body (SSB)/Sector Skills Council

(SSC) 4

1.6 Qualification Accreditation Numbers

4

2 Specification at a Glance

5

3 Qualification Content 6 3.1 The Six Mandatory Units of the Qualification 6 3.2 Unit structure of the qualification 6 3.3 Unit 1: Communication and professional relationships with

children, young people and adults 6

3.4 Unit 2: Schools as organisations 7 3.5 Unit 3: Understand how to safeguard the wellbeing of children

and young people 9

3.6 Unit 4: Support learning activities 12 3.7 Unit 5: Support assessment for learning 14 3.8 Unit 6: Understand child and young person development

16

4 Scheme of Assessment 18 4.1 Assessment opportunities 18 4.2 Methods of assessment 18 4.3 Internal assessment 18 4.4 Internal standardisation 18 4.5 External moderation

19

5 Links, Resources and Support 20 5.1 Support 20 5.2 Relationship with the Northern Ireland Curriculum 20 5.3 Essential and Key Skills 21 5.4 Entries and registration 21 5.5 Equality and inclusion 22 5.6 Health and safety 22 5.7 Contact details

22

Appendix 1 23 Glossary of terms 23


CCEA Level 3 Certificate for Classroom Assistants

Updated Version 2 February 2018 3

1 Introduction

This specification sets out the content and assessment arrangements for our Level 3 Certificate for Classroom Assistants. Total Qualification Time (TQT) includes all supervised or direct contact time (Guided Learning (hours)/GL(hours) and an estimate of the hours a learner will approximately spend studying independently, not under direct supervision. TQT for this qualification is: TQT: 120 hours GL: 120 hours 1.1 Aims and rationale A course of study based on this specification contributes to the development of learners by: • Understanding the principles of effective communication and developing positive

relationships with children, young people and adults • Understanding the structure of education in Northern Ireland from early years to post-

compulsory education and how schools are organised in terms of roles and responsibilities

• Understand the main legislation, guidelines, policies and procedures for the safeguarding of children and young people in an educational setting

• Understand and prepare of learning activities and be able to support learners in reviewing their learning strategies and use assessing strategies to promote learning

• Understand the expected patterns of development for children, young people and adults during their learning.

1.2 Progression and prior learning It is recommended that this qualification is only suitable for learners who are 19+ years old. Prior Learning or experience is not required. Candidates who achieve the CCEA Level 3 Certificate in Supporting Teaching and Learning (Classroom Assistants) will be able to progress to higher levels that will include other opportunities to develop their knowledge and skills in such areas as, Child Development and Well Being. 1.3 Key features The key features of the specification appear below:

• Communication and professional relationships with children, young people and adults • Structure of Schools as organisations and understand roles and responsibilities within

schools • Own role in supporting learning activities including learning support strategies • Learning objectives and activities and how the learning involves using assessment • How to understand that factors that influence the development of children and the

young person. We have designed this specification to be as free as possible from ethnic, gender, religious, political or other forms of bias.



1.4 Endorsement by Sector Skills Body (SSB)/Council (SSC) This qualification is endorsed by TDA (Training and Development Agency). In designing its content, we took into account:

• The Negotiating Joint Education (Northern Ireland) Sector Qualification Strategy (SQS);

• The National Occupational Standards. Learners and providers can, therefore, be confident that the specification is up to date and reflects sector priorities. 1.5 Qualification Accreditation Numbers Every qualification listed on the National Database of Accredited Qualifications (NDAQ) is assigned a Qualification Accreditation Number (QAN). Since the QAN identifies the qualification, it is required for registration and entry purposes. The QAN for this qualification is: 600/2000/3



2 Specification at a Glance

The table below summarises the structure of this qualification. All SIX units are mandatory

Content Assessment

Availability

Unit 1: Communication and professional relationships with children, young people and adults

Portfolio of Evidence with Centre Assessment and External Moderation

January and Summer

Unit 2: Schools as Organisations


January and Summer

Unit 3: Understand how to safeguard the wellbeing of children and young people


January and Summer

Unit 4: Support learning activities


January and Summer

Unit 5: Support assessment for learning


January and Summer

Unit 6: Understand child and young person development


January and Summer



3 Qualification Content

3.1 Mandatory Units There are SIX individual units in our CCEA Level 3 Certificate for Supporting Teaching and Learning (Classroom Assistants) (QCF) as shown above. All six mandatory units must be completed to achieve the full certificate.

3.2 The details that follow include: • unit titles and reference numbers; • the level and credit value of each unit; and • learning outcomes and assessment criteria. The learning outcomes for each unit set out what learners are expected to know, understand or be able to do at the end of their learning experience. The assessment criteria specify the standard that learners must meet to demonstrate that they have achieved the learning outcomes. 3.3 Unit 1: Unit purpose and aim: To understand the principles of developing relationships and how to communicate with children, young people and adults.

Title Communication and professional relationships with children, young people and adults

Unit reference numbers

F/601/3327

Level 3

Guided learning hours 10

Learning outcomes

Assessment criteria

The learner will: The learner can:

1. Understanding the principles of developing positive relationships with children, young people and adults.

1.1 Explain why effective communicating in developing positive relationships with children, young people and adults. 1.2 Explain the principles of relationship building with children, young people and adults. 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.



2. Understand how to communicate with children, young people and adults.

2.1 Explain the skills needed to communicate with children and young people. 2.2 Explain how to adapt communication with children and young people for: (a) the age of the child or young person (b) the context of the communication (c) communication differences 2.3 Explain the main differences between communicating with adults and communicating with children and young people. 2.4 Explain how to adapt communication needs of adults. 2.5 Explain how to manage disagreements with children, young people and adults.

Learning outcomes

Assessment criteria

3. Understand legislation, policies and procedures for confidentiality and sharing information, including data protection

3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and disclosure of information. 3.2. Explain the importance of reassurance children, young people and adults of the confidentiality of shared information and the limits of this. 3.3. Justify the kinds of situation when confidentiality protocols must be breached.

3.4 Unit 2: Unit purpose and aim: To know the structure of education from early years to post-compulsory education as well as how schools are organised, their ethos, mission and aims, along with the understanding school policies and procedures.

Title Schools as organisations


A/601/3326

Level 3




Learning outcomes

Assessment criteria


1. Know the structure of education from early years to post-compulsory education

1.1 Summarize entitlement and provision for early years education. 1.2 Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. 1.3 Explain the post 16 options for young people and adults.

2. Understand how schools are organised in terms of roles and responsibilities

2.1 Explain the strategic purpose of: (a) school governors (b) senior management team (c) other statutory roles eg., SENCO (d) teachers (e) support staff roles 2.2 Explain the roles of external professions who may work with a school eg., education psychologist.

3. Understand school ethos, mission, aims and values

3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices 3.2 Evaluate methods of communicating a school’s mission, aims and values

4. Know about the legislation affecting schools

4.1 Summarise the laws and codes of practice affecting work in schools 4.2 Explain how legislation affects how schools work. 4.3 Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: (a) general bodies such as the Health and Safety Executive (b) school specific regulatory bodies



Learning outcomes

Assessment criteria

5. Understand the purpose of school policies and procedures

5.1 Explain why schools have policies and procedures 5.2 Summaries the policies and procedures schools may have relating to: (a) staff (b) pupil welfare (c) teaching and learning (d) equality, diversity and inclusion (e) parental engagement 5.3 Evaluate how school policies and procedures may be developed and communicated.

6. Understand the wider context in which schools operate

6.1 Summarise the roles and responsibilities of national and local government for educational policy and practice. 6.2 Explain the role of schools in national policies relating to children, young people and families. 6.3 Explain the roles of other organisations working with children and young people and how these may impact the work of schools.

3.5 Unit 3: Unit purpose and aim: To understand the main legislation, guidelines, policies and procedures for safeguarding children and young people and to understand the importance of working in partnership with other organisations as well as understanding the health, safety and protection within the work setting.

Title Understand how to safeguard the wellbeing of children and young people


Y/601/1695

Level 3




Learning outcomes

Assessment criteria


1. Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people.

1.1 Outline the current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. 1.2 Explain child protection within the wider concept of safeguarding children and young people. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing.

2. Understand the importance of working in partnership with other organisations to safeguard children and young people.

2.1 Explain the importance of safeguarding children and young people. 2.2 Explain the importance of a child or young person centred approach. 2.3 Explain what is meant by partnership working in the context of safeguarding. 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed.

3. Understand the importance of ensuring children and young people’s safety and protection in the work setting.

3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting. 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them. 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice and behaviour is being questioned is protected. 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.



Learning outcomes

Assessment criteria

4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed.

4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding. 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting. 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged.

5. Understand how to respond to evidence or concerns that a child or young person has been bullied.

5.1 Explain different types of bullying and the potential effects on children and young people. 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place. 5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged.

6. Understand how to work with children and young people to support their safety and wellbeing

6.1 Explain how to support children and young people’s self-confidence and self-esteem. 6.2 Analyse the importance of supporting resilience in children and young people. 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety. 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety.

7. Understand the importance of e-safety for children and young people.

7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone. 7.2 Describe ways of reducing risk to children and young people from:

- social networking - internet use - buying online - using a mobile phone



3.6 Unit 4: Unit purpose and aim: To create a positive learning environment, managing behaviour and promoting shy or reticent learners and modifying and adapting activities. To prepare and support learning activities.

Title Support learning activities


F/601/4073

Level 3


Learning outcomes

Assessment criteria


1. Be able to contribute to planning learning activities

1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities. 1.2 Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided. 1.3 Use knowledge of the learners and curriculum to contribute to the teacher’s planning 1.4 Offer constructive suggestions for own role in supporting planned learning activities 1.5 Identify and obtain the information required to support learning activities.

2. Be able to prepare for learning activities

2.1 Select and prepare and resources required for the planning learning activities 2.2 Develop and adapt resources to meet the needs of learners. 2.3 Ensure the learning environment meets relevant health, safety, security and access requirements.



Learning outcomes

Assessment criteria

3 Be able to support learning activities

3.1 Select and demonstrate learning support strategies to meet the needs of learners 3.2 Explain how social organisation and relationships may affect the learning process. 3.3 Give attention to learners in a way that balances the needs of individuals and the group as a whole. 3.4 Demonstrate ways of encouraging learners to take responsibility for their own learning. 3.5 Demonstrate way of supporting learners to develop: (a) literacy skills (b) numeracy skills (c) ICT skills (d) problem solving skills 3.6 Explain the sorts of problem that might occur when supporting learning activities and how to deal with these.

4 Be able to observe and report on learner participation and progress

4.1 Apply skills and techniques for monitoring learners’ response to learning activities 4.2 Assess how well learners are participating in activities and the progress they are making. 4.3 Record observances and assessments of learner participation and progress in the required format.

5 Be able to contribute to the evaluation of learning activities

5.1 Explain the importance of evaluating learning activities. 5.2 Use the outcomes of observations and assessments to: (a) provide feedback to learners on progress made (b) provide the teacher with constructive feedback on the learning activities (c) provide the teacher with feedback on learners’ participation and progress. (d) reflect on and improve own practice in supporting learning activities

6 Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT

6.1 Evaluate how own knowledge, understanding and skills in literacy, numeracy and ICT practice. 6.2 Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT



3.7 Unit 5: Unit purpose and aim: To raise learners’ achievement in personalised learning goals that reflect learning objectives, ongoing assessment and to understand the purpose and characteristics of assessment for learning and to promote learning. To support learners in reviewing their learning strategies and achievements and to contribute to reviewing assessment of learning.

Title Support assessment for learning


A/601/4072

Level 3


Learning outcomes

Assessment criteria


1. Understand the purpose and characteristics of assessment for learning

1.1 Compare and contrast the roles of the teacher and learning support practitioner in assessment of learners’ achievements 1.2 Summarise the difference between formative and summative assessment. 1.3 Explain the importance and benefits of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: (a) the teacher (b) the learners (c) the learning support practitioner



Learning outcomes

Assessment criteria

2. Be able to use assessment strategies to promote learning

2.1 Obtain the information required to support assessment for learning 2.2 Use clear language and examples to discuss and clarify personalised learning goals and criteria for assessing progress with learners. 2.3 Use assessment opportunities and strategies to gain information and make judgements about how well learners are participating in activities and the progress they are making 2.4 Provide constructive feedback to learners to help them understand what they have done well and what they need to develop. 2.5 Provide opportunities and encouragement for learners to improve upon their work

3 Be able to support learners in reviewing their learning strategies and achievements

3.1 Use information gained from monitoring learner participation and progress to help learners to review their learning strategies, achievements and future learning needs 3.2 Listen carefully to learners and positively encourage them to communicate their needs for future learning 3.3 Support learners in using peer assessment and self-assessment to evaluate their learning achievements. 3.4 Support learners to:

(a) reflect on their learning (b) identify the progress they have made (c) identify their emerging learning needs (d) identify the strengths

4 Be able to contribute to reviewing assessment for learning

4.1 Provide feedback to the teacher on: (a) learner participation and progress in the learning activities (b) learners’ engagement in and response to assessment for learning (c) learners’ progress in taking responsibility for their own learning 4.2 Use the outcomes of assessment for learning to reflect on and improve own contribution to supporting learning.



3.8 Unit 6: Unit purpose and aim: To understand the development of children and young people and how this affects practice and how transitions may effect their development.

Title Understand child and young person development


L/601/1693

Level 3


Learning outcomes

Assessment criteria


1. Understand the expected pattern of development for children and young people from birth – 19 years

1.1 Explain the sequence and rate of each aspect of development from birth – 19 years 1.2 Explain the difference between sequence of development and rate of development and why the difference is important.

2. Understand the factors that influence children and young people’s development and how these affect practice.

2.1 Explain how children and young people’s development is influenced by a range of personal factors. 2.2 Explain how children and young people’s development is influenced by a range of external factors 2.3 Explain how theories of development and frameworks to support development influence current practice.

3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.

3.1 Explain how to monitor children and young people’s development using different methods. 3.2 Explain the reasons why children and young people’s development may not follow the expected pattern. 3.3 Explain how disability may affect development. 3.4 Explain how different types of interventions can promote outcomes for children and young people where development is not following the expected pattern.



Learning outcomes

Assessment criteria

4. Understand the importance of early intervention to support the speech, language and communication needs of children and young people

4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition. 4.2 Explain how multi agency teams work together to support speech, language and communication 4.3 Explain how play and activities are used to support the development of speech, language and communication.

5. Understand the potential effects of transitions on children and young people’s development.

5.1 Explain how different types of transitions can affect children and young people’s development. 5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition.



4 Scheme of Assessment

4.1 Assessment opportunities This specification is available for assessment twice a year in January and Summer. 4.2 Methods of assessment The candidate must produce a portfolio of evidence which will be internally assessed and externally moderated. The portfolio of evidence should include as much practical information as possible, such as, witness statements, testimonials, observed assessments, assessor feedback, qualification certificates to claim Accreditation of Prior Learning and Experience that fits in exactly with the criteria laid down within the units of the Specification, practical support materials, personal statements and centre based assignments that follow strictly the requirements within the learning outcomes and assessment criterion. 4.3 Internal assessment The course tutor or centre assessor conducts internal assessment. Centres must nominate staff who have the appropriate skills and knowledge to assess candidates’ work in accordance with unit specifications. Centres with more than one assessor should take steps to ensure that the standard of assessment is consistent. Assessment of a poor standard may result in work being returned to the centre for re-assessment. All candidates must complete the Portfolio Tracking Booklet which must be clearly annotated to ensure that the evidence is clearly identified. Candidates must meet all assessment criteria in order to achieve this award. 4.4 Internal standardisation Centres must ensure that they have arrangements in place for standardisation and quality assurance of their assessment outcomes. Centres with more than one tutor must carry out internal standardisation of the assessments before submitting them to us. This is to ensure that, as far as possible, each tutor has applied the assessment criteria consistently. The internal standardisation process may include meetings to discuss assessment decisions and feedback from previous submissions to us. As a result of internal standardisation, it may be necessary to adjust an individual tutor’s assessment decisions. This is to bring assessment into line with other tutors in the centre. Where adjustment is necessary, the achievement of assessment criteria should be amended. It is essential that all centres complete a Declaration of Internal Standardisation form and submit it to us with their samples.



4.5 External moderation Centres must submit assessment outcomes and samples to us according to the calendar of events set out in our Qualifications Administration Handbook, which you can access at www.ccea.org.uk. Moderators may adjust a centre’s assessments in order to bring outcomes into line with their agreed standards. We issue full instructions at the appropriate time on:

• the details of moderation procedures; • the nature of sampling; and • the dates by which centres must submit assessments and samples. Tutors and centre staff may contact our officers (see Section 5) at any stage if they require advice, assistance or support regarding any aspect of assessment. We provide support to groups of centres, and also to individual centres, to discuss issues arising from the assessment and moderation processes.




5 Links, Resources and Support

5.1 Support We provide the following resources to support this specification:

• our website at www.ccea.org.uk; • a subject microsite within our website; and • Training and Support Sessions given by CCEA • Portfolio Clinics and Agreement Trials • Group and individual tutorials (as required) We are expanding our range of support to include the following:

• Principal Moderator’s report; • schemes of work; • centre support visits; • support days for tutors; • agreement trials; • a resource list; and • dedicated microsite You can find details of the Annual Support Programme of events and materials for the CCEA Level 3 Certificate for Support Learning and Teaching (Classroom Assistants) on our website at www.ccea.org.uk 5.2 Relationship with the Northern Ireland Curriculum This specification builds upon the broad objectives of the Northern Ireland Curriculum. In particular, it enables learners to:

• develop as individuals and contributors to the economy, society and environment by providing opportunities to explore topics such as;

• relevant school curriculum and age-related expectations of the learner • working with children and young people to support their safety and well-being • communication and professional relationship skills with children, young people and

adults in an educational setting • develop personal skills in areas such as: − self-awareness, personal health and relationships (Personal Development); − diversity and inclusion, human rights and social responsibility, and equality and

social justice (Citizenship); and − work in the local and global economy, and career management (Employability);

• develop an understanding of spiritual, moral, ethical, social, legislative (including equality and disability discrimination), economic and cultural issues by providing opportunities to explore topics such as;

- understanding school legislation, ethos, mission, aims and values - understanding the purpose of school policies and procedures - understanding the e-safety for children and young people

• investigate sustainable development, health and safety considerations, and European developments, by providing opportunities to explore topics such as: - being able to contribute to planning learning activities - being able to prepare for learning activities - being able to use assessment strategies to promote learning




• develop skills that will enhance employability by providing opportunities to; - understanding the factors that influence children and young people’s

development and how these affect practice - understanding the potential effects of transitions on children and young people’s

development. • make effective use of technology by providing opportunities to [insert example from

content]. 5.3 Essential and Key Skills Essential Skills are nationally accredited adult qualifications available throughout Northern Ireland in:

• Literacy at Entry Level (Entry 1, 2 and 3); • Numeracy at Entry Level (Entry 1, 2 and 3); • Application of Number at Levels 1 and 2; and • Communication at Levels 1 and 2. This specification provides opportunities for learners to develop:

• Communication skills • Reflective practice • Research and develop learning opportunities • Support learning within a work based setting You can find details of the current standards and guidance for each of these skills on our website at www.ccea.org.uk/essential_skills A course of study based on this specification also provides learners with opportunities to develop the following Key Skills, which are recognised throughout the UK:

• Application of Number; • Communication; • Information and Communication Technology; • Improving Own Learning and Performance; • Problem-Solving; and • Working with Others. You can find details of the current standards and guidance for each of these skills on the QCDA website at www.qcda.gov.uk 5.4 Entries and registration Entry codes for this subject and details on how to register are available in our Qualifications Administration Handbook, which you can access at www.ccea.org.uk Alternatively, you can telephone our Entries, Results and Certification team using the contact details provided in this section.



5.5 Equality and inclusion We have considered the requirements of equalities legislation in developing this specification. Vocational qualifications often require the assessment of a broad range of competences. This is because they are designed to prepare learners for the vocational area being studied. The content of this qualification was reviewed to identify whether any of the competences required by the subject presented a potential barrier to any learners with disabilities. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. Reasonable adjustments are made for learners with disabilities in order to reduce barriers to access assessments. For this reason, very few learners will have a complete barrier to any part of the assessment. It is important to note that where access arrangements are permitted, they must not be used in any way that undermines the integrity of the assessment. You can find information on reasonable adjustments in the Joint Council for Qualifications’ document Access Arrangements and Special Consideration: Regulations and Guidance Relating to Candidates Who Are Elig ible for Adjustments in Examinations. 5.6 Health and safety As with all work-related programmes, centres must ensure compliance with all relevant health and safety legislation with regard to facilities, equipment and staff training. Centres offering CCEA Level 3 Certificate in Supporting Teaching and Learning (Classroom Assistants) (QCF) may be restricted in the choice of units they offer due to insurance and resources. Learners’ use of electrical/power equipment or machinery must be supervised at all times. 5.7 Contact details The following list provides contact details for relevant staff members and departments:

• Specification Support Officer: Nola Fitzsimons (telephone: (028) 9026 1200, extension 2235, email: [email protected])

• Entries, Results and Certification

(telephone: (028) 9026 1262, email: [email protected]) • Distribution (support materials)

(telephone: (028) 9026 1242, email: [email protected]) • Support Events Administration

(telephone: (028) 9026 1401, email: [email protected]) • Information Section (including Freedom of Information requests)

(telephone: (028) 9026 1200, email: [email protected]).

mailto:[email protected]






Summary of Changes since First Issue (Most recent changes are indicated in red on the latest version)

Revision History Number

Date of Change Page Number Change Made

Version 1 N/A N/A First issue

Version 2 21 February 2018 Cover New text inserted

Foreword Deletion of text

3 1.2 New text inserted

Documents

CCEA Draft GCSE Specification in Health and Social Care ... 3/Level 3... · legislation, policies and procedures for confidentiality and sharing information, including data protection