1 certificate of personal effectiveness (cope) introduction to the qualification

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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