1 certificate of personal effectiveness (cope) introduction to the qualification
TRANSCRIPT
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Certificate of Personal Effectiveness
(CoPE)
Introduction to the Qualification
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Aims
To enable candidates to:• develop and demonstrate a range of personal,
key and employability skills leading to personal effectiveness
• broaden their experience and manage their learning through enrichment activities
• receive formal recognition and accreditation for the above
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Overview
• Level 3 Applied Qualification
• Requires 150 Guided Learning Hours
• Students produce a portfolio which is internally assessed/externally moderated
• Attracts 70 UCAS Points
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Structure
To achieve CoPE Level 3 students must demonstrate their skills development in six assessment units:
1. Introduction to Working with Others
2. Introduction to Improving Own Learning and Performance
3. Introduction to Problem Solving
4. Planning and Carrying Out a Piece of Research
5. Communicating Through Discussion
6. Planning and Giving an Oral Presentation
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Challenges
Students are required to compile evidence for the 6 assessment units by completing 3 challenges which:
– are chosen from the modules in the Challenges Menu
– are chosen from 3 different modules– provide opportunities to demonstrate the
processes involved
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Challenges Menu
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Standards & Guidance
•Challenges are a vehicle– Used to gather evidence of skills development
•Portfolio evidence – Must demonstrate students have met the L3
‘Standards’ for each assessment unit
•Guidance for each unit– Exemplifies the Standards– Highlights mandatory evidence and examples
of additional evidence
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Portfolio Evidence
• Mandatory Evidence– Plan, Do, Review Sheets (Units 1-3)– Student Evidence Sheets (Units 4-6)– Observation Checklists (Units 5 & 6)
• Additional Evidence (should/could)– Log of activity– Witness Statements– Photographs– Annotated Notes/Source Materials– Certificates
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Portfolio Evidence
Evidence must show that students know how to:
– set objectives for their chosen challenges– action plan
• Set targets• Decide upon action points• Set realistic timescales
– work independently as required– review their approach
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Assessment
• Internally assessed by Centre– 3 Portfolio Clinics available across NI
• Internal moderation required if more than one teacher/assessor
• Sample from Centre externally moderated by CCEA– Opportunities in both winter & summer series
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Key Points
• Need to plan opportunities for evidence collection at the planning stage
• Activities need to be student led
• There must be evidence of individual performance
• Best time for submission of portfolios?• Summer Series Year 13• Winter Series Year 14
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Focus on
process NOT product