QUALIFICATION SPECIFICATION NOCN Level 2 Certificate in ...€¦ · The NOCN Level 2 Certificate in Community Development aims to develop the knowledge, skills and understanding of

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QUALIFICATION SPECIFICATION

NOCN Level 2 Certificate in Community Development Qualification No: 600/7176/X

Operational Start Date

1 December 2012

Version

2.0 – March 2019

To know more about NOCN:

Visit the NOCN website: www.nocn.org.uk Call the Customer Service Team: 0300 999 1177

http://www.nocn.org.uk/

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Level 2 Certificate in Community Development

Introduction

NOCN has been providing a qualification and accreditation service to providers across the UK for over 25 years and is justifiably proud of its reputation as, “…a provider of fully accessible, trusted and flexible qualification and accreditation services”. Over the years, NOCN has worked effectively with centres for the benefit of learners across the country, with a mutual interest in providing a continuously improving service. NOCN, whilst retaining all the advantages of being a national body, has always provided a personal, bespoke service to its customers and prides itself on its local presence and expertise within communities. This document details the qualification specification and provides guidance to the training provider on assessment criteria and evidence requirements.

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Contents

Introduction .................................................................................................... 2

1. About the qualifications ........................................................................ 4

2. Who the qualification is for ................................................................... 7

3. Achieving the qualification ................................................................. 10

4. The qualification units ........................................................................ 20

5. How the qualification is assessed ..................................................... 21

6. Offering the qualification .................................................................... 23

7. Quality Assurance and National Standardisation ............................. 24

Appendix 1 - Level 2 Community Development Certificate ...................... 25

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1. About the qualifications

The NOCN Level 2 Certificate in Community Development aims to develop the knowledge, skills and understanding of those involved in community development practice in a voluntary or paid capacity. The qualification provides underpinning knowledge for the practice of community development. It enables people to enhance the effectiveness of their community development work either as volunteer activists, full or part time community development staff, or as personnel of organisations and services with a community development approach. It has been developed by a range of community development practitioners and trainers under the guidance of the Federation of Community Development Learning (funded by the Community Development Foundation), led initially by Lifelong Learning UK (LLUK) and most recently by Learning and Skills Improvement Service (LSIS). This group included representatives from the community development field from Higher Education, across the UK and in various learning contexts and Awarding Bodies. The qualification is developed by LSIS, the lead sector body and the wider stakeholder group stated above. The qualification’s units are all mapped to the current National Occupational Standards, revised by LLUK in 2009 and in some cases the Development Worker National Occupational Standards in 2009. The qualification was also redeveloped in the context of the Qualification and Credit Framework. The broad aims of the NOCN Level 2 Certificate in Community Development is to provide underpinning knowledge of community development work, including its values and purpose, work with community groups and the diversity of communities. The qualification contributes to the broad government agenda of upskilling the community development workforce (paid or unpaid) in a variety of contexts; the role of local communities in decision making and shaping neighbourhoods; community organising and the Big Society initiative which is ‘about shifting the culture – from government action to local action….about equipping people and organisations with the power and resources they need to make a real difference in their communities’. The Certificate is composed of both mandatory and optional units. The mandatory units include knowledge-based units on the purpose, values and processes of community development, collective working with groups and understanding diversity within communities. Further mandatory, competence-based units are designed to develop and demonstrate skills in community development practice relating to inclusive group work, assessing community needs, and reflective practice. The mandatory units provide an overview of key areas of community development activity. The optional units provide a variety of contexts in which community development work is applied.

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Guided Learning Hours Guided Learning Hours (GLH) are a guide to the amount of teacher-supervised or directed study time a learner will need to complete the learning needed for a qualification. NOCN recognises that every learner is different and the actual time taken may vary beyond the maximum and minimum shown. Training providers not reliant on public funding measured by GLH may find them a useful guide to the recommended length of a programme of study. The learning hours can be divided in any way, for example, a 20 GLH hour programme could be delivered in 2 hours a week for 10 weeks or 8 hours a day for 3 days, depending on the course and learners The total Guided Learning Hours for the NOCN Level 2 Certificate in Community Development is 174. Total Qualification Time (TQT)

Through consultation with users, TQT has been agreed by considering the total number of learning hours required for the average learner to achieve this qualification.

TQT is split into two areas:

Guided Learning Hours (GLH): o learning activity under the immediate guidance or supervision of a lecturer,

supervisor, tutor or other appropriate provider of education or training o includes the activity of being assessed if the assessment takes place under the

immediate guidance or supervision of a lecturer, supervisor, tutor or other appropriate provider of education or training.

Other Learning Hours (OLH): o an estimate of the number of hours a learner will spend, as directed by (but not

under the immediate guidance or supervision of) a lecturer, supervisor, tutor or other appropriate provider of education or training, including:

preparatory work self-study or any other form of education or training, including assessment.

Examples of GLH activities include:

Classroom-based learning supervised by a teacher

Work-based learning supervised by a teacher

Live webinar or telephone tutorial with a teach in real time

E-learning supervised by a teacher in real time

All forms of assessment which take place under the immediate guidance or supervision of an appropriate provider of training

Exam time

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Examples of OLH activities include:

Independent and unsupervised research/learning

Unsupervised compilation of a portfolio of work experience

Unsupervised e-learning

Unsupervised e-assessment

Unsupervised coursework

Watching a pre-recorded podcast or webinar

Unsupervised work-based learning

The agreed Total Qualification Time has been used to identify the qualification’s Credit Value. The Total Qualification Time for the NOCN Level 2 Certificate in Community Development is 240. Relationship with National Occupational Standards The NOCN Level 2 Certificate in Community Development is related to the National Occupational Standards (NOS) developed by LLUK in 2009 and Development Worker NOS developed in 2010. These provide a significant amount of knowledge, understanding and skills development that underpins occupational competence in community development work. Relevant units within the qualification have been carefully mapped to the relevant standards as appropriate. Further guidance is contained in the Appendix. Language Requirements If you wish to offer this qualification in Welsh or Irish (Gaeilge) then please contact NOCN who will review demand and provide as appropriate. Northern Ireland Entitlement Framework For more information on the Entitlement Framework, centres in Northern Ireland should contact OCN NI www.ocnni.org.uk.

http://www.ocnni.org.uk/

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2. Who the qualification is for

The NOCN Level 2 Certificate in Community Development is aimed at:

those interested in developing the knowledge and skills for community development work

people wanting to apply a community development approach to work in another context (e.g. health, housing, regeneration).

The qualification is particularly suitable for those young people or adults who have achieved a Level 1 Award and would like to develop their understanding of the community development approach including those:

involved in community groups

starting or undertaking an apprenticeship route

needing to engage with communities as part of their work or voluntary role e.g. health workers, staff and volunteers in children’s centres, supporting community representatives, working with tenants and residents

young people in schools and colleges who do community work placements or are more active in their communities

wishing to develop some specific skills to aid other roles or interests (e.g. working in housing or planning).

Restrictions on Learner Entry Learners must be aged 16 or over. These qualifications are only available in England. Entry Requirements There are no specific entry requirements for this qualification, but it is helpful if learners have sound literacy, numeracy and study skills. The ability to read and interpret given tasks and organise information clearly and coherently will aid the achievement of the qualification. Some units in the qualification require the demonstration of skills in a community based context and learners must be active in a community and its development. Recognition of Prior Learning Recognition of prior learning is an assessment method leading to the award of credit. The process involves considering if a learner can meet the specified assessment requirements for a unit through knowledge, understanding or skills that they possess already as a consequence of which they do not need to undertake a course of learning. Centres are encouraged to recognise the previous achievements and experiences, both formal, for example through accredited units or qualifications or informal, for example through continuous learning. This involves the recognition of achievement from a range of activities that will have been assessed through any valid method of assessment. When using the process of the recognition of prior learning, it is essential that the assessment requirements of a specific unit or, more exceptionally, a qualification have been met. The evidence of learning provided must be sufficient, reliable, authentic and valid. Evidence is not time-limited.

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QCF Level Descriptors

Level Summary Knowledge and understanding Application and action Autonomy and accountability

Level 2

Achievement at Level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgment subject to overall direction or guidance.

Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems. Interpret relevant information and ideas. Be aware of the types of information that are relevant to the area of study or work.

Complete well-defined, generally routine tasks and address straightforward problems. Select and use relevant skills and procedures. Identify, gather and use relevant information to inform actions. Identify how effective actions have been.

Take responsibility for completing tasks and procedures. Exercise autonomy and judgment subject to overall direction or guidance.

Extracted from QCF level descriptor’s document on QCDA’s website October 2008

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Progression Opportunities The NOCN Level 2 Certificate in Community Development enables progression to employment, further learning opportunities for those in employment and further study. Learners with Particular Requirements If you are a NOCN Recognised Centre and have learners with particular requirements, please see the NOCN Reasonable Adjustments Policy and Procedure found on the NOCN website at www.nocn.org.uk This policy gives clear guidance on the reasonable adjustments and arrangements that can be made to take account of disability or learning difficulty without compromising the assessment criteria. The NOCN Centre Recognition process requires the centre to hold policy statements on Equal Opportunities, Diversity and Disability Discrimination which will be reviewed by NOCN. Please contact [email protected] for further details.

http://www.nocn.org.uk/

mailto:[email protected]

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3. Achieving the qualification

Rules of Combination In order to achieve the NOCN Level 2 Certificate in Community Development, the learner must achieve 24 credits at Level 2. Mandatory Units - All the units included in the mandatory group must be achieved, totaling 15 credits

Ofqual Unit Code

Unit Title Level

Credit Value

L/503/4865 The purpose and process of community development 2 2

R/503/4866 Development of community groups 2 2

Y/503/4867 Social Inequality and the diversity in communities 2 2

R/504/0635 Work with community groups 2 3

Y/504/0636 Reflect on community development practice 2 3

D/504/0637 Identify community needs 2 3

Optional Units The learner must achieve 9 credits from the following Optional unit list

Ofqual Unit Code

Unit Title Level Credit Value

H/504/0655 Monitoring and evaluation 2 6

T/504/0675 Support community based research 2 6

A/504/0676 Identify community resources 2 3

H/504/0638 Supporting community events 2 3

K/504/0639 Publicity for community groups 2 3

D/504/0640 Understand partnership working in communities 2 3

H/504/0641 Contribute to partnership working 2 3

K/504/0642 Plan a community project 2 3

M/504/0643 Implement and review community projects 2 3

T/504/0644 Understanding and influencing local decision-making 2 3

A/504/0645 Support sustainable communities 2 6

F/504/0646 Support environmental action in communities 2 6

J/504/0647 Learning through community activities 2 3

L/504/0648 Support community campaigns 2 3

R/504/0649 Plan community campaigns 2 3

Achievement Methodology

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Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit

Assessment tasks are pre-approved by the internal verifier

Assessment tasks are marked by assessors

The learners are assessed internally at the Centre, using the assessments set

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre

The portfolios of assessed evidence are externally verified by an external verifier appointed by NOCN or by a person at the Centre with Approved Internal Verifier Status (AIVS).

An explanation of the kind of activity, assessment and evidence expected at the appropriate level is given below. Assessing Learning – Descriptors Assessment Activity 1 Case Studies Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. Or may be used with individual learners as a written activity through case study materials and learner responses. The learning may be assessed by:

Tutor observation

Class discussion

One to one

Group tutorial discussion

Evidence could include:

Tutor record of observation

Learner notes

Summary of class discussion

Tutorial notes

Audio/video/photographic record

Activity Assessment Evidence

Level 2

Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (Guide length = 500 words).

Assessment through peer assessment, self-assessment, tutor observation, or assessment of written work.

Evidence could be; tutor record, learner record, peer checklist, summary of discussion or audio / video / photographic record or written work.

2 Written question and answer/test/exam

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Specific, open and closed questions for immediate response. Can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows response and questioning from learners and feedback from tutor. The learning may be assessed through:

Responses by individual learners.

May make use of on-line assessment. Evidence could include:

Written questions

Learner responses

Tutor feedback


Level 2

Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited.

Assessment by tutor or external marker (for exams / tests).

Evidence could be; written responses.

3 Essay A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes an introduction, the information / opinions / evaluation / analysis and a conclusion. The learning may be assessed by:

Tutor against clear criteria. Evidence could include:

Essay

Detailed tutor feedback


Level 2

The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. (GL = 500 words).

Assessment by the tutor.

Evidence could be; the essay and tutor feedback.

4 Report

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A record of an activity and / or a summary of research which presents information in a structured way. Does not include opinion, but may include analysis or evaluation. May be presented in written or oral form. The learning may be assessed by:

Tutor for written report.

Tutor and / or peers for oral presentation of report. Evidence could include:

Written report with tutor feedback

Notes for oral presentation with tutor and / or peer feedback.


Level 2

Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, should be from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.

Assessment by tutor and / or peers for oral presentation.

Evidence could be; written report with tutor feedback or learner plan for oral presentation with peer and / or tutor feedback.

5 Oral question and answer Specific, open or closed questions for immediate response. Can range from quite formal questions, for example, an oral test, to a quick, fun way of finding out where learners are up to, for example, a quiz. Allows response and questioning from learners and immediate feedback from tutor. The learning may be assessed through:

Responses by both tutor and individual learners. Evidence could include:

Tutor record/notes

Learner notes or log

Audio / video record


Level 2

Open and closed questions should be included, covering a number of topics. Learners should be encouraged to expand on their answers.

Assessment by tutor, with a degree of self-assessment.

Evidence could be; tutor records, learner log or audio / video record.

6 Written description

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Consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format. The learning may be assessed by:

Tutor.

One to one tutorial.

Discussion. Evidence could include:

Tutor record of observation.

Learner notes.

Tutorial notes.

Completed report.

Charts.

Plans.


Level 2

Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words.

Assessment through self-assessment and tutor assessment.

Evidence could be; tutor record, learner record, summary of discussion and feedback or completed work.

7 Reflective log/diary A description, normally in writing but may be oral, by the learner reflecting on how and what they have learned. Often completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning may be assessed by:

Learner, often supported through tutorial discussions with tutor. Evidence could include:

Log / diary (however this may be confidential and therefore not available for moderation).

Tutorial notes.

Tutor record.


Level 2

The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge / skills, what else they need to learn.

Assessment by learner supported by tutor through tutorials.

Evidence could include; log / diary, tutorial notes and tutor record.

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8 Project A specific task involving private study and research for individuals or groups. Normally involves selection of a topic, planning, finding information and presenting results orally or in writing. The learning may be assessed by:

Tutor, learner or peers, during and at the end of process through discussion and observation.

Evidence could include:

Notes, plans, record of project process.

Tutor record.

Peer records.

Learner log.

Audio / video / photographic record.


Level 2

Task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale.

Assessment through tutor / learner discussion during and at the end of the process, and through self-assessment.

Evidence could be; tutor record, learner notes, plans, reports, learner log or audio / video / photographic record.

9 Role play/simulation Use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes. The learning may be assessed by:

Tutor / peer observation.


Discussion.

Self-assessment. Evidence could include:


Learner notes.

Tutor lesson plan.

Tutorial notes.


Learner log.


Level 2

Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but

Assessment through tutor / peer observation, one to

Evidence could be; tutor record of observation, learner notes, tutor

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allow for a degree of learner autonomy.

one tutorial, discussion and self-assessment.

lesson plan, tutorial notes, audio / video / photographic record or learner log.

10 Practical demonstration A practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge. The learning may be assessed by:

Tutor.

Peer observation.


Discussion.



Learner notes.

Tutor lesson plan.

Tutorial notes.


Learner log.


Level 2

Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration.

Assessment through tutor / peer observation, one to one tutorial, discussion and self-assessment.

Evidence could include tutor record of observation, learner notes, tutor lesson plan, tutorial notes, audio / video / photographic record and learner log.

11 Group discussion Discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning. The learning may be assessed by:

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Tutor.

Peer observation.


Discussion.



Learner notes.

Tutor lesson plan.

Tutorial notes.

Audio/video/photographic record.

Learner log.


Level 2

Discussions should allow for consideration of several topics covering a number of contexts. The discussion should be directed, but allow for a degree of learner autonomy.

Assessment through tutor, peer observation, one-to one tutorial discussion and self-assessment.

Evidence could include; tutor record observation, learner notes, tutor lesson plan, tutorial notes, audio / video record and learner log.

12 Performance/exhibition A performance or exhibition or music or drama with an audience, or a rehearsal or learner demonstration for individuals or groups. The learning may be assessed by:

Tutor, learner or peers, at end of performance through discussion and observation. Evidence could include:

Notes.

Plans.

Audio/video/photographic record of performance/exhibition.

Tutor records.

Peer records.

Learner log.


Level 2

The performance / exhibition should be chosen with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas.

Assessment through peer assessment, self-assessment and /

Evidence could include; tutor record, notes, plans, audio / video / photographic record of performance /

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Provide the opportunity for interpretation of the chosen piece.

or tutor observation.

exhibition, peer records, learner log and summary of feedback.

13 Production of artefact Production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge. The learning may be assessed by:

Tutor / peer observation.


Discussion.



Learner notes.

Tutor lesson plan.

Tutorial notes.


Learner log.

Completed artefact.


Level 2

Artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale.

Assessment through tutor / peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process.

Evidence could be; tutor record, learner notes, plans, reports, learner log, audio / video / photographic record and completed artefact.

14 Practice file A structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and / or skills. The documents should be mapped

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to specific learning outcome/s in a unit of assessment. May need a short explanation of how the particular document evidences achievement of a specific learning outcome. The learning may be assessed through:

Discussion with the tutor. Evidence could include:

Form mapping to learning outcomes, plus explanation if necessary and the documents, for example, minutes, reports, brochures, plans, witness statements, letters or e-mails.


Level 2

Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and / or knowledge. Learners should receive guidance on the type of document which could be appropriate, for example, a list, and advice on how to ensure the documents evidence specific learning outcomes, for example, highlighting sections, notes and on how the file should be presented.

Assessment through discussion with the tutor.

Evidence could include; structured file with tutor feedback.

Forms and guidance for gathering learner evidence against the individual assessment criteria are available for download in Word format on the NOCN website: http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents. Alternatively, centres can use their own paperwork provided they ensure that the learners’ work is ordered and portfolio references provided as required.

http://www.nocn.org.uk/qualifications_and_units/additional_qualification_documents

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4. The qualification units Please click on the hyperlinks below to access the units from the NOCN website. Level 2 Certificate in Community Development

Mandatory Group The learner must achieve 15 credits from the Mandatory units.

Ofqual Unit Code

Unit Title Mandatory or Optional

Credit Value

Level NOCN ID

R/503/4866 Development of Community Groups Mandatory 2 L2 CAO791

D/504/0637 Identify Community Needs Mandatory 3 L2 CAP225

Y/504/0636 Reflect on Community Development Practice

Mandatory 3 L2 CAP233

Y/503/4867 Social Inequality and the Diversity within Communities

Mandatory 2 L2 CAO793

L/503/4865 The Purpose and Process of Community Development

Mandatory 2 L2 CAO795

R/504/0635 Work within Community Groups Mandatory 3 L2 CAP241

Optional Group The learner must achieve a minimum of 9 credits from the Optional Units.

H/504/0641 Contribute to Community Partnership Working

Optional 3 L2 CAP224

A/504/0676 Identify Community Resources Optional 3 L2 CAP226

M/504/0643 Implement and Review Community Projects


J/504/0647 Learning Through Community Activities Optional 3 L2 CAP228

H/504/0655 Monitoring and Evaluation Optional 6 L2 CAP229

K/504/0642 Plan a Community Project Optional 3 L2 CAP230

R/504/0649 Plan Community Campaigns Optional 3 L2 CAP231

K/504/0639 Publicity for Community Groups Optional 3 L2 CAP232

T/504/0675 Support Community Based Research Optional 6 L2 CAP234

L/504/0648 Support Community Campaigns Optional 3 L2 CAP235

F/504/0646 Support Environmental Action in Communities


A/504/0645 Support Sustainable Communities Optional 6 L2 CAP237

H/504/0638 Supporting Community Events Optional 3 L2 CAP238

D/504/0640 Understand Partnership Working in Communities


T/504/0644 Understanding and Influencing Local Decision-Making


http://www.nocn.org.uk/assets/0000/3685/R-503-4866.pdf

http://www.nocn.org.uk/assets/0000/3762/D-504-0637.pdf

http://www.nocn.org.uk/assets/0000/3808/Y-504-0636.pdf




http://www.nocn.org.uk/assets/0000/4195/L-503-4865.pdf



http://www.nocn.org.uk/assets/0000/2440/H-504-0641.pdf


http://www.nocn.org.uk/assets/0000/4053/A-504-0676.pdf

http://www.nocn.org.uk/assets/0000/3198/M-504-0643.pdf

http://www.nocn.org.uk/assets/0000/3198/M-504-0643.pdf

http://www.nocn.org.uk/assets/0000/1927/J-504-0647.pdf


http://www.nocn.org.uk/assets/0000/1939/K-504-0642.pdf


http://www.nocn.org.uk/assets/0000/1707/K-504-0639.pdf

http://www.nocn.org.uk/assets/0000/4332/T-504-0675.pdf


http://www.nocn.org.uk/assets/0000/2242/F-504-0646.pdf

http://www.nocn.org.uk/assets/0000/2242/F-504-0646.pdf

http://www.nocn.org.uk/assets/0000/3161/A-504-0645.pdf






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5. How the qualification is assessed

The qualifications require achievement of the specified units with no further requirements for additional/ summative assessment. Achievement is therefore determined by successful completion of unit assessment. Centres should select assessors who are trained in assessment, are undertaking or who have achieved current assessor qualifications (e.g. A1 or AQA) and who have subject specific competence to assess at the relevant level.

The assessment process is as follows:

Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit

The learners are assessed internally at the Centre, using the assessments set

The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre

The portfolios of assessed evidence are externally verified by an external verifier appointed by NOCN, or by a person at the Centre with Approved Internal Verifier Status (AIVS).

Stage Option 1

Assessment task set Centre

Assessment task approved Centre (through internal verification)

Assessment task marked Centre

5.1 Unit Assessment Achievement of units is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit, guided by the NOCN Assessment Definitions provided in Section 3. Achieving the Qualification. The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the Internal Verifier before use to ensure that they are fit for purpose. Centre devised assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment. 5.2 Marking Tasks Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded; units are either achieved or not achieved. 5.3 Recording Achievement

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You must record each learner’s performance in each unit on an appropriate form or forms. The form/s should record the learner’s performance against the unit assessment criteria evidenced by the task. 5.4 Standardisation Centres will be required to provide samples of assessment tasks for NOCN and standardisation activity.

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6. Offering the qualification Recognised Centres If you are already recognised to offer NOCN qualifications and would like more information contact: [email protected]. If you are ready to add the qualification to your curriculum offer, please log in to the NOCN website, under Centres/Processes and Documents, and complete the ‘Additional Qualification Approval Request Form,’ which can then be returned to [email protected] for the attention of your Account and Sector Manager. New Centres If you are interested in offering this qualification, but are not yet a NOCN Approved Centre and would like more information about becoming a NOCN centre and offering this qualification please see Become a Registered Centre on our website https://www.nocn.org.uk/customers/nocn-centres/ and click Become a Centre.



https://www.nocn.org.uk/customers/nocn-centres/

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7. Quality Assurance and National Standardisation 7.1 General Information All Centres wishing to deliver the qualification, or units of the qualification, will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. NOCN will provide guidance and give support in enabling you to use the qualification. The NOCN standard quality assurance arrangements and requirements include:

Internal verification

External verification

Standardisation. Details and guidance are provided by NOCN. 7.2 Standardisation Standardisation is a process that promotes consistency in the understanding and application of standards, as it:

establishes statements on the standard of evidence required to meet the assessment criteria for the units in NOCN qualifications

makes recommendations on assessment practice

produces advice and guidance for the assessment of units

identifies good practice in assessment. It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners’ evidence for NOCN standardisation if requested. NOCN will notify Centres of the required sample for standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will be collected by External Verifiers on behalf of NOCN.

Once recognised as a Centre, NOCN will allocate an External Quality Assurer. The External Quality Assurer will have ongoing responsibility for monitoring the Centre’s compliance with the requirements of centre recognised status.

The External Quality Assurer will make regular visits to all Centres. During these visits he/she will:

Monitor the Centre’s compliance with the Centre Recognition agreement by reviewing course documentation, meeting managers, tutors, internal quality assurers, learners and administrative staff.

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Verify recommendations for achievement submitted by the centre via Quartzweb.

Refer to the NOCN Quality Assurance User Guide for further information on the External Quality Assurance process.

Appendix 1 - Level 2 Community Development Certificate

Further guidance provided by LSIS

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Unit Title: Contribute to Partnership Working

Unit Level: Two

Unit Credit Value: 3

GLH: 24

NOCN Unit Code:

Unique Reference Number: H/504/0641

Additional information about the unit

Details of the relationship between the unit and relevant National Occupational Standards or professional standards or curricula (if appropriate)

Community Development NOS Key Area 4: Support and promote a Community Development approach to collaborative and cross-sector working

Standard 15: Use a Community Development approach to support collaborative and partnership work

Assessment requirements or guidance specified by a sector or regulatory body (if appropriate)

Practitioners will be aware of the recent history of partnership working between sectors and of the various pressures for communities to become involved in partnership arrangements. They will understand the range of partnership models that are commonly developed or entered into by community groups. Practitioners will know about the issues to be considered before deciding to join into a partnership whether it is formal or informal, between one or more sectors. The issues could be about the different nature, power, resources, ethos, structure, and focus of potential partners. Practitioners will be aware of the demands on organisations of becoming involved in partnerships and the impact of this on the group’s core activities. They will be able to consider the pros and cons of working with different partners to achieve specific goals

27


Unit Title: Identify Community Resources

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: A/504/0676



Community Development NOS Key Area 6: Provide Community development support to organisations

Standard 20: Plan and gain resources and funding for sustainability through Community development practice


Resources refers to a wide range of assets that are used in community activities – they can be people’s skills and expertise, buildings, facilities, goods and equipment, as pro bono and gifted services, practical assistance to deliver projects as well as money. Practitioners know about these different kinds of resources and how to find out what already exists in their communities Practitioners can match the objectives and activities of a community group or project with the resources needed. Many funding applications require match funding or offers of resources, which need to be given a monetary value Practitioners know where and how to obtain resources. They can use local VCS infrastructure organisations for information about local funders and resource givers, and access specialist funding units. They can match resource needs to what is available and make applications for resources for a specific event or project or community group

28


Unit Title: Implement and Review Community Projects

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: M/504/0643



Community Development NOS Key Area 6 – Provide Community Development Support to Organisations

Standard 22 – Set up new projects and partnerships using Community Development approaches and practice


A practitioner at this level will be contributing to the implementation of a community project.

Practitioners will be able to look at the plans for a project, understand the project’s purpose, the resources that have been obtained and the people who will need to be involved, their roles and responsibilities.

Practitioners need to be able to show that they understand their role in the project and are able to explain the project to others. They will take on tasks which will support the successful implementation of the community project.

Practitioners recognise the need for regular reviews of the progress of community projects to ensure their success and to contribute to the review and help prepare reports to funders, partners or a management body

29


Unit Title: Learning Through Community Activities

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: J/504/0647



Community Development NOS Key Area 5 – Support Community Learning from Shared Experiences

Standard 18 Facilitate community learning for social and political development


Community activities provide many opportunities for individuals to extend and acquire news skills and knowledge.

Practitioners can see how learning can come from visits to other projects, opportunities for buddying or shadowing experienced people, attending workshops and other activities. They can work out the ways they prefer to learn different skills and acquire knowledge.

Practitioners can make use of opportunities for earning through community activities for themselves and others. They are aware of what stops people learning and how to create opportunities for people to learn.

Participants know about collective and peer led learning and are able to participate by contributing their experiences. They can identify how such learning has improved community development practice.

30


Unit Title: Identify Community Needs

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: D/504/0637


Details of the relationship between the unit and relevant National Occupational Standards or other professional standards or curricula (if appropriate)

Community Development Standards 2010

Key Area 1: Understand and practise community development

Standard 3: Relate to different communities


Communities can have different basis – locality, of interest, identity; be physical or virtual.

Practitioners will know the importance of communities identifying their own issues and not relying on external perceptions about their needs.

Practitioners will select and use approaches and techniques to gather information which are imaginative, participative and suited to their particular situation. They will be able to check that the data to be gathered will be usable – that it is current, has asked appropriate open questions, and has involved people from different backgrounds and perspectives.

Practitioners will be able to discuss and use the data once it is collected, and be part of groups who collate and analyse the data and then use it to plan future activities to meet the identified needs/ concerns.

31


Unit Title: Reflect on Community Development Practice

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: Y/504/0636



Community Development National Occupational Standards 2010

Key Area 1: Understand and practise community development

Standard 4: Demonstrate competence and integrity as a community development practitioner


Learning through reflection is a key element of community development and it is a skill that needs to be learnt.

Practitioners should be able to use a simple model of the action reflection cycle and know the connection between doing, learning and making changes. The use of the cycle should be applied to the activities of a group they are involved with.

Practitioners should put the cycle into practice, looking at their own actions and activities and deciding what they can learn from the past and what changes they need to make. There are people who can help with this process, so they should identity who could help them – both inside and outside of their group.

Practitioners should put the cycle into practice when reviewing the actions / activities of a group in achieving their aims. The values of community development should be used when reflecting on achievements or otherwise. The outcomes of any reflections need to be shared and discussed.

32


Unit Title: Work Within Community Groups

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: R/504/0635



Community Development National Occupational Standards 2010

Key Area 6: Provide community development support to organisations

Standard 21: Strengthen groups using community development approaches and practices


Practitioners need to be able to create or support community groups or small voluntary organisations so they start as, and continue to be, inclusive and effective. They need to promote good practice in the internal working of a group to ensure groups remain open to new members.

Practitioners should enable group members to take a wider view of how their group fits with other groups or organisations in a locality or area of interest or identity. Barriers to working together may range from personalities through to the targets imposed by funders, to organisational ethos. Practitioners should show how they build working relationships with other groups to achieve their aims and bring changes to their communities.

33


Unit Title: Monitoring Evaluation

Unit Level: Two


GLH: 48

NOCN Unit Code:




Community Development NOS Key Area 6: Provide community development support to organisations

Standard 23: Use a community development approach to monitoring and evaluation


Practitioners know why they need to monitor and evaluate all aspects of community development practice – such as the recruitment of new members, the management group’s performance, or project organisation.

They need to know enough monitoring and evaluation jargon, so they can help collect, analyse and present data to funders, managers and groups.

They should know the standard processes for monitoring and evaluation – from deciding what information is needed, how to collect it, collate, analyse and use it.

They know the basic legal requirements about collection and retention of data and how this affects monitoring systems and evaluation processes.

Practitioners are involved in planning and implementing monitoring systems and are clear about their role in this.

Practitioners are involved in the development and implementation of an evaluation plan for a specific project/ activity/ group

Practitioners use the data collected under monitoring and evaluation processes to report back to others

34


Unit Title: Plan a Community Project

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: K/504/0642



Community Development NOS Key Area 6: Provide Community Development Support to Organisations

Standard 22: Set up new projects and partnerships using Community Development approaches and practice


This unit assesses the practitioner’s understanding and competency to plan a project with others in communities.

A project is defined here as a specific piece of work that a group or organisation undertakes – it is not about the core running of an existing group or organisation. An example could be of a community centre that sets up a luncheon club or a summer holiday scheme. A project is an addition to a group’s core activities and tends to need separate planning and resources.

Practitioners know why planning for a new project is crucial to its success and where to go to get help and advice about project planning

Practitioners will be able to involve relevant people from the local communities and professional in making the plan.

Practitioners will work collectively to agree the plan and the shape of the project. They will be able to think through potential problems and find ways to overcome them.

This unit links with the other units about obtaining resources – for a project as well as a group, and with implementing a project if the resources are generated to put the plan into action.

35


Unit Title: Plan Community Campaigns

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: R/504/0649



Community Development NOS Key Area 3: Take a Community Development Approach to Group Work and Collective Action

Standard 12:Support communities to campaign for change


This unit focuses on planning a campaign; there is another unit about running a campaign.

Practitioners can determine whether running a campaign is the best approach to achieving change in a particular situation. They know that a community development approach to campaigning requires genuine community involvement and accountability.

Practitioners can use different ways to plan a campaign and ensure that all the necessary components for a campaign are covered in any plan of action.

Practitioners can work out the different roles needed for a successful campaign, and can bring in people to take on these roles. They can help ensure that those involved have access to appropriate expertise and resources to be effective.

36


Unit Title: Publicity for Community Groups

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: K/504/0639



Community Development NOS Key Area 3

Take a community development approach to group work and collective action

Standard 9: Support inclusive and collective working

Standard 10: Organise community events and activities

Standard 12: Support communities to campaign for change


This unit assesses the practitioner’s knowledge and skills in supporting publicity campaigns for community groups.

Practitioners will know how publicity can help community groups, and the variety of media that they can use. The range is for practitioners to identify at least three times when a community group may want to use publicity and three types of media.

Practitioners know the different aspects to a publicity campaign and various methods to achieve different objectives that are appropriate to different audiences. They are aware of some of the legal issues that can arise with publicity material and know where to go to get advice on such matters.

Practitioners are able to select and use different methods for publicity, and they can look at the effectiveness of a campaign and how far it meets the objectives.

Practitioners are aware that publicity will lead to people contacting the group and they can work out ways the group can respond to them.

37


Unit Title: Support Community-based Research

Unit Level: Two


GLH: 48

NOCN Unit Code:

Unique Reference Number: T/504/0675



Community Development NOS 2010 Key Area 2: Understand and engage with communities

Standard 7: Facilitate community research and consultations


Practitioners will be involved with community research and contributing to the different stages.

Practitioners can state the purpose of a piece of research and the stages involved in any community research.

Practitioners can decide what information is needed and know how to access existing data and gather new data

Practitioners can use 2 different techniques to collect information from people

Practitioners can put the data together, make sense of the information and prepare summaries of the findings

Practitioners can debate legal and ethical aspects of research and can apply these to their work as a researcher

38


Unit Title: Support community campaigns

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: L/504/0648



Community Development NOS Key Area 3 –Take a Community Development Approach to Group Work and Collective Action

Standard 12 – Support communities to campaign for change


This unit is for people who are joining in with a planned campaign, they are not likely to be the main leaders but taking on an active supporting role

Practitioners can access support from outside a community, from infrastructure organisations and other campaigns, and build support from within a community, using local facilities.

Practitioners can help put an agreed plan of action into place and discuss the initial responses to how it is received and the reaction of those who are the focus of the campaign plan.

Practitioners can check if the plans for the campaign are on track , they can look at the reactions the campaign has caused and respond by making changes within the campaign group and externally to the focus of the campaign

39


Unit Title: Supporting Community Events

Unit Level: Two


GLH: 24

NOCN Unit Code:




Community Development NOS Key Area 3: Take a collective approach to group work and collective action

Standard 10: Organise Community Events and Activities


Practitioners can contribute to collective discussions and agreement about the purpose for any event.

Practitioners can contribute to the planning for a community event, linking the proposed aim with the need for people to take on certain roles.

Practitioners know about health and safety and can contribute to a risk assessment for a particular event/ They know about the legal requirements for people to check on health and safety matters.

Practitioners can contribute to publicity for the event through traditional methods and the use of the newer social media

Practitioners can contribute to a review of the event and be aware of different techniques to undertake a review. They can use the information gathered when planning for future events.

40


Unit Title: Support Environmental Action in Communities

Unit Level: Two


GLH: 48

NOCN Unit Code:

Unique Reference Number: F/504/0646



Community Development NOS Key Area 6: provide community development support to organisations

Standard 12: Support communities campaign for change

Standard 20: Plan and gain resources and funding for sustainability through Community Development practice


Practitioners can identify local environmental problems and relate them to global issues e.g. of impacts on energy, waste, water, pollution, biodiversity

Practitioners can raise awareness of environmental problems within a community, helping people to understand the terminology such as carbon, peak oil, or climate chaos. They help decide what is important for that community and share ideas of actions that other communities have taken around the world

Practitioners can find out what public bodies such as councils, environmental agencies and health bodies are planning to do to tackle environmental problems in the community

Practitioners will have determined their own role in any planned environmental actions and have found others who can help from outside of their community

41


Unit Title: Support Sustainable Communities

Unit Level: Two


GLH: 48

NOCN Unit Code:

Unique Reference Number: A/504/0645



Community Development NOS Key Area 6: provide community development support to organisations

Standard 20: Plan and gain resources and funding for sustainability through Community Development practice


Practitioners will know how a sustainable community is defined and what external and internal forces have an impact on a community’s sustainability

Practitioners understand what an asset based approach to communities involves and how to adapt this to creating sustainable communities

Practitioners can enthuse other people and engage them in examining the level of sustainability of their communities

Practitioners can identify what skills and knowledge are needed to increase sustainability within their community and how to access help to develop these skills and understanding

42


Unit Title: Understanding and Influencing Local Decision-Making

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: T/504/0644



Community Development NOS Key Area 4: Promote and support a Community development approach to collaborative and cross-sectoral working

Standard 13: Promote and support effective relationships between communities and public bodies

Development Worker NOS 2009

Standard 16: Lobby for influence


Practitioners will explore how local government works and how it makes decisions about what services to provide, budgets, cuts; they will know who takes these decisions- councillors, officers, other elected reps

Practitioners will understand that many services are now not provided directly by local government – e.g. schools. There will be an introduction to the governance structure of other public bodies and how they are changing

Practitioners will explore the relationship between central government and local governance and the delivery of public services to communities; how local government bodies are restricted in the way they can develop policies

Practitioners will know about others who else can help a community (e.g. councillors, MPs, MEPs) in relationship to decisions about services, developments, facilities and wider issues facing communities

43


Unit Title: Understand Partnership Working in Communities

Unit Level: Two


GLH: 24

NOCN Unit Code:

Unique Reference Number: D/505/0640



Community Development NOS Key Area 4 – Support and promote a Community Development approach to collaborative and cross-sector working

Standard 15 – Use a Community development approach to support collaborative and partnership work


Practitioners will be aware of the recent history of partnership working between sectors and of the various pressures for communities to become involved in partnership arrangements. They will understand the range of partnership models that are commonly developed or entered into by community groups. Practitioners will know about the issues to be considered before deciding to join into a partnership whether it is formal or informal, between one or more sectors. The issues could be about the different nature, power, resources, ethos, structure, and focus of potential partners. Practitioners will be aware of the demands on organisations of becoming involved in partnerships and the impact of this on the group’s core activities. They will be able to consider the pros and cons of working with different partners to achieve specific goals.

44
