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How To Gather Evidence For QCF Qualifications
Learners will need to provide evidence that shows that they can meet
every assessment criteria for every learning outcome in every unit they
are registered for. The following are hints that will help you and your
leaners to gather their evidence effectively.
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Copyright © Future (Awards and Qualifications) Ltd 2014
How to gather Evidence for QCF Qualifications
How to Gather Evidence
Learners will need to provide evidence that shows that they can meet every assessment criteria for every
learning outcome in every unit they are registered for. The following are hints that will help you and your
leaners to gather their evidence effectively.
Handy hints for assessors
1.
Check that your learner is registered for the right units and/or qualification suitable for them, which will
give them the right number of credits.
2.
Plan your learner’s assessment with them; effective planning will help learners gather their evidence
efficiently. Remember the assessment cycle: plan, do and feedback. See Appendix A for completed
examples.
3.
Ensure that your learner knows that competency learning outcomes and assessment criteria are about
the learner being able to perform a variety of different tasks within the learner’s work role in their work
setting.
4.
Ensure that your learner knows that knowledge learning outcomes and assessment criteria are about
the learner knowing and understanding within the context of the learner’s work role in their work
setting. However some learning outcomes will be solely concerned with knowledge
5.
Help your learner to understand the types of evidence they can gather:
Direct observation.
This is where the assessor observes the learner working in the learner’s workplace and records their
findings.
These can be used as competence and knowledge evidence
Expert witness evidence.
This is where an expert witness, such as a qualified professional, observes the learner working in their
workplace and records their findings when it would not be possible for an assessor to observe the
learner’s practice. Qualified staff can be expert witnesses, they sometimes see things that can be used
as evidence that assessors can’t. The centre will have approved the expert witness but the evidence
provided by the expert witness will be judged against the assessment criteria by a centre assessor
This can be used as competence and knowledge evidence
Peer reports (Lifelong Learning Qualifications only)
This is where the learner’s peers observe the learner carrying out micro teaching and record their
observations.
Witness testimony
This is where an individual such as a service user or a co-worker can write a statement about the
activity that the learner has carried out in the work setting and which has not been observed by the
assessor
This can be used as competence and knowledge evidence
Work products.
These are products: activity plans, individual learning plans, care plans etc. that the learner has
produced or been involved in producing and used in the work place
These can be used as competence and knowledge evidence.
Reflective accounts.
The learner writes these and will use them to cover situations that the assessor has not seen and
where learners have thought about their actions, experiences or learning and the implications of these
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 1
so that they can celebrate good practice and/or suggest changes for future action, learning or
practice.
These can be used as competence and knowledge evidence
Learner diaries.
This is a record of activities carried out by the learner, with evaluation and / or reflection of those
activities. A learner should consider their actions, experiences or learning so that they can develop their
practice
These can be used as competence and knowledge evidence
Professional discussions.
These are pre-planned discussions between the learner and their assessor and can be used to fill
gaps in evidence and/or demonstrate depth and breadth of knowledge and/or competence
These can be used as competence and knowledge evidence
Observations.
These are carried out by the learner where they record information about children, young people or
adults in a variety of situations or activities. (Observations may be used in court, as part of an official
report.) Child observations will be used as part of the child’s learning journey record. They will be used
to help decide what individual needs are and how they can be met.
These can be used as competence and knowledge evidence
Clinical observations.
There are observations that the learner may carry out in their health care role and will record their
findings according to agreed work place practice.
These can be used as competence and knowledge evidence
Recognition of prior learning.
The assessor will consider whether the learner can show that they can meet the assessment criteria for
a unit or part of a unit through knowledge, understanding or skills they already possess.
This can be used as competence and knowledge evidence
Questions and answers.
Questions can be written or oral. Questions will be asked by the assessor to enable the learner to
demonstrate knowledge and understanding. Questions and answers must be recorded by the
assessor. Questions may or may not be pre-planned. It is often useful to ask questions at the end of a
direct observation to clarify points or to add a depth of knowledge to the observation. These questions
would not be pre-planned.
These can be used as competence and knowledge evidence
Multiple choice questions (cannot be used in Children’s and Young Peoples Workforce or Health and
Social Care qualifications)
Multiple choice is a form of assessment in which respondents are asked to select the best possible
answer (or answers) out of the choices from a list.
These can be used for knowledge evidence.
6.
The learner’s evidence may be kept in a portfolio (file) but if the evidence is sensitive or confidential it
should be kept securely in the workplace and can be sign posted in the portfolio
7.
The learner’s evidence can be presented in a number of ways:

Paper based such as written evidence, diagrams, graphs, charts, observations, photographs of
displays etc. (but not of children, young people or adults using the service). This type of paper based
evidence can be presented as ‘paper’ or scanned to be electronically transmitted
Technically recorded such as videos, audio recordings or mobile phone recordings etc. Visual
recordings must not include children, young people or adults using the service

© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 2

Paperless evidence which can be uploaded onto a computer file and accessed by the assessment
team
Technically recorded evidence must still be easily accessible and auditable for assessors, internal quality
assurers and external quality assurers to assess and quality assure
8.
E-Portfolios
An e-portfolio is an electronic version of a ‘traditional’ paper based record and must provide the same
ease of access for assessors, internal and external quality assurers as a traditional paper based
portfolio.
E-portfolios must show auditable evidence of how the assessment cycle process between assessor
and learner has been implemented. There must also be auditable records of internal and external
quality assurance
All evidence and records must be securely stored and e-portfolios must meet the requirements laid
down by QCA April 2007 in ‘Regulatory Principles for e-assessment
REMEMBER
It’s not the quantity of evidence it’s the quality that matters.
Direct observation and expert witness evidence can be more value than a thousand words that you
have written (especially if they are just taken from the web)
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 3
Appendix A
Example 1
Future Awards and Qualifications: Assessment Plan and Feedback
Assessment plan: 1
Date of plan: 15th Jan 2012
Learner name:
Jasdeep Singh
Evidence to be gathered
Assessor name:
Wayne Clarke
Date to be completed
rd
Direct observation at the beginning of day shift
23 Jan 2012
and breakfast time
rd
Work products: minutes of meetings, records of
23 Jan 2012
monitoring food and drink. Could be seen on
date of direct observation
th
Professional discussion to be planned in detail
10 Feb 2012
rd
on 3 Feb
Units likely to be covered by the evidence:
HSC 025, HSC 2014, SHC 31, SHC 32, HSC 036,
Changes made to assessment plan and date if applicable:
Reflective account about conflict situations that have been managed and resolved as not possible
th
to observe, presented on 31 Jan 2012. Witness Testimony
th
Feedback on assessment plan 1: to be completed on 14 Feb 2012
Direct Observation
This shows that Jasdeep is aware of his role as a care worker and that he demonstrated that he
was able to perform his role according to the assessment criteria
Reflective account
The account shows that Jasdeep was involved in dealing with conflict and has reflected on his
practice which will enable him to deal with other situations in future
Work products
Jasdeep provided work products that demonstrated his ability to perform the assessment criteria.
These included supervision notes, food and drinks records, handover notes
Professional discussion
The professional discussion enabled Jasdeep to explain and enlarge in greater depth on the
knowledge needed to perform his job role according to the standards
Additional evidence not planed for:
Reflective account about an incident on the 31st Jan 2012.
This account shows that Jasdeep was involved in a conflict situation, that he managed his role in
that situation and that he then sought advice on how to improve his practice and that he became
aware of the skills he needed to deal with conflict
Units covered by the evidence:
HSC 025, HSC 2014, SHC 31, SHC 32, HSC 036, HSC 037 and SHC 32 and SHC 34
th
Signed Assessor: Wayne Clarke
Date: 14 February 2012
Learner : Jasdeep Singh
Date: 14th February 2012
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 4
Appendix B
Example 1
Direct Observation for Health and Social Care
Record of evidence
Evidence number: 2
Learner name: Jasdeep Singh
Assessor name: Wayne Clarke
Centre name: Future Training
Date: 23/1/12
Direct Observation
Work Products
Reflective account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Text
I arrived at Jasdeep’s work place, a residential home for
people with learning difficulties at 7.00 in the morning.
Jasdeep greeted me at the front door and asked me to sign in.
He explained that this was for Health and Safety reasons and
that I must make sure I also signed out at the end of the visit so
that everyone in the building would know who had entered the
building and who had left it and when.
Jasdeep took me to the office and introduced me to his line
manager and co-workers explaining that he had asked them if
it was okay for me to visit and that he had also asked the
residents as it was their home. Jasdeep showed me the
minutes of the ‘house’ meeting where he had asked the
question and a copy of the Working Agreement with the
residents that outlined their rights and responsibilities. This
was under review and was going to be discussed at the next
‘house meeting’
Jasdeep had a copy of his job description to hand which he
talked me through before he started work for the day. Jasdeep
explained his role and that he worked closely with one of the
senior care workers who was a key worker for two of the
residents.
He explained that he worked mainly under the supervision of
that carer but that he occasionally carried out routine tasks on
his own with the carer’s agreement. He explained that as he
was relatively new to the job role this was to ensure that his
practice met the standards and that he could continue to learn
from the senior carer. He also said that I was important that
they worked closely together because that way the residents
got the best care.
© Future (Awards and Qualifications) Ltd 2014
Unit/s
Assessment Criteria
HSC 037
8.1, 8.2, 8.3
HSC025
3.2
HSC 025
3.4
SHC 32
1.1
HSC025
2.1
SHC 32
1.2
HSC025
3.1
FAQ_How to Gather Evidence for QCF Qualifications | 5
Jasdeep showed me his induction pack and induction
programme that he had undertaken six months before when
he had joined the organisation. He explained that all the
policies and procedures were included and he showed me the
task sheets that had been signed of by the manager during his
induction to say that he had understood and applied them.
HSC025
2.2, 2.3
Jasdeep then attended the staff meeting for a handover from
the night staff. He made notes and asked questions and asked
for clarification if he didn’t understand anything. After the
handover Jasdeep went to work with the residents in the
dining room. He introduced me to the residents and checked
that it was still okay for me to be there and explained again
what I was doing.
SHC 32
4.1, 5.3
SHC 31
HSC036
HSC 2014
SHC 31
HSC 036
3,3,
3.2, 5.1
1.1, 2.1, 2.4
2.3
6.3
HSC 025
1.1
SHC 31
4.1, 4.3
HSC 2014
4.2,4.3
HSC 025
1.2
Jasdeep crouched down to talk to a resident in a wheelchair,
asked him if he would like some help to get his breakfast. The
resident said yes – could Jasdeep put everything in reach?
Jasdeep made sure that everything, cereal, milk utensils was
within the reach of the resident which enabled him to then
carry on with his breakfast independently. Jasdeep then asked
another resident, using sign language, if they needed any help
and accepted that they didn’t want any help that morning.
Jasdeep explained that he wasn’t there to be their friend but
that he was there to help them live as independently as
possible and to encourage them to do as much as they could
for themselves. He said that sometimes it was difficult to stand
back and let them get on with things on their own but realised
he had to. He also said that he had to record details, such as
the food and drink intake (which he did as I observed) that it
was important for everyone to know and that he couldn’t keep
anything quiet or secret.
After Jasdeep has asked the residents if they had finished their
breakfast he helped them clear away the breakfast things,
encouraging each resident to do as much as s/he could and
praising them for their achievements
After breakfast was over Jasdeep was going with one of the
residents and the senior carer to a meeting with the resident
and his advocate. Jasdeep explained that the advocate spoke
for the resident and was totally on his side, listened to him and
stood up for him whenever the resident needed him to.
Jasdeep then walked around the home pointing out Health
and Safety issues and checks that were made. He showed me
the records that he had completed on wheelchair checks, hoist
checks, fridge checks and he also showed me the telephone
log book where all calls into the home where recorded and he
showed me entries that he had made.
COVERS ASSESSMENT CRITERIA FROM:
HSC 2014 Support individuals to eat and drink
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 6
HSC 025 The role of the health and social care worker
SHC 31 Promote communication in health and social care or
children’s and young people settings
SHC 32 Engage in personal development in health and social
care or children’s and young people settings
SHC 36 Promote person centred approach in health and social
care settings
Signed Assessor: Wayne Clarke
Date: 23/01/2012
Learner : Jasdeep Singh
Date: 23/01/2012
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 7
Example 2
Direct Observation Children and Young people.
Record of evidence
Evidence number: 14
Learner name: Mary Smith
Assessor name: Michael Wood
Centre name: Future Training
Date: 25/4/12
Direct Observation
Work Products
Reflective account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Text
At the start of the day the staff set the room out for the day’s
activities. Mary went through the room and outside to carry out
the daily risk assessment. Mary explained the reason for doing
this and showed me where the risk assessments were kept
and checks recorded. Mary explained that any concerns would
be reported to the manager immediately Room layout allowed
space to move freely. Mary was helping with breakfasts.
Encouraged eating. Encouraged independence by feeding
themselves. Mary explained how she knew the children and
was aware that none had any food allergies. I asked her how
she confirmed this and she explained how the serious allergy
procedure was followed
Explained, provided information confidentially, listened, asked
and answered questions. Completed register. Ask child if they
had enough breakfast. Child smiled and nodded-accepted.
Helped child to clean her face and hands but encouraged to
try first. Bent to child height, facial expressions, soft voice as
talked to. Spoke to adult about child’s needs for rest of day.
Welcomed another child. Bent low and helped take coat off.
Spoke to parent about toilet training. Mary explained good
practice and gave information about gaining control. Child
chose breakfast. Put bib on. Mary washed breakfast things
and explained to me breakfast routine, times, following
parent’s preference. Child dropped spoon. Mary picked up and
gave another explaining the one on the floor would be dirty.
Buzzer went. Opened door. Welcomed parent and baby.
Parent explained that the baby was still on the medication but
should finish the course tomorrow. Mary took the medicine
and recorded it and followed the procedure for storing and
recording of medication. After settling in the baby Mary told her
colleague about the medication and when it was due.
© Future (Awards and Qualifications) Ltd 2014
Unit/s
MU 2.4: Contribute
to children and young
people's health and
safety
Assessment Criteria
1.3.
1.2
7.1.
2.4.
2.1.
.
.
3.1..
FAQ_How to Gather Evidence for QCF Qualifications | 8
Children moved to another room. Sang welcome song
involving all children. Praised and encouraged joining in.
sequenced days of the week. Asked about weather. Child
invited to find weather picture. Showed children snow picture
and asked if snowing today. Children said no. Got them to
point to their weather paintings. Sentence on each painting
which she read.
2.1.
Asked children if they would like to paint. Explained to children
she would set out table while they looked at books. Had drink
milk or water. Child banging cupboard door. Mary explained
and demonstrated how to close quietly. Said child could hurt
fingers if they go shut in door. Children chose colour paints.
6.1.
6.2
Wide range resources, child height, mark making, sensory, role
play. Computer with printer, easel. Jigsaws, fine control, books,
quiet area. Enclosed bin. Child height.
Child painting did not want to share. Mary talked about
sharing and taking turns and feelings. Another child wanted to
join table but no space. Mary explained and diverted child’s
attention. Windows open for ventilation. Praised children as
they were painting as well as end product. Child did not want
to wash hands- encouraged and supported-child complied.
She observed that this was unusual for this child who was
unusually quiet Mary did take a look at him to see if he was ok
4.1
4.2
2.2.
2.3.
Snack of vegetables was on table for children to join when they
wanted. Doll’s hat came off. Encouraged to put on. Child
getting frustrated so helped. Checked on children washing
hands for snack. Child wanted toy from bag she explained she
would fetch later but could not now as painting. Used painting
to talk about colours, mixing etc. Child reluctant to paint but
with encouragement and working alongside she did.
Approach and language varied with age/development stage.
7.2.
6.3
6.4
2.4
7.2
Took child to change nappy. Child reluctant. Spoke to quietly
and encouraged, explained what she was doing and why. H
and S complied with. Talked to child when changing, listened
etc. Praised child at end and asked if clean nappy felt better
than dirty one. Child nodded.
2.1.
2.2
.
2.3
Children in garden area – bikes, water play, sand, quiet
covered are with seats, lots of shade, fine control activities,
wicker den, balancing circles, twirlers, table chairs, sensory,
tunnel, space to move freely. Children running, jumping etc.
Areas of development labeled. Children choosing. A child ran
quickly and tripped and fell catching her head on a piece of
equipment. Mary quickly went over to her a talked and
reassured her checked over and asked a colleague to take
over while she dealt with the child putting a cold compress on
her head and checking for other injuries
.4.1
4.2
4.3
1.1
Children problem solving how to fit shapes together. Child took
bike to house being built. Wanted to ride on shapes. Mary
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 9
suggested making a road. Child climbing on boxes. Mary
fetched down and explained dangers. Children building road
reminded to have kind hands. Engaged with children and
worked alongside when children were pushing each other.
Explained makes people sad. Children were counting,
crawling, running, walking, balancing. Children sat by wall as
Mary demonstrated how to use as a track. Explained why
need to be one way running. Helped holding hands when
necessary for confidence. At end of track encouraged and
clapped as they ran back a fast as they could. After they had
all had a go she left them to sort out taking turns but observed.
Watched as two met on road to see if they would resolve but
stepped in when pushing and one child became upset. Space
to relax and recover outdoors.
Indoors explored music. Musical instruments some child made,
sing, explore sound, and listening etc. used story sack while
waited for lunch. Handa’s surprise. Used visual aids asked
questions. Children asked questions. Had high expectation of
their language skills.
1.1.
1.2.
6.4
Children washed hands for lunch. Mary put on tabard. Dinner
served. Healthy menu seen. Allergies explained. Explained to
children why another child had different drink because it is
from the doctor. Wide variety of food and snacks that reflect
world. Children encouraged trying. Planning on wall. Visual
tactile displays, cereals. Pets photos and drawing. After lunch
children had sleep time.
5.1.
5.2.
Explained HSS policy which is reviewed by CO regularly. Check
lists at start of day and end. Security for children, parents, staff
and visitors. Parents have policy explained on registering and
settling in. Possible hazards explained and ways to reduce
them. Always aware of dangers and try to remove them such
as toys in doorways, children climbing etc. explained can’t
remove all risks but some are less. Children need to know
about risks so they start to look after themselves.
In this example of an observation the recording concentrated on MU 2.4. However remember
when assessing you will see more than what you are looking for. See if you can identify other
assessment criteria covered by this observation.
Don’t forget it. Record it
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 10
Example 3
Direct Observation Children and Young people.
QCF Direct Observation
Learner name: Averil Evans
Assessor name: Ben Hurd
Place of Observation: Day Nursery
Date: 25/4/12
Time: 10:30am
Assessment criteria observed throughout assessment:
SHC31-2.1, 2.2,2.3,2.4 CYP35-2.2SHC 31-3.3,3.4,4.2 SHC31-2.4SHC31-4.3SHC 33-3.1,2CYP32-1, 2SHC312.3SHC31-2.2 SHC 31 3. SHC31-1.2 SHC31-2.3 SHC31-2.2 SHC31-4.1 SHC31-4.2SHC31-4.3 CYP32-1,2
Assessment
Criteria
SHC31-2.1,
2.2, 2.3, 2.4
SHC 31-3.3,
3.4, 4.2
Assessment Evidence
Averil was working in the rainbow room when I arrived at the nursery 9 children were sitting
at the table having snack. Averil was working as a team of 3 within this room. Averil
observed the children and constantly encouraged them. Averil discussed one child with
another member of staff regarding the milk the child had brought in. Averil made sure the
correct child had the milk. Averil continued to communicate with the children and signed
Mackaton to one child to encourage him.
When the children had finished, she help them wipe their hand and encouraged them to the
wooden bricks that Charlotte had set out ready for the children.
I asked Averil did she set the room up this morning. She said not today the early shift did,
but explained to me the process and the RA that was carried out and that all door handles
are disinfected before the children come in. Averil showed me the RA in the P & P file.
CYP35- 2.2
The staff had a discussion about the weather and if it was suitable to take the children out.
Averil had been nominated to do the RA in the outdoor area as part of her personal and
work development Averil explained to me what the plan was for today and what she hoped
I could observe. Charlotte the senior confirmed what Averil usually did and how they had
discussed Averil’s needs and development together. It was very clear that Averil was a key
member of the team all the children knew her and responded easily when she
communicated with them.
Averil asked the children if they wanted to go outside to play. This was met with excitement
of yes. Averil checked all the children to see if any needed nappies changing. She identified
that Daisy did and took her to the NC area and changed her nappy following the procedure
using the correct PPE (copy on changing area wall) Averil chatted to Daisy constantly
explaining that it was important to improve language skills.
Averil then went down to check the play area. THE PLAY AREA IS IN TWO PARTS. Playground
with concreter at the front t divided by a fenced of stream the small gated bridge to a
woodland section.
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 11
Assessor’s Questioning Record (If applicable)
Assessment Criteria
Questions
Answers
CYPCore34-1, 2, 3
I asked Averil did she set the room up
this morning
She said not today the early shift did, but
explained to me the process and the RA
that was carried out and that all door
handles are disinfected before the
children come in. Averil showed me the
RA in the P & P file
CYPCore34-2
CYPCore31-5
SHC 31 3.1, 1.2, 2.3,
2.2
I asked Averil what was done in
preparation if children were taken out of
the nursery for walks
I asked Averil about transition of children
I asked Averil was there any children
from different backgrounds and how she
communicated with them and
interpreted communication methods in
different ways
She explained the RA and P&P process
for the trip to the pond. This was
confirmed by P & P that were available
on the Nursery wall in a file or separately
Averil explained the nursery process of
staff swopping where possible so
children were used to all staff. She
explained there was one child that had
come up from babies and how they were
settling him in.
Averil explained the use of Mackaton for
child B and how she was helping to
communicate with a new child from
Greece and her parent
SHC31- 4.1, 4.2, 4.3
I asked Averil what would be classed as
confidential records
© Future (Awards and Qualifications) Ltd 2014
Averil explained that daily reports were
only accessed by parents of individual
children. Also how she understood the
confidentiality procedures and the
importance of confidentiality within the
nursery setting
FAQ_How to Gather Evidence for QCF Qualifications | 12
Appendix C
Example 1
Professional Discussion for Health and Social Care:
Record of evidence
Evidence number:
Learner name: Jasdeep Singh
Assessor name: Wayne Clarke
Centre name: Future Training
Date: 10/02/2012
Direct Observation
Work Products
Reflective account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Text
th
I met with Jasdeep in his work place on the 10 Feb for a
professional discussion. He had bought with him the work
products that we agreed would support the discussion: the
records that monitor the food and drink, the hand-over notes
and his supervision notes.
We discussed the two residents that he worked with in
particular and he explained that one resident who had
diabetes really liked the sweet puddings on offer and that he
encouraged him to chose the puddings made for the people
with diabetes but sometimes the resident chose the other
puddings. Jasdeep explained that at the moment it only
happened on occasions and so was not having an adverse
effect on the insulin levels at the moment but that they were
closely monitoring it.
Jasdeep explained that he talked to the resident about his
insulin and his medicine and that he had to record exactly
what he ate and drank in case his insulin level was affected.
Jasdeep also explained that he always informed a senior
member of staff, at the time, about the choice made and that
he then recorded it in the records he had with him. Jasdeep
explained that it was difficult sometimes to balance the duty of
care with the resident’s right to choose
Unit/s
Assessment Criteria
HSC 2014
1.2,
HSC 2014
1.4, 5.1, 5.2
2.1,2.2,.2.3
Jasdeep then talked about the resident he worked with who
was a wheel chair user and how this affected his ability to eat
and drink. Jasdeep said that he was able to eat and drink
independently as long as everything was in reach when he
was sat at the table. So Jasdeep made sure that his choices
were in reach when he came to meals.
SHC 34
2.1
HSC 2014
Jasdeep said he always asked every resident he worked with
what they wanted to eat and never thought that they would
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 13
have the same as before, he made sure that they sat where
they wanted to sit and that they ate and drank at their own
pace. And he always asked them if they had finished before he
cleared away as he needed to make sure that they had had
enough to eat and that they needed to choose if they had
finished.
HSC 2014
3.1
HSC 2014
4.1
SHC 32
5.1,5.2, 5.3
Some residents needed more help than others but he always
checked what help they needed with them first. He was very
careful with residents that he had to support to eat that he
didn’t rush them and that he described to them what each dish
was.
Jasdeep went on to explain how he was supervised and had
bought his supervision records with him. He explained how
his line manager met with him once a month and went
through a standard agenda with him that covered his work
role, any concerns he had, any concerns she had and any
areas where he needed more training and any concerns he
had about residents.
He explained that she expected him to know the standards he
was working to and recorded his progress with his
qualification and suggested reading that would help. She
made sure he worked with different senior staff so he could
learn from them and she discussed what he had learnt over
the month and how his practice had changed because of it.
This was all recorded in his supervision notes and also in the
handover notes where he had asked for clarification etc.
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 14
Example 2
Professional Discussion for Children and Young People:
Record of evidence
Evidence number: 20
Learner name: Mary Smith
Assessor name: Michael Wood
Centre name: Future Training
Date: 30/04/2012
Direct Observation
Work Products
Reflective account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Text
I met Mary at the nursery as planned and we went into the
quiet area that was not in use to enable a professional
discussion to take place
Unit/s
MU 2.4:
Assessment Criteria
1.3..
The discussion took place Mary explained the reason Risk
assessments and the reason for doing this and showed me
where the risk assessments were kept and checks recorded.
Mary explained that any concerns would be reported to the
manager immediately Room layout allowed space to move
freely. Mary explained when helping with breakfasts she knew
the children and was aware that none had any food allergies. I
asked her how she confirmed this and she explained how the
serious allergy procedure was followed and the reason it must
be followed at all times.
1.3
1.2.
7.1.
2.3. 2.4. 3.1
Mary also explained the Health and Safety policy, which is
reviewed by the nursery manager and senior team. Mary
explained how checklists at start of day and end were used
and how issues were reported.
Signed: Michael Wood, Assessor
Signed: Mary Smith, Learner
Date 03/04/2012
Date 03/04/2012
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 15
Appendix D
Example 1
Reflective account for Health and Social Care
Record of evidence
Evidence number:
Learner name: Jasdeep Singh
Assessor name: Wayne Clarke
Centre name: Future Training
Date: 31/01/2012
Direct Observation
Work Products
Reflective Account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Text
What I did
I was working an afternoon shift and was involved in
organising and managing a movement leisure activity for the
residents with a senior member of staff.
Unit/s
Assessment Criteria
HSC 025
3.4, 3.3
One of the residents (A) didn’t want to do the activity and
wanted to go back to his room. One of the other residents (B)
called him a spoilsport and said he never wanted to join in
anything.
A became very upset and started to call B names. I asked A to
come with me back to his room so that the conflict didn’t
become worse but I wasn’t sure how to stop it happening in
future. A did agree to go back to his room, as that is what he
wanted to do anyway.
Another carer managed B and took him to another room to
talk to him about how he had treated B
How I felt
I felt a bit helpless as I hadn’t been involved in anything like
that before and I didn’t know how to stop it happening again.
What did I do
II asked my supervisor if I could speak to her about it and she
saw me at the end of my shift. I asked my supervisor what I
should have done and how I could stop it happening again
and what would have happened if B hadn’t wanted to go back
to his room.
She said that separating the two residents had helped to calm
the situation down and that I needed to make sure that B knew
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 16
he could choose what he wanted to do and that was his
choice. I also needed to make sure that B knew that he
couldn’t call other residents names no matter what was said to
him.
She had spoken to the other member of staff and that A was
being asked to apologise to B and B would be asked to
apologise to A in a meeting with the manager. The other
member of staff had written the incident up in the records and I
would be asked to write up my view of it as well before I went
home.
She said that the manager was going to check with staff and
with hand over notes to see if this was a ‘one-off’ or if it
happened regularly. They would keep a close eye on both
residents to try to ensure it didn’t happen again. If it had
happened before then the manager would ask the key
workers of the residents to work with them to resolve the issue.
If B had not wanted to leave the room then as A had left the
room that would have resolved the issue. It would have been
more difficult if neither resident agreed to leave and then it
would have meant asking other staff to help manage it
What have I learnt
That I did do the right thing then but that it could have got
worse and that I would have needed to get help to manage
the situation.
We need to find out if the two residents don’t like each other or
if it was just a ‘one off and then be aware if there is a trigger
for it.
My supervisor asked me to identify the skills I need to deal with
situations like that and I need to communicate, keep calm, be
objective, and find out why it happened
© Future (Awards and Qualifications) Ltd 2014
SHC 32
2.2, 4.1
FAQ_How to Gather Evidence for QCF Qualifications | 17
Example 2
Reflective account for Children and Young People
Record of evidence
Evidence number: 9
Learner name: Mary Smith
Assessor name: Michael Wood
Centre name: Future Training
Date: 01/04/2012
Direct Observation
Work Products
Reflective Account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Assessment Evidence
Unit/s
In our nursery we have a policy to follow when parents bring in
medicines for their children. I ensure that I follow that policy by
checking that the medicine is clearly labeled I then record it in
the book. I then put in the medicine cupboard or fridge if
needed. We record the time the medicine is to be given and
ensure the parents sign in the medicine. We also record when
we have given the medicine. This is always given by a qualified
member of staff. As I get concerned about this I always check
with the parents in the morning. Sometimes they forget to tell
us they have brought medicine in. if I know a child has been
poorly I check their bags just to make sure there is no medicine
in there.
MU 24
It is important we get the parents to understand the policy as it
is there to protect the children and ensure the correct medicine
is given
If a child comes back to nursery after being poorly I always
watch them throughout the day, I check that they don’t feel too
hot and make sure they are having frequent drinks of water, if
they felt hot or went quiet and didn’t look well I would report it
to Kathy
© Future (Awards and Qualifications) Ltd 2014
Assessment
Criteria
7.1
7.2
7.2
4.1
4.3
FAQ_How to Gather Evidence for QCF Qualifications | 18
Appendix E
Example 1
Witness testimony for Health and Social Care
Record of evidence
Evidence number:
Learner name: Jasdeep Singh
Assessor name: Wayne Clarke
Centre name: Future Training
Date: 31/01/2012
Direct Observation
Work Products
Reflective Account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Text
Unit/s
Ass Criteria
HSC 2014
1.2,1.4, 5.2
st
I witnessed Jasdeep on the 31 Jan when a
Resident who is a diabetic didn’t want the
pudding the cook had made for those with
diabetes but wanted one of the other puddings
instead.
Jasdeep explained to the resident that there was
a lot of sugar in the pudding he wanted and that it
could upset his insulin balance. The resident
insisted that he wanted the other pudding and
Jasdeep explained that he would have to record
his choice in case it did affect his next insulin
reading.
Jasdeep then checked with me so that I knew
what was happening and he then recorded what
the resident had eaten in the records.
Signed: Shirley Pryce, Manager
Date: 31/01/2012
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 19
Example 2
Witness testimony for Children and Young People
Record of evidence
Evidence number/Unit Number URN: J/601/3491
Learner name: Mary Smith
Assessor name: Michael Wood
Centre name: Happy Valley
Date: 07/07/2012
Direct Observation
Work Products
Reflective Account
Professional discussion
Question and answer
Witness testimony
Expert witness testimony
Assessment Evidence
Unit/s
Mary was working in the toddler room, she started to carry out
nappy changing with two children. Before she started she
checked the nappy changing room was clear and the nappies
she needed were available. Mary then washed her hands has
she had been painting. She then got her apron and put it on.
She then asked Jonathan to go to have his nappy changed she
held his hand and walked him towards the nappy changing
room reassuring him as she put him on the changing mat. I
watched as Mary put on her gloves and then she changed
Jonathan’s nappy using the cream his mum had supplied. She
carried out the correct procedure disposing of the nappy in the
yellow bin. Mary did explain to me what she would do if
Jonathan had diarrhea and then disposed of her gloves. She
took Jonathan back after recording the time etc. on the nappy
changing chart.
URN: J/601/3491
Assessment
Criteria
URN: J/601/3491
6.4
URN: J/601/3491
6.2
6.3
URN: J/601/3491
URN: J/601/3491
6.5
6.1
6.5
Signed: Betty Foley, Manager
Date: 07/07/2012
© Future (Awards and Qualifications) Ltd 2014
FAQ_How to Gather Evidence for QCF Qualifications | 20
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FAQ_How to Gather Evidence for QCF Qualifications | 21