An Overview
Who is the programme for?
What are the units?
What units are there?
What makes up a unit?
Unit Description.
Making assessments.
Outcomes to be accredited.
Evidence requirements.
Guide to delivering the units.
AQA Summary sheet.
Why me?
The single most significant point!
An Overview
The PHU's are a fully accredited and tested training option for application in the housing/accommodation/resettlement sector that cover the areas of supported accommodation and healthy lifestyle. The units were originally conceived out of a frustration in not finding a suitable training package for hard to reach and often reluctant learners, who by the very nature of their situation were not going to access, or react well to mainstream options but whose needs could be met by a programme designed to accredit and build on existing skills, and provide a framework for their development as tenants.
As an integration of proven educational ideas and process, delivered in the arena of social care and development, the programme tackles many barriers to education and provides an opportunity for staff to hone and develop their skills and knowledge base, whilst, also providing a management tool and quality indicator.
At the core of the programme are ten units that focus on the basic skills, knowledge and understanding that underpin the ability to sustain a tenancy and develop a health lifestyle in a supported environment and aid the process of move on to independence.
Written with the needs of clients, staff and agencies in mind the units are straightforward and applicable to a wide range of ability, situations and locations and can be delivered to groups, or to individuals in one to one sessions. Designed to be user friendly, delivered and assessed by front-line workers who have a relationship of trust and understanding.
The programme is unit accredited so a "student" will receive a certificate for each unit they achieve as they achieve them. This allows the student and worker to choose the most applicable unit or units to work on from the "menu" and encourages a rapid accredited recognition of achievement.
Amber provides a complete package of staff training and programme supervision, student learning materials/resources, and registration, verification and certification of the achieved units. As well as access to further training opportunities and units.
The content of the units are real to life and cover aspects essential to the "student", they feel relevant and normal and in the process of their achievement reading, writing and language skills are naturally improved.
The flexibility of the programme in terms delivery, student output and assessment methods ensures that both delivery staff and the student are encouraged to take a creative approach based on equality and dialogue. The structure of the programme also promotes peer education and community involvement.
PHU’s are currently being used by a range organisations, including housing providers and associated support networks, probation and prisons.
Who is the programme for?
The Client
• The programme is designed to be delivered to clients in a wide range of situations and locations.
• Typically these clients are in housing with support, hostels or institutions.
• Underpinning the structure of the programme is the premise that some people through no lack of their own have missed out on the period of their lives where the common skills, knowledge and understanding many of us share was not picked up. This lack, in the arena of housing leaves them vulnerable and often their tenancies when acquired are quickly at risk or unsustainable.
• The programme can be applied to all age ranges and situations, being delivered to match need.
• Client development and progress is recognised and rewarded through the achievement of accreditation and certification.
The worker
• Provides a structured approach to engaging the client in their core needs in reference to sustainable move on.
• Enhances and develops their skills and knowledge base.
• Recognises and accredits the work achieved through their interaction.
• Provides common currency between providers and networking opportunities.
The agency
• Provides management information.
• Further quality indicator.
• Process safety net.
• Enhanced service.
• Innovative approach.
What are the units?
The units are;
• Individual pro forma of achievement.
• Accredited by
AQA (Accreditation and Quality Alliance).
• Part of the
Unit Award Scheme. (1000 centres in the UK)
• On the National Framework of Non-Formal Education and is fully recognised by the
QCA (Qualifications and Curriculum Authority)
What units are there?
There are
ten core units and each unit is “unit accredited”.
• This means that a client can achieve one or all ten units and will receive a certificate for each one.
• Unit accreditation allows the client and worker to choose the most applicable unit or units to work on and this also allows them to work at the client’s own speed.
What makes up a unit?
A unit is broken down into component parts and each part has a specific purpose. It is written as a statement of achievement.
Unit titles.
The unit title sums up the nature of the achievement.
• Resettlement Issues
• Maintaining a Tenancy with Support
• Finding accommodation
• Managing receipt of social benefits
• Managing utility accounts
• Budgeting and debt management
• Maintaining a healthy diet
• Safety and risk management in the home
• Planning for education, training and employment
• Developing community knowledge
Unit Description
This describes what the unit is about, how it will be delivered and what the student will learn. All the unit descriptions follow a similar formula.
Example;
MANAGING RECEIPT OF SOCIAL BENEFITS
92982
This unit is all about developing the skills, knowledge and understanding required to access and maintain benefits appropriate to his/her need/situation.
How it will be delivered;
• Group or individually, or a mixture of both.
• By a trainer, support worker or other knowledgeable person or agency.
What the student will learn;
• Skills (what we do),
• Knowledge (what we know)
• Understanding (why’s, how’s that underpin actions)
• All of the bits needed to access and maintain benefits.
• Appropriate to own situation.
Procedures for Making and Recording Assessments
This section describes how the unit once completed is assessed and who makes the assessment. There are options on which method to use related to the numbered outcome, this allows the best approach based on the type of evidence provided and the ability and circumstances of the student.
Assessment practice and the PHU programme.
The PHU programme relies on the ability of the worker to make assessment decisions against the outcomes of the units in order to accredit the skills, knowledge, understanding and development of the service user.
In order to assess that an outcome has been achieved the assessor must be confident that the evidence submitted is:
• “Sufficient”, that the evidence covers all parts of the outcome.
• “Relevant”, that the evidence is specific to the outcome.
• “Authentic”, that the evidence is attributable to the service user alone.
A typical unit will require the worker use a variety of assessment methods. Within this format there is choice and flexibility. Often a mixture of assessment methods is the best practice to maintain a creative and engaging approach.
In the example below the assessment method or choice is given with the specific outcomes identified in brackets.
Assessed by trainer / key worker through
• observation (12),
• observation or inspection (1-4)
• discussion or inspection (5-11).
Observation.
• You can observe that someone can fulfil the requirements of an outcome.
• Observation if possible is the preferred method of assessment.
• Observation includes listening (such as listening to a presentation), and watching (seeing someone do something).
• Suitable evidence of observation would be a signed report that outlined the achievement and detailed the circumstances.
• The use of observation is restricted to the “has demonstrated the ability” and “experience” outcomes.
Inspection.
• You can inspect student work to decide that that they have fulfilled the requirements of an outcome.
• It is important to make sure that evidence you inspect is relevant, authentic and sufficient.
• Suitable evidence for inspection would be student completed workbooks, worksheets, forms, action plans, etc.
• Where it is decided that student written evidence is incomplete or insufficient then discussion can be used and the subsequent answers can be written next to the written work (signed and dated by both parties).
Discussion.
• Discussion is used to check underpinning knowledge and understanding. This is done through questioning.
• The use of open questions is necessary to elicit full answers.
• Follow on questions may be needed for fullness and clarity.
• Suitable evidence for discussion would be written record of the questions posed and the answers given (signed and dated by both parties).
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Outcomes to be accredited
This section of the unit describes the specific outcomes that the student must achieve to be awarded the certificate. They are divided into up to four sections that are termed stems and cover, skills, knowledge, understanding and experience. All the outcomes are specific and often made up of a number of elements that all need proving.
Examples;
In successfully completing this unit the student will have
demonstrated the ability to
1. use referencing to find contact details of two local benefit agencies;
This reads as a complete and separate outcome,
“In successfully completing this unit the student will have demonstrated the ability to use referencing to find contact details of two local benefit agencies.”
This outcome is assessed by observation or inspection, therefore the worker must either see and report on the ability of the student to individually use referencing (such as looking up details in a directory or on the internet), or inspect the students work that shows that they have found the contact details, of two benefit agencies.
In successfully completing this unit the student will have
shown knowledge of
5. two agencies or organisations that can assist and advise job seekers or those in receipt of benefits;
Again, this reads as a complete and separate outcome,
“In successfully completing this unit the student will have shown knowledge of two agencies or organisations that can assist and advise job seekers or those in receipt of benefits”
This outcome is assessed by either by inspection of student work and subsequently recording the assessment decision, or discussion followed by a record of the questions asked and their answers.
Either way the student must show that they have this knowledge and the worker must be confident that they do.
Knowledge is a often no more than a series of known facts. However it may be useful to require the student to know these facts on more that one occasion or over a period of time. Such as initial at assessment and at completion of the unit.
In this example sample questions for discussion may include;
1. Can you give me the mane of two agencies or organisations………..?
2. What services do they provide? (assist and advise).
3. Who do they provide the services to? (eligibility)
You will use language that is suitable to the client/worker relationship.
In successfully completing this unit the student will have
acquired an understanding of
9. at least three disadvantages of not maintaining benefits;
Again as a whole and specific outcome,
“In successfully completing this unit the student will have acquired an understanding of at least three disadvantages of not maintaining benefits”
This outcome is assessed as above through inspection or discussion and the student has to show an understanding of at least three disadvantages….
• Understanding is deeper than knowledge and therefore you expect the student to outline or describe the disadvantages and what effect they may have.
In successfully completing this unit the student will have
experienced
12. accessing and maintaining benefits in a supported environment.
Again as a whole and specific outcome,
“In successfully completing this unit the student will have experienced accessing and maintaining benefits in a supported environment.”
Assessed through observation this is the experience of the student through the process of achieving the other outcomes.
The completed assessment checklist is sufficient evidence of observation for this type of outcome.
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Evidence to be offered
With each unit there is a corresponding checklist, the worker who is assessing the student for achievement of the unit uses this to ensure all the outcomes are achieved and record their assessment decisions. The checklist shows;
• Assessment method options (inspection, observation, discussion)
• Who has made the assessment
• When the assessment was done
The checklist is itemised where needed, and you must fill in the itemisation as you assess.
Other key pats of the list are the students name and date of birth and the assessors name and signature on the bottom of the list.
Student completed work
With each unit there is the option of using a
pre formatted student workbook. The exercise of completing the workbook is ample evidence for the achievement of the unit.
Because of the relevance of the unit content, the workbook is also an opportunity to improve literacy and numeracy skills.
• It was never intended that the workbook should be used in isolation or as the only resource. If used in this way you may meet resistance. It is best used in conjunction with other activities, and as a resource for recording the client’s evidence.
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Always the option of using discussion as an assessment method is offered, if you chose to use discussion then you must record the questions you ask and the answers you receive.
If this is done you will have to supply the record of discussion on a separate sheet or you can write on the workbook if you are using a mixture or if you are expanding a student’s written work.
A record of discussion must be signed and dated by both the worker and the student.
It is perfectly OK to scribe for a student if necessary as long as the scribing is treated in the same way as a record of discussion i.e. signatures, dates and authenticity.
The use of observation is always an option for at least some of each unit, if you choose to use this method then you must submit an observation report. The report should be counter signed by the service user.
Important
All evidence relating to a unit must be submitted for the achievement of the unit.
Where the unit requires the completion of action plans, menus, risk assessments, budgets etc, then these must be included in the submission.
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Three stage approach to delivering and assessing the PHU programme.
The PHU core programme consists of ten units. Each of the units is unit accredited and can stand-alone. The advantage of this approach is that the units a service user works towards can be directly appropriate to their needs.
The programme is designed to identify and close the gaps in the service users experience, ability, knowledge and understanding. Due to the fact that previous experience is unique, a service user may well display a “spiky profile” where their strengths and weaknesses are unevenly spread across the outcomes and units.
In such cases, tacking a rigid approach to the delivery of the units and not accounting for individuality, may have the effect of alienating the service user or diminishing motivation and engagement. They may feel that they are having to repeat things they have already covered, cover things they already know, or that time would be better spent concentrating on areas of potential development.
The flexibility of the units allows for a creative approach to the process of accreditation that takes in these elements and encourages achievement.
Stage one.
Fitness for programme:
It is advised that the first unit to be delivered is “
Exploring Resettlement Issues”. This is a chance for the worker to introduce the concept and ideas of the programme to the service user.
It allows the worker the opportunity to gauge readiness for engagement, and to explore motivation. At this point the structure and rational can be explained and explored. The service user can, with support, focus on the issues that do or have been barriers to finding and sustaining suitable accommodation, their development need can be identified and the appropriate units can be agreed upon.
This unit is unique in that it is completed by the worker and is an assessment based purely on discussion.
The evidence, an assessment checklist, forms the basis for the development programme and also provides management information for the worker and organisation.
The process of achieving the unit is an example of effective problem solving and embedded learning.
Stage two.
Initial assessment.
Once a unit or units have been decided on then it is good practice to make an initial assessment of the service user’s strengths and weaknesses against the outcomes. Like a needs assessment, initial assessment will identify the areas and outcomes specific to the individual and give the worker enough information to negotiate an action/assessment plan to achieve the unit.
The initial assessment is conducted through conversation/discussion, each outcome is explored and the service users abilities recorded against set criteria.
The criteria against which the outcomes are measured are,
Needs support to achieve.
In this instance the service user is unconfident in this outcome. A plan should be made where they can develop the skills, knowledge or understanding required. This may mean learning or practicing a skill, visiting an organisation, agency or adviser to gain knowledge or joining a group learning activity.
Once they had engaged in this activity they would have moved to the next criteria of “working towards”.
Working towards.
In this instance the service user has some confidence or experience in the outcome and a plan is established so they may prove or show evidence that they can achieve the criteria. Once they had completed this activity they would have moved to the next criteria of “confident in this outcome”
Confident in this outcome.
In this instance the service user is ready for assessment and an assessment plan needs to be negotiated, this may include:
• Planning to observe the service user carry out some activity that is evidence of ability.
• Planning a set time to assess the service user through discussion, to show evidence of knowledge and or understanding.
• Agreeing the service user completes written work to show their competence that will then be, inspected and accredited.
Achieved.
At this point the service user has been assessed as competent and the evidence as being sufficient, relevant and authentic.
Stage three.
Repeat stage two with the next identified unit.
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Using the Summary sheet
The
summary sheet is a requirement of AQA.
A summary sheet must accompany each unit.
Completing:
• When the candidate has completed a unit add the details to the AQA Summary sheet. There should be one summary sheet for each unit for each assessor (unit teacher).
• Fill in the Unit Title but leave Unit Code and the ‘student number’ blank. (Amber will allocate numbers).
• Put the number of outcomes along the top row (e.g. look at “Managing receipt of Social Benefits” description’ – this has 12 outcomes therefore columns labelled 1 through to 12) and ‘workbook’ and/or other evidence column. For a candidate to complete the unit they should have ticks in each of the relevant boxes.
• Fill in the names of those completing the unit, tick the relevant boxes, date of final completion.
• Sign as unit teacher.
• Send Summary Sheet, Candidates’ workbooks, evidence and checklists for each unit to Practical Training.
Why me?
The units were designed to be delivered and assessed by workers. This was because the client group often has a reluctance to join existing educational provision. The worker has the relationship and hopefully the trust of the client. The worker also has much of the specialist knowledge that relates to the outcomes.
How do I do it?
1. Get to know the units.
It is advised that you read and understand the requirements of the units; this will allow you to speak about them with increased confidence.
2. Get to know the materials and resources.
There is a
resource pack with all the units, associated workbooks and limited resources (also available on disc by request)
3. Gather any resources and or information you are lacking in respect of the outcomes.
As much of the units are about local solutions and the focus of the units is the needs of the client you will have to find these resources yourself. Often organisations build folders etc. You may well have most of what is needed.
4. Identify the client and make an initial assessment in respect of the units.
Use the “Resettlement Issues” unit as a starting point. This will give you the management information you need for planning the client’s learning “package” and will serve as an introduction to the process for yourself and the client.
5. Arrange for next session and make an initial assessment of the client against the outcomes of the first chosen unit. This can be done through discussion and you can use the checklist as a guide. Take notes and plan and agree activities that the client will do in order to show competence.
According to which unit the client is working towards the activities could include, filling the workbook, visiting organisations and agencies to get information, cooking, shopping, keeping to budget, etc etc.
6. Collect all the evidence into one place and make an assessment using the assessment checklist. If the evidence is sufficient, reliable and authentic sign off the unit. If there are gaps plan with the client to complete or use discussion etc.
It is important that the client does not feel as if he/she may fail. The programme is set up so that an individual cannot fail; however they may not complete. When you have decided that the work is complete it is advisable to have a colleague cross check your assessment.
7. Check client details are complete, add client and unit details to the AQA Summary Sheet and send off with the evidence to Amber.
It is important that client details are accurate, as they will appear on the certificate. It is equally important that the details of your organisation are accurate as this is where the certificate will be sent.
8. Start the process again with the next unit.
The turn round for completed units is generally within a month; this is of cause reliant on the work being up to standard.
9. When in doubt ask.
It is encouraged that you work collaboratively with your colleagues and client. We can’t all know the answers to everything, but we can usually find them out.
Amber is open to looking at and giving constructive feedback on completed and partially completed work.
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The single most significant point.
Enjoy the process and make it as interesting as possible. The programme is designed to be delivered in an ethos of equality and dialogue. None of us knows the answers to everything;
"We can and should learn as much from our clients and students as they do from us."
Feedback and development.
Amber is always looking to improve and develop the project and increase our number of units, if when using them you see that improvements need to be made or you have ideas for subsequent units or areas you would like units written in please let us know.
It is through your input that the project will be a success.