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Problem solving

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NDIDATE LOG SHPROBLEM DIAGNOSIDescribe the problem:

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The Fashion Tec/o The PrincipaWestchester FE 44 East StreetWESTCHEST

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Signed:

Assessor:

Key skills

Example portfolio

Problem solving

2004Level

1

First published in 2004

© Qualifications and Curriculum Authority 2004

Reproduction, storage, adaptation or translation, in any form or by any means, of this publication is

prohibited without prior written permission of the publisher, unless within the terms of licences issued

by the Copyright Licensing Agency. Excerpts may be reproduced for the purpose of research, private

study, criticism or review, or by educational institutions solely for educational purposes, without

permission, provided full acknowledgement is given.

Printed in Great Britain.

The Qualifications and Curriculum Authority is an exempt charity under Schedule 2 of the Charities

Act 1993.

Qualifications and Curriculum Authority

83 Piccadilly

London W1J 8QA

www.qca.org.uk

Contents

Foreword iii

Overview v

Commentary vi

Portfolio 1

Assessment checklist 1

Location of evidence 1

Task 1 assessment record PS1.1 2



Task 1 candidate’s evidence 5–8




Task 2 candidate’s evidence 12–15

iii

Foreword

Key skills are for everyone, from learners in the workplace, colleges and schools to

chief executives in large companies. They are the skills most commonly needed for

success in education, training, work and life in general.

The six key skills are:

� application of number

� communication

� improving own learning and performance

� information and communication technology

� problem solving

� working with others.

In developing key skills, people improve the quality of their learning as well as their

performance in the world of work.

When QCA completed its review of the key skills qualifications and units, it was clear

that there was a need for examples of key skills portfolios. We produced example

portfolios in application of number, communication and information technology

earlier in 2004. We have now produced example portfolios for improving own

learning and performance, problem solving and working with others at levels 1 to 3.

The example portfolios provide practical guidance on organising and referencing

portfolio evidence, and on the kind and amount of evidence required. They are

intended, along with the 2004 key skills standards and guidance, to help assessors

interpret the key skills. They are based on the 2004 key skills standards and guidance

and show real work from real candidates. Their production is supported by the key

skills awarding bodies.

Ken Boston AO

Chief Executive, QCA

v

Overview

The key skills awarding bodies and the regulatory authorities (QCA, ACCAC and

CCEA) have produced this example portfolio as a result of a collaborative project.

The purpose of the project was to produce a set of portfolios that would give

practitioners a clear understanding of the requirements for key skills portfolios.

Portfolios for each of the key skills of application of number, communication and

information technology were published earlier in 2004. There are now portfolios for

each of the other key skills:

� improving own learning and performance, levels 1 to 3

� problem solving, levels 1 to 3

� working with others, levels 1 to 3.

The project group selected a range of learning and vocational contexts to show the

application of skills across these nine portfolios. While a specific context may not be

directly relevant to all sectors, the principles of approach, recording and assessment

apply, and should prove useful to all.

Key skills chief moderators and external verifiers for the awarding bodies have met

and scrutinised the portfolios. They agree that the portfolios meet the specifications for

the key skills qualifications. QCA chaired and facilitated the meetings.

These portfolios went through an internal assessment by a centre and then an external

verification/moderation process by the centre’s awarding body. Each of them met the

standard and received a pass. They should be viewed as such, not as perfect examples

of work.

You will see that improvements could be made to the portfolios. For example, evidence

could be more effectively or logically presented. However, room for improvement is to

be expected: candidates develop skills over time, reflecting and progressing as they do

so. Key skills are free-standing qualifications open to everyone at any age. This means

that portfolios of evidence are created in a range of academic, occupational and

vocational contexts.

Also included in the portfolios are:

� record sheets that make the feedback and assessment decisions clear

� commentaries that outline some of the issues and describe the context in which the

candidates gathered the evidence.

Some of these portfolios have been created from more than one portfolio. Some have

been reworked to avoid ‘benefit of the doubt’ situations. The record sheets have been

rewritten to make decisions clearer to the reader. During the copying process, some

loss of clarity may have occurred, especially in images that were originally in colour.

These example portfolios should be read with reference to the 2004 key skills

standards and guidance, which provides advice and guidance on the assessment of key

skills. It should also be noted that, while a portfolio may meet the standard for a

specific key skill, it might not reflect the equivalent standard in another key skill.

QCA and the key skills chief moderators and external verifiers would like to acknowledge

the valuable contribution of centres and students in the production of these materials.

vi

Commentary

The candidate produced the evidence as part of an apprenticeship in administration

with problem solving as a useful, additional unit outside the framework.

The portfolio is well indexed and evidence is presented in a logical sequence.

The two activities to generate evidence are from a work-based activity and the

candidate’s day release interaction with a key skills learning group consisting of

students from a variety of study subjects.

The portfolio meets the evidence requirements of problem solving at level 1.

The recording documentation encouraged the candidate to take some ownership of the

portfolio and provided opportunities for him to evidence understanding of problem

solving processes including diagnosis, planning and solution.

There is clear evidence of assessment throughout the portfolio with feedback.

Summative assessment evidence is clear, supported by witness testimonies, candidate

narratives and answers to questions. The assessor has annotated the witness

testimonies to confirm authenticity.

The review record is particularly useful, encouraging the candidate to reflect on the

problem solving process and learning outcomes.

The portfolio suggests the communication skills of the candidate are at a higher level

than level 1; this is evidence that, in common with many candidates, he has a “spiky”

key skills profile. We are not assessing communication skills.

There is some retrospective evidence; examples are on pages 6 and 13. This is

acceptable in this portfolio where the candidate did not have time to complete the

recording documentation at the time but did complete it as soon as possible. This is

likely to be the case in real work situations when problems are identified quickly and

require immediate action.

The candidate refers to three options for solving the problem, but only two are

required at level 1.

PS 1.1

Both problems are clearly identified on pages 5 and 12 using problem diagnosis sheets

designed by the centre.

PS 1.2

There is clear evidence of following the plan provided by the implementation plans on

pages 6 and 13. Once again these are useful documents designed by the centre using

advice from the Awarding Body.

PS 1.3

The evidence of checking the solutions is in the form of candidate reviews confirmed

by a letter and witness testimony.

The candidate reviews provide evidence that the candidate understands the process of

problem solving and recognises that planning is essential even if time is limited.

Page 1

Problem solving

Level 1PROBLEM SOLVING LEVEL 1

ASSESSMENT CHECKLIST

LOCATION OF EVIDENCE

You must:PS1.1Confirm with an appropriateperson that you understand thegiven problem and identifydifferent ways of tackling it.

Your evidence must show you can:1.1.1 Check that you clearly understandthe problem you have been given

1.1.2check how you will know that ithas been solved

1.1.3come up with different ways oftackling the problem.

PS1.2Confirm with an appropriateperson what you will do andfollow your plan for solvingthe problem.

1.2.1 Help decide how you will try to solve the problem

1.2.2plan what you need to do

1.2.3follow your plan, workingsafely and using support givenby others to help tackle theproblem.

PS1.3Check with an appropriateperson if the problem has beensolved and how to improve yourproblem solving skills.

1.3.1 Check if the problem has beensolved using the methods you have been given

1.3.2identify clearly what went welland less well in tackling theproblem

1.3.3check what you need to do toimprove your problem solvingskills.

Page List items of evidence and where they PS1.1 PS1.2 PS1.3are located in the portfolio

1 2 3 1 2 3 1 2 3

2–4 Assessment records

5 Problem diagnosis sheet x x x x

6 Implementation plan – fashion show x x x x

7 Candidate log sheet: Review x x x

8 Letter to The Fashion Team x

9–11 Assessment records

12 Problem diagnosis sheet x x x x

13 Implementation plan – newsletter x x x

14 Candidate log sheet: Review x x x

15 Witness statement x

Assessor Declaration: I confirm that the details above are correct and that the evidence submittedis the candidate’s own work and the candidate meets all the requirements for certification of thiskey skill.

Assessor Name: Candidate Name:

Assessor Signature: Candidate Signature:

Date: Date:

ASSESSMENT RECORDPROBLEM SOLVING LEVEL 1

PS1.1 Confirm with an appropriate person that you understand the given problem and identify different ways of tackling it.

Subject and purpose: Supplementary evidence (if included):

Task 1: To solve the problem of a model Thank you letter from hospital confirming unable to attend a fashion show. The model that the show was a success.informed A. Candidate on the day of the show.

Did the candidate…

Check that they clearlyunderstood the problem thatthey had been given?


Check how they would knowthat the problem had beensolved?


Come up with different waysof tackling the problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No

Comments and examples

A. Candidate discussed theproblem with his tutor. This isrecorded on page 5.


He identified that the problemwas solved if all the outfits were modelled and the show was a success.


A. Candidate identified twosolutions after confirming withthe tutor that cancellation wasnot an option due to time.Problem Diagnosis Sheet page 5.

A. Candidate discussed his optionswith the tutor and agreed thatthey were appropriate. ProblemDiagnosis Sheet page 5.

2

Problem solving

Level 1

Page 2

�

�

�



Date: Date:

Problem solving

Level 1

Page 3


PS1.2 Confirm with an appropriate person what you will do and follow your plan for solving the problem.


Task 1: To solve the problem of a model unable to attend a fashion show. The modelinformed A. Candidate on the day of the show.


Help decide how they wouldtry to solve the problem?


Plan what they would needto do?


Follow their plan, workingsafely and using supportgiven by others to help tacklethe problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate confirmed his choicewith his tutor – Mrs Davies.

Decided to get another model.Problem Diagnosis Sheet page 5.


A. Candidate planned how hewould solve the problem.

Implementation Plan page 6.


A. Candidate followed his planand used advice from Mrs Davies;this was to check with thereplacement model’s tutor thatshe could be released from class.

There were no unusual safety issues.Implementation Plan page 6.

�

�

�



Date: Date:

4

Problem solving

Level 1ASSESSMENT RECORD

PROBLEM SOLVING LEVEL 1PS1.3 Check with an appropriate person if the problem has been solved and how to improve

your problem solving skills.


Task 1: To solve the problem of a model unable to attend a fashion show. The model informed A. Candidate on the day of the show.


Check if the problem hadbeen solved by accuratelyusing methods that theywere given?


Identify clearly what wentwell and less well in tacklingthe problem?


Check what they needed todo to improve their problemsolving skills?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate reviewed his activitiesagainst the outcomes. ProblemDiagnosis Sheet pages 5 and 7.

The show was a success and alloutfits were modelled.


A. Candidate answered thequestions on page 7. He identifiedthat, because other peopleinvolved cooperated, the showwas a success. He also identifiedthat communication could havebeen improved.

Supplementary evidenceconfirming successful show.Witness Testimony page 8.


A. Candidate identified that heneeds to keep everyone informedabout what is happening. Makesure there is good communication.

Page 4

�

�

�



Date: Date:

Problem solving

Level 1

You must:

PS1.1 Confirm with anappropriate person thatyou understand the givenproblem and identifydifferent ways of tackling it.

PS1.2 Confirm with anappropriate person whatyou will do and followyour plan for solving theproblem.

Your evidence mustshow you can:

1.1.1 Check that you clearlyunderstand the problemyou have been given; and

1.1.2 check how you will knowthat it has been solved;and

1.1.3 come up with differentways of tackling theproblem; and

1.2.1 help decide how you willtry to solve the problem.

Page 5Page 5

PROBLEM SOLVING

CANDIDATE LOG SHEET

PROBLEM DIAGNOSIS SHEETDescribe the problem:

Required outcome:

OPTIONS TO SOLVE THE PROBLEMOption 1.

Option 2.

Option 3.

Option selected and reason.

Option confirmed.

Signed: Date:

Assessor: Candidate:

Date: Date:

NAME:

Problem solving

Level 1

You must:


PS1.3 Check with an appropriateperson if the problem hasbeen solved and how toimprove your problemsolving skills.


1.2.1 Help decide how you willtry to solve the problem;and

1.2.2 plan what you need to do;and

1.2.3 follow your plan, workingsafely and using supportgiven by others to helptackle the problem; and

1.3.2 identify clearly what wentwell and less well intackling the problem.

Page 6Page 6

PROBLEM SOLVING

CANDIDATE LOG SHEET NAME:

IMPLEMENTATION PLAN – Fashion Show

Action point Comments Target date/time Comments


Date: Date:

Witness:

Date:

Problem solving

Level 1

You must:



1.3.1 Check if the problem hasbeen solved using themethods you have beengiven; and

1.3.2 identify clearly what wentwell and less well intackling the problem; and

1.3.3 check what you need to doto improve your problemsolving skills.

Problem solving

Candidate log sheet

Candidate: A. Candidate

REVIEW

Has the problem be

How could you have improved your problem solving skills for the future?

en solved? How do you know?


Date: Date:

Page 7

Problem solving

Level 1

You must:



1.3.2 Identify clearly what wentwell and less well intackling the problem.

WESTCHESTER CHILDREN’S HOSPITAL22 WEST STREET

WESTCHESTERW1 1WW

The Fashion Teamc/o The PrincipalWestchester FE College44 East StreetWESTCHESTERW1 2WW

28.4.03

Dear Fashion Show Organisers,

FASHION SHOW

Thank you for a brilliant evening on the 24th. The show was a great success and went very smoothly indeed. I know everyone appreciated the hard work you put intoorganising the event. Please pass on our thanks to everyone involved.

We are delighted to know that the show raised £255.00 towards the new children’s ward.

Once again, thank you.

Yours faithfully,

Page 8Page 8


PS1.1 Confirm with an appropriate person that you understand the given problem and identify different ways of tackling it.


Task 2: To post a newsletter out to meet a deadline. Insufficient stamps available.


Check that they clearlyunderstood the problem thatthey had been given?


Check how they would knowthat the problem had beensolved?



(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A. Candidate was responsible formaintaining a stock of stamps. A newsletter had to be posted out before last post on Friday9.5.03. – Insufficient stamps.

This was discussed with hissupervisor who agreed there wasa problem. Page 12.


Problem solved if the newsletterwent out on time.


The candidate discussed theproblem and identified two waysto tackle it; he also consideredobtaining stamps from somewhereelse other than the Post Office.There was no easily identifiablealternative source. ProblemDiagnosis Sheet page 12.

A. Candidate discussed the optionswith his supervisor. ProblemDiagnosis Sheet page 12.

Problem solving

Level 1

Page 9

�

�

�



Date: Date:

10

Problem solving


PROBLEM SOLVING LEVEL 1PS1.2 Confirm with an appropriate person what you will do and follow your plan

for solving the problem.




Help decide how they wouldtry to solve the problem?


Plan what they would needto do?


Follow their plan, workingsafely and using supportgiven by others to help tacklethe problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


Chose option 2 after discussionwith supervisor. Problem DiagnosisSheet page 12.


Prepared Implementation Plan.Page 13.


Used plan, supported by workcolleague. Implementation Planpages 13 and 14.

Page 10

�

�

�



Date: Date:


PS1.3 Check with an appropriate person if the problem has been solved and how to improve your problem solving skills






Identify clearly what wentwell and less well in tacklingthe problem?


Check what they needed todo to improve their problemsolving skills?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


Solution checked by reviewingobjective against ImplementationPlan.

Short narrative by A. Candidateidentified problem solved.

Witness testimony page 15.


A. Candidate identified that beingorganised helped solve theproblem but that improvedplanning would have made taskeasier. Review page 14.


A. Candidate realised that moretime spent during planning can bebeneficial. Has also recognisedthat panic can cause additionalproblems.

Review page 14.

Problem solving

Level 1

Page 11

�

�

�



Date: Date:

Problem solving

Level 1

You must:

PS1.1 Confirm with anappropriate person thatyou understand the givenproblem and identifydifferent ways of tackling it.



1.1.1 Check that you clearlyunderstand the problemyou have been given; and

1.1.2 check how you will knowthat it has been solved;and


1.2.1 help decide how you willtry to solve the problem.

Page 12Page 12

PROBLEM SOLVING

CANDIDATE LOG SHEET:

PROBLEM DIAGNOSIS SHEET Describe the problem:

Required outcome:

OPTIONS TO SOLVE THE PROBLEM Option 1.

Option 2.

Option 3.

Option selected and reason.

Option confirmed.

Signed:


Date: Date:

Problem solving

Level 1

You must:



1.2.1 Help decide how you willtry to solve the problem;and

1.2.2 plan what you need to do;and

1.2.3 follow your plan, workingsafely and using supportgiven by others to helptackle the problem.

Page 13

PROBLEM SOLVING

CANDIDATE LOG SHEET NAME:

IMPLEMENTATION PLAN

Action Point Comments Target date/time Comments

Assessor: Candidate:Date: Date:

Witness:Date:

Problem solving

Level 1

You must:



1.3.1 Check if the problem hasbeen solved using themethods you have beengiven; and

1.3.2 identify clearly what wentwell and less well intackling the problem; and

1.3.3 check what you need to doto improve your problemsolving skills.

Page 14Page 14

Problem solving

Candidate log sheet

Candidate:

REVIEW

Has the problem been solved? How do you know?

How could you have improved your method of approaching the problem?


Date: Date:

Problem solving

Level 1

You must:



1.3.2 Identify clearly what wentwell and less well intackling the problem.

Page 15


For more information, contact:Customer Services, QCA, 83 Piccadilly, London W1J 8QA (tel: 020 7509 5556)

www.qca.org.uk

For more copies, contact:QCA Publications, PO Box 29, Norwich NR3 1GN

(tel: 08700 606015; fax: 08700 606017; email: [email protected])

Price and order ref: £4 QCA/04/1316

ISBN 1 85838 556 3

This booklet is also available at www.qca.org.uk/qualifications

� Curriculum and StandardsAudience Key skills candidates, practitioners, assessors and

moderators, external verifiers and others involved in the

delivery of key skills

Circulation lists Key skills awarding bodies and the Key Skills Support

Programme

Type Exemplification

Description Exemplification of the requirements for key skills portfolios

Cross ref The 2004 key skills qualifications standards and guidance

(QCA/04/1294)

Example portfolio: problem solving level 2

(QCA/04/1317)


(QCA/04/1318)

Contact The Key Skills Team (020 7509 5611; [email protected])

ks hats is a good idea, but not t

Help!! Have I got enough tim

Get help from Amy’s fashion c

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• The children would lik

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Option 2: Malham

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The purpose of her problem s

children’s spring holiday party

A Candidate is also following

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– DJ? – Not good f

Dressing up? o Too difficult for Gem

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I have included the commenMs A. Tutor my notes on wI have done what I set out tomyself bec use no one help

Key skills

Example portfolio

Problem solving

2004Level

2










Act 1993.


83 Piccadilly

London W1J 8QA

www.qca.org.uk

Contents

Foreword iii

Overview v

Commentary vi

Portfolio 1

Task 1



Location of additional evidence 2

Assessment record PS2.1 3



Candidate’s evidence 6–15

Task 2





iii

Foreword






� communication



� problem solving















Ken Boston AO


v

Overview

The key skills awarding bodies and the regulatory authorities (QCA, ACCAC andCCEA) have produced this example portfolio as a result of a collaborative project. Thepurpose of the project was to produce a set of portfolios that would give practitionersa clear understanding of the requirements for key skills portfolios.

Portfolios for each of the key skills of application of number, communication andinformation technology were published earlier in 2004. There are now portfolios foreach of the other key skills:� improving own learning and performance, levels 1 to 3� problem solving, levels 1 to 3� working with others, levels 1 to 3.

The project group selected a range of learning and vocational contexts to show theapplication of skills across these nine portfolios. While a specific context may not bedirectly relevant to all sectors, the principles of approach, recording and assessmentapply, and should prove useful to all.

Key skills chief moderators and external verifiers for the awarding bodies have metand scrutinised the portfolios. They agree that the portfolios meet the specifications forthe key skills qualifications. QCA chaired and facilitated the meetings.

These portfolios went through an internal assessment by a centre and then an externalverification/moderation process by the centre’s awarding body. Each of them met thestandard and received a pass. They should be viewed as such, not as perfect examplesof work.

You will see that improvements could be made to the portfolios. For example,evidence could be more effectively or logically presented. However, room forimprovement is to be expected: candidates develop skills over time, reflecting andprogressing as they do so. Key skills are free-standing qualifications open to everyoneat any age. This means that portfolios of evidence are created in a range of academic,occupational and vocational contexts.

Also included in the portfolios are:� record sheets that make the feedback and assessment decisions clear� commentaries that outline some of the issues and describe the context in which the


Some of these portfolios have been created from more than one portfolio. Some havebeen reworked to avoid ‘benefit of the doubt’ situations. The record sheets have beenrewritten to make decisions clearer to the reader. During the copying process, someloss of clarity may have occurred, especially in images that were originally in colour.

These example portfolios should be read with reference to the 2004 key skillsstandards and guidance, which provides advice and guidance on the assessment of keyskills. It should also be noted that, while a portfolio may meet the standard for aspecific key skill, it might not reflect the equivalent standard in another key skill.

QCA and the key skills chief moderators and external verifiers would like to acknowledgethe valuable contribution of centres and students in the production of these materials.

vi

Commentary

This level 2 portfolio meets all the requirements of the standards at level 2.

The candidate was following a GNVQ programme in health and social care at a

further education college, and was also completing an additional course in sports

studies. The two problems were chosen from these two areas, and were assessed by

two different assessors. The health and social care assessor was the candidate’s main

assessor, and has completed the summative documentation.

For each of the two problems there are three sheets entitled ‘Assessment record’, in

which the two different assessors confirm with explanatory comments that the

candidate has met all the level 2 criteria.

There is also an assessor statement for each problem, which adds further details of

how the standards have been met. Both assessors also asked additional questions to

probe the candidate’s understanding further.

It should be noted that this candidate demonstrates an unusually high level of written

communication.

PS 2.1

The main evidence consists of two assessor statements and two candidate statements.

The candidate statements, referred to as ‘evidence sheets’, are word-processed, and

were written in response to prompts provided by the awarding body. The evidence is

supplemented in part by a witness statement from the candidate’s work placement

supervisor, and product evidence consisting of preparatory notes written by the candidate.

PS 2.2

The main evidence consists of two assessor statements and the evidence sheets

referred to above. Further evidence is provided by witness comments from the work

placement supervisor and from peers. There is also a range of product evidence to

support the above.

PS 2.3

The main evidence consists of two assessor statements and the evidence sheets.

As with 2.3, these are backed up by witness comments and product evidence.

The portfolio contains more items than are strictly necessary, since some product

evidence has been included. The assessment records cover all the criteria, as do the

candidate’s personal statements. However, it is good practice to include such things as

the witness testimony and the equipment list and map, which arose naturally out of

the candidate’s activity.

Page 1

Problem solving




You must:PS2.1Identify a problem, with help from an appropriate person, andidentify different ways of tackling it.

Your evidence must show you can:2.1.1 Provide information to helpidentify a problem, accuratelydescribing its main features

2.1.2identify how you will know theproblem has been solved

2.1.3come up with different ways oftackling the problem.

PS2.2Plan and try out at least oneway of solving the problem.

2.2.1Confirm with an appropriateperson how you will try to solve the problem

2.2.2plan what you need to do,identifying the methods andresources you will use

2.2.3use your plan effectively, getting support and revisingyour plan when needed to help tackle the problem.

PS2.3Check if the problem has beensolved and identify ways toimprove problem solving skills.

2.3.1 Check if the problem has beensolved by accurately using themethods you have been given

2.3.2describe clearly the results,including the strengths andweaknesses of how you tackled the problem

2.3.3identify ways of improving yourproblem solving skills.


1 2 3 1 2 3 1 2 3

3–5 Assessment record for problem 1 x x x x x x x x x

6 Assessor observation x x x

7–9 Evidence sheets x x x x x x x x x

10 Witness statement x x x

11 Comments from children x x

12 Additional questions x x

13–15 Rough notes x x x x

16–18 Assessment record for problem 2 x x x x x x x x x

19 Assessor statement x x x x x x x

20–22 Evidence sheets x x x x x x x x x

23 Equipment list x

24 Route card and peer comments x x x x

25 Additional questions x x x

2

Problem solving

Level 2

Page 2


1 2 3 1 2 3 1 2 3

26 Map showing route x

27 Photo

PROBLEM SOLVING LEVEL 2LOCATION OF ADDITIONAL EVIDENCE




Date: Date:

Problem solving

Level 2

Page 3


PS2.1 Identify a problem, with help from an appropriate person, and identify different ways of tackling it.


Task 1: To fill a half hour gap in the entertainment for a party for children with physical disabilities.


Provide information to helpidentify the problem,accurately describing its main features?


Identify how they wouldknow the problem had beensolved?



(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


For problem 1 A Candidateformulated the problem succinctlywith some prompting, andcontributed usefully to the initialdiscussion.


In both problems the evidenceclearly shows that A Candidate has identified the conditions forsuccess accurately.


She identified two possible waysof tackling the problem.

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Date: Date:

You must:

PS2.1 Identify a problem, withhelp from an appropriateperson, and identifydifferent ways of tackling it.


2.1.1 Provide information tohelp identify a problem,accurately describing itsmain features; and

2.1.2 identify how you will knowthe problem has beensolved; and

2.1.3 come up with differentways of tackling theproblem.

Problem solving


PROBLEM SOLVING LEVEL 2PS2.2 Plan and try out at least one way of solving the problem.


Task 1: To fill a half hour gap in the Work product and witness testimony fromentertainment for a party for children the children.with physical disabilities.


Confirm with an appropriateperson how they would tryto solve the problem?


Plan what they would needto do, identifying themethods and resources theywould use?


Use their plan effectively,getting support and revisingtheir plan when needed tohelp tackle the problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A Candidate confirmed with me,her Health and Social Care tutor,how she would tackle theproblem.


Planning sheets are included. They show a methodical approach. A litttle extra probing was neededabout the supply of materials.


A Candidate worked through herplan, and modified it as required.She sought a little help both fromme and from Ms A. Teacher atEagle School.

�

�

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Page 4



Date: Date:

You must:

PS2.2 Plan and try out at leastone way of solving theproblem.


2.2.1 Confirm with anappropriate person howyou will try to solve theproblem; and

2.2.2 plan what you need to do,identifying the methodsand resources you will use;and

2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle the problem.

Problem solving

Level 2

Page 5


PS2.3 Check if the problem has been solved and identify ways to improve problem solving skills.

Subject and purpose: Supplementary evidence:

Task 1: To fill a half hour gap in the Work product and witness testimony from entertainment for a party for children the children.with physical disabilities.




Describe clearly the results,including the strengths andweaknesses of how theytackled the problem?


Identify ways of improvingtheir problem solving skills?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


In discussion with me, A Candidatewas able to identify the extent towhich she had succeeded insolving the problems.


A Candidate needed someprompting to identify her strengthsand weaknesses, especially toconsider the process of problemsolving rather than the specificproblem.


Again A Candidate’s evidenceclearly shows that she hasidentified possible ways forward.

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�

�



Date: Date:

You must:

PS2.3 Check if the problem hasbeen solved and identifyways to improve problemsolving skills.


2.3.1 Check if the problem hasbeen solved by accuratelyusing the methods youhave been given; and

2.3.2 describe clearly the results,including the strengths andweaknesses of how youtackled the problem; and

2.3.3 identify ways of improvingyour problem solving skills.

Problem solving

Level 2

You must:






2.2.1 confirm with anappropriate person howyou will try to solve theproblem; and


Page 6

Key skills: Assessor observation of performance

Key skill and level:

Candidate name:

Candidate number:

Context and purpose:

A Candidate is working towards a GNVQ in Health and Social Care. As part of her course she has been working at Eagle School, a local school for children with physical disability. The purpose of her problem solving exercise was to fill a half hour gap in the entertainment for a children’s spring holiday party. A Candidate is also following an outdoor pursuits course as an additional study. She used this as the context for her second problem.

A Candidate discussed her ideas for entertainment with me, and came up with two different ideas (see page 7). She discussed them further with the teacher at Eagle School, and made a final decision. I observed A Candidate plannning her entertainment, and negotiated with the Fashion Department for her to approach their students. In the end nothing came of this, because of a clash of personalities, but A Candidate modified her plans, and worked hard to implement them. The result was a success, and the comments by the children show that they enjoyed it. I believe that, as a result of her work on both problems, A Candidate has learnt some important lessons about how she approaches problems.

Signed (Assessor):

Key skills criteria:

Date:

Signed (Candidate):

Date:

An assessor observation must be accompanied by other evidence; it cannot be used aloneas evidence of achievement of the standards.

Problem solving

Level 2

You must:










2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle theproblem; and

2.3.1 check if the problem hasbeen solved by accuratelyusing the methods youhave been given; and



Page 7

Problem solving

Level 2

You must:














Page 8

Problem solving

Level 2

You must:














PS2.3a Go back to PS2.1b and c. Have you answered all the questions you asked? Have you collected all the evidence of success that you indicated? Has the problem been solved?

I have included the comments from the children, a statement by Ms A. Teacher, an observation by Ms A. Tutor my notes on what I said to introduce the hat parade and some photos of the children. I have done what I set out to do, but it didn’t work out as well as I’d hoped. I had to make all the hats myself, because no one helped me. I think I solved the problem, but I could have done it better.

• The children didn’t all like the hats I’d chosen for them. Maybe I should have let them have more choice instead of me saying which ones they could have.

• The good things were that I kept within my budget and kept to time (more or less!).

• Also the children enjoyed it (see their comments).

• The children were disappointed that they couldn’t see the pictures of themselves in the hats straight away. We couldn’t afford a Polaroid camera, and used the one of the college digital cameras. If I’d told the children at the start that the pictures would not be ready straightaway, it would have been better. In fact I could have made it more fun, by saying that we’d have another day when we’d look at the photos, and they could draw pictures of themselves. (The last part was Ms A. Teacher’s idea.)

• The fashion students weren’t much help and in the end I had to make all the hats myself. So because of the time I could only make 6 hats. I think it might be because I’m a bit bossy, and told them what sort of hats I wanted, instead of letting them just make them.

PS2.3b How could you improve your problem solving skills? I always think other people won’t do things the way I want them done. I try to go straight into the work without spending enough time thinking about possible difficulties.

WHAT TO DO DIFFERENTLY NEXT TIME: • I will try not to be so bossy.

• I will think things through more, and maybe get other people (eg in this case my tutor and Ms A. Teacher) to look at my plans at different stages.

Page 9

Problem solving

Level 2

You must:







2.3.1 check if the problem hasbeen solved by accuratelyusing the methods youhave been given.

Eagle School

7 May 2003

Witness statement for A Candidate A Candidate has been working at our school one day a week during the current year. As part of our spring holiday celebrations we held a party for the children of year 4, who all have a physical disability. A Candidate volunteered to organise an event. She brought forward two ideas, and after discussion we agreed that she would organise a Funny Hat Parade. She independently worked out the details of the event, and planned it to fit into the time available (30 minutes). She is always sensitive to the needs of our children and helped them in an appropriate way on the day. The Funny Hat Parade worked quite well, and the children have often talked about it since. Unfortunately A Candidate was only able to make six hats, and took the decision to allocate them arbitrarily to the children. This caused a little friction and, as I have discussed with her, it might have been better to introduce an element of choice. Overall, A Candidate is an asset to the school, and I believe she will make a good teacher.

Class Teacher

Page 10

Problem solving

Level 2

You must:




2.2.3 Use your plan effectively,getting support andrevising your plan whenneeded to help tackle theproblem; and


Eagle School

9 May 2003 Some reactions from the pupils of my class to the Funny Hat Parade: “I thought the hats looked really cool.” “It was fun seeing what everybody else looked like, but I wished we could have had more hats to choose from.” “I wish it could have gone on longer.” “My hat was OK, but I wanted to try Gemma’s.” “A Candidate was brilliant.”

Class Teacher

Page 11

You must:



2.2.2 Plan what you need to do,identifying the methodsand resources you will use;and

2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle theproblem.

Problem solving

Level 2

Additional questions

Have you thought about the resources you will need to make hats – for instance, where you will get the materials from, and how much that may cost?

Well, I know my Mam has a lot of stuff in the loft. I can look through that. The Fashion Department might have some bits they don’t want.

Have you tried timing how long it takes to make a hat?

No, but I suppose it won’t take that long.

It’s getting quite close to the date you agreed now. Are you confident that you can complete all your plans in time?

I wish now that I’d thought it through a bit better. Maybe the best thing would be to cut down the number of hats to just one each. I think I can manage that OK.

Signatures: Candidate Date: 17/03/2003

Assessor Date: 17/03/2003

Page 12

Problem solving

Level 2

Page 13

You must:






2.2.2 plan what you need to do,identifying the methodsand resources you will use.

You must:




2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle theproblem.

Problem solving

Level 2

Page 14

Problem solving

Level 2

Page 15

You must:






2.2.2 plan what you need to do,identifying the methodsand resources you will use.

Page 16


PS2.1 Identify a problem, with help from an appropriate person, and identify different ways of tackling it.


Task 2: To organise a successful day’s hiking over the Easter holiday within the limits of safety, fitness and our budget.


Provide information to helpidentify the problem,accurately describing its mainfeatures?


Identify how they wouldknow the problem had beensolved?



(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


I discussed the proposal with A Candidate, who was able toidentify what she wanted to do.


The evidence clearly shows that A Candidate has identified theconditions for success accurately.


She actually came up with threeways of tackling the problem.

�

�

�



Date: Date:

Problem solving

Level 2

You must:





2.1.3 come up with differentways of tackling theproblem.

Problem solving

Level 2

Page 17


PS2.2 Plan and try out at least one way of solving the problem.


Task 2: To organise a successful day’s hiking Map and photos.over the Easter holiday within the limits of safety, fitness and our budget.


Confirm with an appropriateperson how they would tryto solve the problem?


Plan what they would needto do, identifying themethods and resources theywould use?


Use their plan effectively,getting support and revisingtheir plan when needed tohelp tackle the problem?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A Candidate discussed with meher various plans for tackling theproblem. We agreed that theMalham hike would be mostsuitable for everyone, given thecircumstances.


I confirm that I assisted ACandidate in the discussions aboutthe hike, and checked the group’sequipment before departure.


Pages 6–13Pages 17–20Pages 22, 23 and 25

�

�

�



Date: Date:

You must:



2.2.1 Confirm with anappropriate person howyou will try to solve theproblem; and


2.2.3 use your plan effectively,getting support andrevising your plan whenneeded to help tackle the problem.

Problem solving

Level 2

Page 18


PS2.3 Check if the problem has been solved and identify ways to improve problem solving skills.


Task 2: To organise a successful day’s hiking Map and photos.over the Easter holiday within the limits of safety, fitness and our budget.




Describe clearly the results,including the strengths andweaknesses of how theytackled the problem?


Identify ways of improvingtheir problem solving skills?

(tick)

Yes No

(tick)

Yes No

(tick)

Yes No


A Candidate referred back to herinitial evidence sheets, whichshowed that the problem hadbeen solved with moderatesuccess.


The evidence from the twoproblems shows that A Candidate’sawareness of problem solving hasgrown, even from problem 1 toproblem 2.


I agree with the Health and SocialCare tutor that A Candidate hasdemonstrated a real growth overthe last few months.

�

�

�



Date: Date:

You must:



2.3.1 Check if the problem hasbeen solved by accuratelyusing the methods youhave been given; and



Problem solving

Level 2

KEY SKILLS: ASSESSOR STATEMENT UNIT

Problem solving

LEVEL

2

CANDIDATE

A Candidate

I am A Candidate’s tutor for outdoor pursuits. She discussed with me her plans to go on a hike. She suggested three alternative routes, and asked my opinion on the difficulty of climbing Helvellyn, and the possible weather conditions overEaster. I confirmed her choice of Malham Cove as appropriate for the overall conditions. I offered her advice on suitable equipment and showed her how to make a route card. When she had completed it, I checked that it was suitable. I also agreed to be her contact for emergencies. We discussed the sort of evidence that she could bring to show that the event had happened, but I assured her that the main purpose was to show that she could solve problems. The options that she considered were appropriate. Her planning sheets show that she was aware of the main features of the problem. The evidence clearly showed that she carried out her plans with reasonable success. I checked her awareness of problem solving in general through additional questions.

ASSESSOR SIGNATURE:

DATE:

CANDIDATE SIGNATURE:

DATE:

Page 19

You must:












You must:














Problem solving

Level 2

KEY SKILLS PROBLEM SOLVING LEVEL 2

PS2.1a What is the problem you will try to solve? To organise a successful day’s hiking over the Easter holiday within the limits of safety, fitness and our budget.

PS2.1b What are the main features of the problem? Who?

Where to go? – cost, scenery, difficulty How long will we be out for?

What clothing and equipment do we need? Food?

PS2.1c How will you show that you have solved the problem?

I will take photos of us on the walk. I will get Keith and Jason to sign to say that I did it.

I will ask Mr A. N. Assessor (Sports Studies) to write something about how he helped me. We will have the notes of our discussion, with a map and the route plan and an equipment list.

I’ll get Keith and Jason to say what they enjoyed and didn’t like (if anything).

PS2.1d Think of at least two different ways of solving the problem.

Different choices for where to go: 1. Go somewhere familiar and cheap, eg the cliff top path at Saltburn 2. Go somewhere that one of us knows well, eg Malham Cove 3. Go somewhere new and challenging, eg Helvellyn

Page 20

Problem solving

Level 2

Page 21

You must:














You must:














Problem solving

Level 2

On the day • Get up 07.30

• Check equipment again

• Make lunch. Pack rucksack

• Ring Mr A. N. Assessor (Sports Studies) to say we’re off 08.30

• Get collected by Jason 08.45

• Leave Middlesbrough 09.00

• Arrive car park 10.30

• Walk

• Return to car park 15.00

• Return to Middlesbrough 16.30

• Ring Mr A. N. Assessor (Sports Studies) to say we’re back 16.40 PS2.2b Follow your plan, making any changes necessary. Make sure to collect the

evidence you decided you would need. PS2.2c Indicate any support you used. Before we went, I showed our equipment list to Mr A. N. Assessor (Sports Studies). He said we’d got mostly everything, but suggested I should make a route card. He showed me how to make one, and how to convert grid readings to magnetic readings. He also said to take a mobile phone in case we needed help. He said we should leave details with someone of where and when we were going, and he offered to be that person. He reminded me to ring him when we got back!! PS2.3a Go back to PS2.1b and c. Have you answered all the questions you asked? Have

you collected all the evidence of success that you indicated? Has the problem been solved?

The three of us agreed where we would go, and I worked out the route and the times. I made an equipment list for everybody, and packed food. I took some photos. Jason and Keith signed a sheet with the photos on to say that I was there. I’ve got a copy of the map, and the route card. I still need to get something written by Mr A. N. Assessor (Sports Studies). The walk went well. We started at the time I said. But the whole thing took longer than I thought, so we got home late. I had planned to climb up the dry waterfall at the top of the Cove, but when we got there it was too wet, so I suggested we walked round the side. Also I had intended to walk up as far as the tarn, and have our lunch there, but when we got there it was misty and very windy, so I suggested we went on further to find a sheltered spot PS2.3b How could you improve your problem solving skills? The hike took longer than I’d thought, because Jason spent too long mucking about at the top of the cove, and in the stream at Gordale Scar. So I didn’t get home till after 5.30. My Dad was getting a bit worried. I couldn’t ring him on the way, because my card had run out. Signed:

Page 22

Problem solving

Level 2

Page 23

You must:



2.2.2 Plan what you need to do,identifying the methodsand resources you will use.

Equipment list for Malham hike

You must:








Problem solving

Level 2

Page 24

*Editorial footnote: Clints and grikes are the components of a limestone pavement. Clints are the horizontal flat tops, and grikes are the vertical crevices between slabs.

Route card for Malham hike

Problem solving

Level 2

Page 25

You must:




2.2.3 Use your plan effectively,getting support andrevising your plan whenneeded to help tackle theproblem; and



Additional questions asked by assessor

Did you have to make any changes to your plan? We had planned to climb up the dry waterfall at the top of the Cove, but when we got there it was too wet, so I suggested we walked round the side. Also I had intended to walk up as far as the tarn, and have our lunch there, but when we got there it was misty and very windy, so I suggested we went on further to find a sheltered spot. Thinking about the walk as a problem solving exercise, rather than an outdoor activities exercise, what have you learnt about the way you approach problems? I think I’ve learned a bit more about discussing things with other people, but I still could do more. The extra time we took could have been because I didn’t check the timings with the others. Keith could have probably told me that there were some cool stones at the top of the cove, and I should probably have allowed for the others to do their own thing. Also I could have thought it through better, spent longer planning (eg my phone running out).

What would you do differently next time you had to solve a similar problem? I would take more time to research everything I was going to do, and I would try to make sure that I involved everybody as much as possible. I think the walking part went quite well, but I’m still a bit bossy, and want everyone to do things my way. I should probably learn some more about how people solve problems, like using brainstorming. Signatures: Candidate Date: Assessor Date:

Problem solving

Level 2

Page 26

You must:



2.2.2 Plan what you need to do,identifying the methodsand resources you will use.

Problem solving

Level 2

Page 27



www.qca.org.uk




ISBN 1 85838 557 1






Programme




(QCA/04/1294)


(QCA/04/1316)


(QCA/04/1318)


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Example portfolio

Problem solving

2004Level

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Act 1993.


83 Piccadilly

London W1J 8QA

www.qca.org.uk

Contents

Foreword iii

Overview iv

Commentary v

Portfolio 1




iii

Foreword






� communication



� problem solving















Ken Boston AO


Overview

The key skills awarding bodies and the regulatory authorities (QCA, ACCAC andCCEA) have produced this example portfolio as a result of a collaborative project. Thepurpose of the project was to produce a set of portfolios that would give practitionersa clear understanding of the requirements for key skills portfolios.

Portfolios for each of the key skills of application of number, communication andinformation technology were published earlier in 2004. There are now portfolios foreach of the other key skills:� improving own learning and performance, levels 1 to 3� problem solving, levels 1 to 3� working with others, levels 1 to 3.

The project group selected a range of learning and vocational contexts to show theapplication of skills across these nine portfolios. While a specific context may not bedirectly relevant to all sectors, the principles of approach, recording and assessmentapply, and should prove useful to all.

Key skills chief moderators and external verifiers for the awarding bodies have metand scrutinised the portfolios. They agree that the portfolios meet the specifications forthe key skills qualifications. QCA chaired and facilitated the meetings.

These portfolios went through an internal assessment by a centre and then an externalverification/moderation process by the centre’s awarding body. Each of them met thestandard and received a pass. They should be viewed as such, not as perfect examplesof work.

You will see that improvements could be made to the portfolios. For example,evidence could be more effectively or logically presented. However, room forimprovement is to be expected: candidates develop skills over time, reflecting andprogressing as they do so. Key skills are free-standing qualifications open to everyoneat any age. This means that portfolios of evidence are created in a range of academic,occupational and vocational contexts.

Also included in the portfolios are:� record sheets that make the feedback and assessment decisions clear� commentaries that outline some of the issues and describe the context in which the


Some of these portfolios have been created from more than one portfolio. Some havebeen reworked to avoid ‘benefit of the doubt’ situations. The record sheets have beenrewritten to make decisions clearer to the reader. During the copying process, someloss of clarity may have occurred, especially in images that were originally in colour.

These example portfolios should be read with reference to the 2004 key skillsstandards and guidance, which provides advice and guidance on the assessment of keyskills. It should also be noted that, while a portfolio may meet the standard for aspecific key skill, it might not reflect the equivalent standard in another key skill.

QCA and the key skills chief moderators and external verifiers would like to acknowledgethe valuable contribution of centres and students in the production of these materials.

iv

v

Commentary

The problem

The candidate was asked to organise the college’s Christmas Party for students in such

a way that an increased amount of money was raised for charity without increasing

the price of the tickets. He quickly realised that a level 3 problem frequently has a

number of sub-problems to be solved before overall success can be achieved.

The portfolio

The portfolio has been generated by an A level science student. The evidence checklist

shows how the standards have been met, and has been completed by the candidate.

It has been countersigned by the assessor as being an accurate interpretation of the

evidence.

There are four other assessment records that have been produced by the assessor.

They provide useful comments relating to the development of the portfolio and

associated formative assessment dates. This number of sheets has not been imposed

by an awarding body and is not a requirement for achievement. It does, however,

provide clear and complete assessment matched to assessment criteria.

The assessor has signed and dated minutes of meetings as a means of authentication

but this is not necessary in this case because it is clear that she was at the meetings as

was the candidate. The minutes were, however, also being used as evidence by other

candidates – hence the countersigning. The assessor used her attendance at a meeting

to gather naturally occurring evidence of the candidate’s performance via observation;

there was no need to set up a separate assessment session for this purpose.

The witness testimony provided is, once again, an example of effective use of naturally

occurring evidence, which authenticates the candidate’s claim; the assessor had

routinely raised queries and the Rugby Club Chairman responded.

The candidate’s plan shows where reviews and amendments were necessary and his

ongoing log provides evidence of how the problem was solved and covers some of the

knowledge and understanding required in Part A. The questions asked by the assessor

complete the knowledge and understanding requirements.

The candidate’s personal report is reflective and evaluative and serves to highlight

the fact that this is a level 3 award where a great deal of autonomy is required.

The tutor’s original memo to the candidate gives the clear brief for the candidate’s

need to solve a problem. The candidate was discouraged from ‘smartening up’ the

jottings made when brainstorming the ways forward and evaluating what the costs

and benefits were; the rough notes are seen as naturally occurring evidence and need

no further work on them.

vi

PS3.1

The candidate has demonstrated an understanding of the problem by preparing and

reviewing his plan alongside his log of activities. He also identifies what the costs and

benefits are of following different ways of solving the problem.

PS3.2

The candidate’s plan and log show how he has enlisted the support of his assessor

and fellow students to help him to solve his problem. Minutes of meetings also

confirm this.

PS3.3

Feedback from other people has been used by the candidate to evaluate whether the

problem was solved satisfactorily and a full personal report shows an analysis of his

own strengths and weaknesses in solving problems.

Page 1

Problem solving




You must:PS3.1Explore a problem and identifydifferent ways of tackling it.

Your evidence must show you can:3.1.1 Identify, analyse and accuratelydescribe the problem, and agreewith others how you will know ithas been solved; and

3.1.2select and use a variety of methods to come up with differentways of tackling the problem; and

3.1.3compare the main features andrisks of each approach, and justifythe method you decide to use.

PS3.2Plan and implement at leastone way of solving theproblem.

3.2.1Plan your chosen way of solving the problem and get the go-ahead from anappropriate person; and

3.2.2put your plan into action,effectively using support andfeedback from others to helptackle the problem; and

3.2.3check regularly progress towardssolving the problem, revisingyour approach as necessary.

PS3.3Check if the problem has beensolved and review your approachto problem solving.

3.3.1 Apply systematically methodsagreed with an appropriate person, to check if the problem has been solved; and

3.3.2describe fully the results and drawconclusions on how successful youwere in solving the problem; and

3.3.3review your approach to problemsolving, including whether otherapproaches might have provedmore effective.


1 2 3 1 2 3 1 2 3

2 Assessor summative record x x x x x x x x x

3–4 Staff memo from A Tutor with notes x x x

5 Cost/benefits analysis x x x

6 Christmas Party 2003 plan x x x

7 Costs/benefits of using the Rugby Club x

8–9 Christmas Party log x

10–11 Minutes of meeting held on 3/11/03 x x x

12 Observation and feedback record x x x

13 Letter to A N Assessor from Rugby Club x x

14–15 Minutes of meeting held on 24/11/03 x x x

16 Feedback form x

17–18 Review of Christmas Party x x x x x

19 Questions answered by A Candidate x x x

20 Feedback from A N Assessor x x x




Date: Date:

Problem solving

Level 3

You must:

PS3.1 Explore a problem andidentify different ways oftackling it.

PS3.2 Plan and implement atleast one way of solvingthe problem.

PS3.3 Check if the problem hasbeen solved and reviewyour approach to problemsolving.


3.1.1 Identify, analyse andaccurately describe theproblem, and agree withothers how you will knowit has been solved; and

3.1.2 select and use a variety of methods to come up withdifferent ways of tacklingthe problem; and

3.1.3 compare the main featuresand risks of each approach,and justify the method youdecide to use; and

3.2.1 plan your chosen way of solving the problem andget the go-ahead from anappropriate person; and

3.2.2 put your plan into action,effectively using supportand feedback from othersto help tackle the problem;and

3.2.3 check regularly progresstowards solving theproblem, revising yourapproach as necessary; and

3.3.1 apply systematicallymethods agreed with anappropriate person, tocheck if the problem has been solved; and

3.3.2 describe fully the resultsand draw conclusions onhow successful you were insolving the problem; and

3.3.3 review your approach toproblem solving, includingwhether other approachesmight have proved moreeffective.

Page 2

PROBLEM SOLVING LEVEL 3

Criteria Assessment

Method Comments Formative

assessment dates PS3.1 Explore a problem and identify different ways of tackling it. 3.1.1. Identify, analyse and

accurately describe the problem, and agree with others how you will know it has been solved.

3.1.2. Select and use a variety of methods to come up with different ways of tackling the problem.

3.1.3. Compare the main features and risks of each approach, and justify the method you decide to use.

Obs Product ‘‘

‘‘

A Candidate considered a variety of methods before agreeing to work with the A Level committee. He first tried simply to copy whathad been done previously and realised this would not work. Because he was determinedto try and work alone, he tried brainstormingon his own plus coming up with lists of prosand cons. He then tried brainstorming techniques with a group of his A Level peersand realised this was a more productive exercise. He was careful to work out the committee. He was careful to work out the costs and benefits of choosing that method and reported to me on his decisions. Heworked well with the A Level Committeeand got their full support.

27/10/03 27/10/03 27/10/03

PS3.2 Plan and implement at least one way of solving the problem. 3.2.1 Plan your chosen way of

solving the problem and get the go-ahead from an appropriate person.

3.2.2 Put your plan into action, effectively using support and feedback from others to help tackle the problem.

3.2.3 Check regularly progress towards solving the problem, revising your approach as necessary.

Product WT

‘‘

‘‘

Rugby Club agreed on by everyone concerned and I gave the approval to go ahead. A Level Committee and A Candidate worked together well. Meetings and reporting in used to further progress. Plan revised where necessary.

3/11/03 24/11/03 3/11/03

24/11/03

15/12/03

PS3.3 Check if the problem has been solved and review your approach to problem solving. 3.3.1 Apply systematically

methods agreed with an appropriate person, to check if the problem has been solved.

3.3.2 Describe fully the results and draw conclusions on how successful you were in solving the problem.

3.3.3 Review your approach to problem solving, including whether other approaches might have proved more effective.

.

Product

‘‘

‘‘

A Candidate used feedback sheets from students attending the party plus his own reflection and that of the A Level Committee. He has some sensible recommendations for future events and has acknowledged where his weaknesses lie.

7/1/04 7/1/04

7/1/04

Assessor Name: Assessor Signature Date: Candidate Name: Candidate Signature Date:

Problem solving

Level 3

You must:





3.1.3 compare the main featuresand risks of each approach,and justify the method youdecide to use.

RUTHERFORD CITY COLLEGE STAFF MEMO From A Tutor Date 7 October 2003 To A Candidate A LEVEL CHRISTMAS PARTY 19 December 2003 Thanks for chairing last week’s A Level Committee --- you worked wonders in getting Tony to get the minutes out so quickly. The Principal is delighted that the Committee is extending an invitation to the A Level students and staff from Clarence High School. They will be moving in here as soon as the new building is complete so it will be an ideal introduction to their new home. The Principal pointed out that the minutes did not mention raising funds for the Mayor’s Christmas appeal and you will need to think about that. I usually aim to raise the ticket price every other year but we are expected to increase the amount we raise for the appeal every year. The bad news is that I am, unfortunately, going into hospital next Monday for an operation on my knee and I will not be back in college until after Christmas. I will not be able to arrange the Christmas Party as I usually do so it has been suggested that you should take on this job as part of your key skills programme -- problem solving comes to mind since it has always been a headache for me! A N Assessor is available to help you with anything -- for example she will let you look at the files in my office so that you can see how I have usually tackled things. She will also act as your assessor. Good luck!

Page 3

Problem solving

Level 3

You must:



3.1.2 Select and use a variety of methods to come up withdifferent ways of tacklingthe problem; and


Page 4

Problem solving

Level 3

You must:






Page 5

Problem solving

Level 3

You must:




3.2.1 Plan your chosen way of solving the problem andget the go-ahead from anappropriate person; and


3.3.1 apply systematicallymethods agreed with anappropriate person, tocheck if the problem has been solved.

CHRISTMAS PARTY 2003 PLAN TASK TARGET DATE REVIEW Book college hall for party on 19/12 Posters and tickets to be out

Design form to keep track of ticket sales and raffle sales Ticket sales to start Raffle sales to start Buckets for donations and Santa hats Raffle prizes to be delivered to Rugby Club

Raffle prizes arranged, room checked, everything ready for the evening Room cleared of debris, chairs put back etc

Evidence to be put together with log, statement etc

11/10/03 End October

5/11/03 (achieved) 7/11/03 (achieved) First week December. Actually started on 14/11/03 thanks to A N Assessor 15/12/03 --- achieved 16/11/03 --- achieved --- A N Assessor booked van 17/12/03 by 4 pm. Achieved with A Level Committee members’ help 18/12/03 by 2 am. Completed by 1.30 pm with A Level Committee members’ help

7/1/04 Handed in to A N Assessor at lunchtime on 7/1/04

8/10/03 Have to amend --- building work in hall – now for end October. Booked on 22/10/03 at Rugby Club 30/10/03 Changed to 10/11 because of above problems

15/12/03 Reminded need a feedback

form

19/12/03Definitely could not have achieved this without help and it did save money on cleaners

20/12/03 Read feedback forms before completing evidence

Page 6

Problem solving

Level 3

You must:



3.1.3 Compare the main featuresand risks of each approach,and justify the method youdecide to use.

Page 7

Problem solving

Level 3

You must:



3.2.2 Put your plan into action,effectively using supportand feedback from othersto help tackle the problem.

CHRISTMAS PARTY 19 DECEMBER 2003 --- changed to 17 December 2003 LOG 10/10/03 13/10/03 17/10/03

21/10/03

22/10/03

3/11/03

6/11/03

Appointment with A N Assessor to look at the files --- easiest thing is to hold the party in our hall --- just copy what A Tutor did last year. Emergency meeting of A Level Committee ready for the meeting on 17/10/03. Cannot use our hall because of the building work --- no room for buffet to be set up. Means we will have to think about another venue and outside caterers rather than using the NVQ Catering students and this adds to the cost of tickets. That might mean we don’t get the numbers we need plus we are not really supposed to increase the ticket price. Meeting today --- A N Assessor sat in to listen. It was agreed that we go to look at Clarence High School hall -- A N Assessor would arrange with the Head there. As an alternative Jenny said she could ask her dad about the Rugby Club as he’s the Chairman there. Jenny, Tony and me will go to Clarence on 21 October. We cannot get anything started until we have a venue – by this time last year A Tutor had posters out. Clarence High School hall won’t do. The school closes next June so everything looks a bit grim and shabby. Even with a lot of decorations, it would look bad and people wouldn't want to come. Plus we won’t have a lot of time to do all the decorating with all our coursework. Jenny will try and find out from her dad tonight and let us know tomorrow. We will meet in A N Assessor’s office at 1 pm so that she can check on what we are doing. Jenny’s dad said that we could have the use of the Rugby Club if we are prepared to change the date to 17 December when the main function room is not in use. Bonus is that the room would already be decorated and they have their own DJ. Downside is that we have to use their caterers and the A Level Media Studies band won’t be able to play. After a lot of argy bargy, everyone agreed to change the date and Jenny will ask her dad if the band can have one slot. A N Assessor said we now had her permission to go ahead. Alan from A Level Art Group will now get his group to design the posters (Jenny to let Alan know by 24/10/03 so that we can say whether the band is performing). Agreed they have to be out week beginning 10/11/03. Volunteers agreed to take them out to shops, libraries etc in the area and one up to Clarence. No time for anything else because we had classes – meet again on 3/11/03. Band can perform which means we’ll sell more tickets and Alan had a draft poster which we all liked so I will help him with the printing and then they can go out (see minutes for rest of discussions). Reported in to A N Assessor. All posters out and invitation to Clarence tutors sent. Tony’s group have now produced 150 tickets to sell at £15 each and the ticket office will open tomorrow. (Have told Tony we cannot sell more than 120 because of health, safety and security at the Rugby Club. A N Assessor will keep the spare 30 tickets to make sure.) Will see A N Assessor at 4.30 every day to hand over the day’s takings and she will countersign before we put in the college safe. We did want to sell tickets during the evenings but A N Assessor refused permission – felt she could not guarantee security if she was not on the premises.

Page 8

Problem solving

Level 3

You must:



3.2.2 Put your plan into action,effectively using supportand feedback from othersto help tackle the problem.

13/11/03

12/12/03

21/11/03

24/11/03

15/12/03

17/12/03

20/12/03

A N Assessor has now handed over the specially printed raffle tickets to me and we can start to sell these. In addition to the prizes donated by the Chamber of Commerce, each A Level Tutor Group, GNVQ groups and NVQ groups have donated prizes. We have the usual soft toys, bottles of wine, stationery sets, cinema tokens and the A Level Tutors have donated a Christmas hamper but we also have a huge bottle of whisky, a 3-day break in New York for 2 people and a lunch trip on the Orient Express. These should really boost ticket sales. All tickets have been sold. A N Assessor and I handed over the cheque to Jenny’s dad in full payment for the party. I asked him whether or not the Media Studies band would be allowed to play downstairs in the porch as people were arriving. He said he could not see anything wrong with that as long as they kept to their one hour in the function room. Reported to A N Assessor. She was pleased that Jenny’s dad had agreed that the Media Studies band could play in the porch for as long as they liked when people were coming in. This is really good because people will come to listen and we could dance in the car park. A Level Committee meeting in A N Assessor’s office (see minutes). Think the idea of buckets for collecting extra donations is great. Final Christmas Party Committee meeting --- very short so we agreed no minutes. We have done well with selling raffle tickets and we are hoping to beat last year’s figure of £800 for the Mayor’s appeal, especially if the buckets get filled. We will be at the Rugby Club from 9.30 am on the 17th to get everything ready. A N Assessor has agreed to bring down the prizes to the club on the 16th in the college van. Tony and I will go with her to hand them over for safe keeping. Worked hard all day to get everything ready. Jenny’s dad had invited the press in to take pictures (I realised I should have done that). I have made arrangements, though, to hand over the proceeds of the raffle to the Mayor on the 19th before we break up. We will go to the Town Hall at 2 pm. Now ready to party!!!

Read feedback forms and got evidence ready to give to A N Assessor after Christmas.

Page 9

Problem solving

Level 3

You must:





3.2.3 check regularly progresstowards solving theproblem, revising yourapproach as necessary.

RUTHERFORD CITY COLLEGE A LEVEL COMMITTEE MINUTES OF MEETING HELD ON 3/11/03 IN A N ASSESSOR’S OFFICE PRESENT A Candidate (Chairman) Tony W (Secretary) Lan W Alan B Katy M Nazeem P Susan G Jenny K Mike S A N Assessor Progress on venue A Candidate gave details of a meeting he had with Jenny’s dad. Because we are not having to spend on decorations and other things, the fact that the Rugby Club caterers charge a little more means it won’t add to the cost of the tickets which will remain at £15 like last year. The Media Studies Band will have an hour’s slot so we should sell the full number of tickets. The hall usually holds 150 people but the Rugby Club will only hold 120. As well, Jenny’s dad says that they are prepared to donate a small percentage of the bar’s takings to add to our funds for the Mayor’s Christmas charity appeal. A Candidate said it is important that everyone understands that there should be no under-age drinking or drugs and the Rugby Club has its own bouncers. A N Assessor said that members of staff would be there anyway in case there was any trouble.

A Candidate has agreed with Jenny’s dad (and with A N Assessor’s approval) that full payment will be made to the rugby club by Friday 12 December. The daily running total is essential so that we know whether we have sold the full number of tickets or whether we need to do a bit more advertising. Posters Now that everyone is happy with the poster, A Candidate and Alan will get copies printed and we will take them out to get them displayed. We will get them out to A Candidate’s target of week beginning 10/11/03. Mayor’s Christmas appeal A N Assessor had allowed A Candidate to use her office to return a telephone call from the Chamber of Commerce. They donate 3 big prizes each year for the college raffle and this year they are giving us a huge bottle of whisky, a 3-day break in New York for 2 people and a lunch trip on the Orient Express. We will all try and get smaller prizes as well and A N Assessor has agreed to do the necessary about the licence for the raffle. A Candidate aims to start selling tickets from the first week in December.

Page 10

Problem solving

Level 3

You must:






Tickets A Candidate asked for volunteers to staff the ‘‘ticket office’’ every day during college hours. Each volunteer must note the number of tickets sold alongside the cash taken on the form that A Candidate has drawn up. He and A N Assessor will sign for each day’s takings and they will be put in the college safe. The same system will apply for raffle tickets.

Any other business Lan asked whether anyone had been up to Clarence since the last visit to invite them to the party. Jenny was going to take a poster up to Clarence and A Candidate had written a special invitation card for the 6th form tutors. A N Assessor suggested that any tutors attending should not have to pay for tickets because they would be ‘‘on duty’’. A Candidate had not thought about this but would calculate the costs to see if it would work out okay. Next meeting A Candidate felt that everything was now going to plan so the next meeting could be left until 24 November. Everyone agreed but A N Assessor stressed that members of the Committee must report in to A Candidate every couple of days and A Candidate would keep her informed of progress.

Page 11

Problem solving

Level 3

You must:





3.2.1 plan your chosen way of solving the problem andget the go-ahead from anappropriate person; and

3.2.2 put your plan into action,effectively using supportand feedback from othersto help tackle the problem.

Rutherford City College A level Key Skills Programme Name of Student A Candidate Key Skill and Level Problem Solving 3 Observation and feedback record A Candidate was convinced at first that he could arrange this event completely by himself because he had someone else’s plan to follow. He did look carefully at his options and realised that he needed help. A Candidate looked at the files in the Tutor’s office and assumed that he could use the College Hall as usual. This is the best venue because he could cut costs by using the skills of other A Level students and NVQ students in the college. Quite rightly he realised that this is not an option this year because of building work so he met with his colleagues to propose 2 further options (see A Candidate’s plan). I visited Clarence High School with A Candidate and the others and can only agree that holding the event there would be a disaster. Once there was agreement that the Rugby Club could accommodate us, A Candidate put the details to the A Level Committee and after some heated discussion – which he controlled very well – it was agreed to change the date and move forward. The choice of this venue is a good one because it will cut down on a lot of decorating and preparation work just at the time that the group has a lot of coursework to complete. I also feel it will inject new life into this annual event and perhaps enable us to raise more money for the Appeal, which is the real aim of the party. A Candidate is very clear at putting solutions forward to the group and takes on board any suggestions that are put forward. He was able to get agreement to the option chosen and persuaded others in the group to help him to meet necessary targets. Feedback A Candidate, I think you have realised that it is a little naive to assume you can simply follow someone else’s previously used plans though you were wise to check those plans for costing of catering, entertainment and the numbers needed before you could agree a ticket price. Although you are a little behind last year’s targets for completion of certain tasks, I feel that A Tutor would have faced the same problems this year and would have been at the same point that you are at now. Well done! Signed Signed

Page 12

Problem solving

Level 3

You must:




3.1.3 Compare the main featuresand risks of each approach,and justify the method youdecide to use; and

3.2.2 put your plan into action,effectively using supportand feedback from othersto help tackle the problem.

Rutherford Rugby Club 30 Avenue Road Rutherford AB1 2CD 30 October 2003 A N Assessor Rutherford City College City Square Rutherford AB1 9YZ Dear A N Assessor Re A Candidate I can confirm that I have had a meeting with A Candidate today about the Christmas Party to be held on 17 December at the club. He looked carefully to see how many people the club would take and checked this out with security. In discussion with me, he had clearly thought through the costs of catering and how the increase could be offset because decorations and other benefits were being provided. He signed an agreement to pay the club’s costs in full by Friday 12 December -- I understand you will take responsibility for countersigning the cheque from the college accountant. A Candidate took very seriously my views on under-age drinking and drugs and has promised to pass on my warnings to everyone concerned. In return for a mature approach to this, we have agreed to donate a percentage of our bar takings to the funds raised for the Mayor's Christmas charity appeal. I also explained to him that it was highly unusual for a live band to be allowed to perform because we book our own musicians and entertainers. The band must agree to restrict itself to the one hour slot agreed. A Candidate will ensure that this message is reinforced by sitting in at one of the band’s rehearsals. If you have any queries, please do not hesitate to contact me but I think that A Candidate is doing a very good job and the experience will be invaluable to him. Yours sincerely

Club Chairman

Page 13

Problem solving

Level 3

You must:






RUTHERFORD CITY COLLEGE A LEVEL COMMITTEE MINUTES OF MEETING HELD ON 24/11/03 IN A N ASSESSOR’S OFFICE PRESENT A Candidate (Chairman) Tony W (Secretary) Lan W Alan B Katy M Nazeem P Susan G Jenny K Mike S A N Assessor Progress on ticket sales So far we have sold 80 tickets so we are on target to sell all of them before we have to hand over the full amount to the Rugby Club. Sales to Clarence had not been good but at least 4 of their Tutors were going to attend. A Candidate reported that there was no need to charge Tutors because after checking the files, this had not happened before since the main problem was sufficient food. Apparently the caterers always produce more food than is necessary so it was not a problem. Mayor’s Christmas appeal The Chamber of Commerce representative had been invited to attend the party and would bring the special prizes with him. A Candidate reported that he had seen Jenny’s dad who had agreed that all the prizes could be stored securely at the Club the night before the party. He would also arrange for a long table to be available for the prizes to be on view.

Tickets were going well and we had been able to start selling ahead of A Candidate’s target of the first week in December. Thanks to A N Assessor for making sure everything was legal. Volunteers’ rota People who had volunteered with ticket sales and raffle sales had mostly kept their promise but there were complaints about volunteers from the Geography group who had not turned up on one day so no tickets had been sold. A N Assessor agreed that this was not good but did suggest that A Candidate should see the Geography Tutor to find out if there was a valid reason for this rather than just blaming people. Any other business Katy M had been to a student party at the University and they had had people going round with buckets to collect donations for charity. They raised quite a lot this way. It was agreed that Committee members would get buckets and go round collecting once the party had got going. They would all wear Santa hats.

Page 14

Problem solving

Level 3

You must:






A Candidate had sat in on the Media Studies band practice and they had numbers which would restrict them to an hour’s performance. Jenny’s dad had agreed, however, that they could play in the porch for as long as they liked as people were coming in so most people were going to come early to listen and maybe dance if the car park was not full. The Committee could also go round with their buckets here.

Next meeting A N Assessor was pleased with the way in which everyone was reporting in to A Candidate and she saw A Candidate every day for an update. She felt that, unless there was an emergency, we should continue to report and meet next on 15 December to check final arrangements. The Principal had agreed to release all members of the Committee to go up to the Rugby Club for the full day on 17 December to get the tables ready, prepare the buckets for donations, etc.

Page 15

Problem solving

Level 3

You must:



3.3.1 Apply systematicallymethods agreed with anappropriate person, tocheck if the problem has been solved.

Page 16

RUTHERFORD CITY COLLEGE Welcome to the College’s 10th fund raising Christmas Party. We would like your views on how you enjoyed the party and what suggestions you have for making it even more enjoyable. Please put the completed questionnaires in the box in the college reception area by midday on 19/12/03. Thank you for helping us raise money for the Mayor’s charity appeal. This year all money raised will be going to our local hospice. Have you been to the party before? If ‘Yes’, do you think this venue is better?

Does not apply to me

If ‘No’, do you think this is a good venue? Were you happy with the food and drink arrangements? Were you happy with the food provided? Did you enjoy the choice of DJ and band? Was the ticket price of £15 value for money? If you have answered ‘No’ to any of the questions other than the first, please state your reasons to help us put matters right.

Please give us any suggestions you might have to make the party better.

Problem solving

Level 3

You must:




3.2.2 Put your plan into action,effectively using supportand feedback from othersto help tackle the problem;and





REVIEW OF SUCCESS OF CHRISTMAS PARTY PERSONAL REPORT Positive things The Party was a real success and we were able to hand over nearly £1500 to the Mayor’s appeal. There was a little bit of trouble with a small group of students trying to drink when they shouldn’t but the Tutors sorted that out and we didn’t need the Club’s bouncers. The idea of the Media Studies band playing in the porch was perhaps the best idea of the lot because people who live in South Mead Road came out to see what was happening and they threw quite a bit of money into the buckets. We also were given £70 from the Rugby Club bar takings. The Rugby Club stewards also let us take our buckets downstairs and people there donated a tremendous amount of cash. A N Assessor was really pleased at the way things had gone and she felt that the press pictures would be good for the College’s image. I was pleased with the way that the A Level Committee members pulled together although there were times when there was a lot of argument. For example, most people were against the idea of changing the date to the 17th December because it was a Wednesday. How wrong they were -- it couldn’t have been better! Overall, I think the A Level Committee is now much stronger than when it started in September and I think we can now do a lot more --- we are thinking of trying to arrange an Easter five-a-side football competition. One thing that surprised me was that Jenny’s dad has offered me some weekend work up at the Rugby Club. He felt I was well organised and kept careful records so I could help in the Admin Office when things were busy. Negative things I honestly thought that it would be simple to organise the party and I now realise why our Tutor says it was a headache -- especially as A N Assessor told me that he really does do most of it himself. I did at least have help. Although I knew the building work was still going on I had not realised that it would affect our being able to hold the party in college. The hardest part was making sure that everyone else did what they said they would do – sometimes I felt it would be better if I did it all myself – and I was glad A N Assessor was there to help. For example, when there were complaints about the Geography group. I went to see the Geography Tutor and she explained that the group had gone on a field trip that day so they could not look after the ticket office. She did say that they should have known that and reported it to me. A N Assessor was right when she said I should have realised that I could not simply expect to follow someone else’s plan and hope it would turn out OK. The Tutor files were great as a starting point but I had to find my own way. In fact there were times when the Tutor files could have put us off because we were not keeping to the targets set in there.

Only a few students turned up from Clarence and I realise now that it was perhaps my fault. We did go up, we sent a poster and an invitation to the Tutors but I honestly think we should have invited them to send a representative to our A Level Committee meetings so that they felt involved.

Page 17

Problem solving

Level 3

You must:




3.2.2 Put your plan into action,effectively using supportand feedback from othersto help tackle the problem;and





I only realised at the last minute that I should have asked the press to come to the party because we were also raising money for the Mayor’s appeal. I had not realised that it could be good publicity for the college and the work that A Level students can do if they want to. We also got some very good photographs in the Mayor’s Parlour of A N Assessor and I handing over the cheque. One of the biggest difficulties was that although there was only one main problem, every time I turned round there seemed to be lots more smaller problems and nothing seemed straightforward. Way forward When I see my Tutor when he comes back to college next week, I am going to suggest to him that maybe the party should be held at the Rugby Club each year. Although we can do things a little more cheaply in college, I do feel that it takes up a lot of the A Level group’s time in buying and putting up decorations etc and making all the arrangements. We also have to rely on the NVQ Catering students to do the buffet and sometimes it’s better than others. By using the Club, I felt everything was done more professionally and, for example, those over 18 could drink if they wished to. It also made us realise the problems that there are in making sure that health and safety regulations are properly followed. I think the most important thing I learned was that I should have got the others together earlier for perhaps a brainstorming session. I tried to solve the problem by myself at first and it would have been much easier if the others had put forward their ideas earlier, for example the Santa hats and buckets – a small thing that made a fair bit of money.

Also another time I would not have meetings in the lunch time because we kept having to cut things short because either we or A N Assessor had classes. A N Assessor had suggested that we meet after 4 pm but we did not want to stay on when we had coursework to do. Looking back, it would have been better to spend lunch time and any free time during the day in the library and be prepared to stay on for a meeting after 4 pm.

Signed Date

Page 18

Problem solving

Level 3

You must:




3.1.2 Select and use a variety of methods to come up withdifferent ways of tacklingthe problem; and



RUTHERFORD CITY COLLEGE Name A Candidate Group A Level Sciences Key Skill Area Wider Key Skills --- Problem Solving The following questions were asked of this candidate on the afternoon of 7/1/04. Why did you eventually decide to go with Method 3 as your chosen method of solving the problem?

Your approach to costs/benefits worked out all right in the end but it could have gone wrong. What would you do in the future to make sure?

You felt guilty because very few Clarence people attended the party. What are you going to do about that?

The party was a great success but have you identified any weakness during the event itself that you would want to improve?

Page 19

Problem solving

Level 3

You must:



3.3.1 Apply systematicallymethods agreed with anappropriate person, tocheck if the problem has been solved; and



RUTHERFORD CITY COLLEGE ASSESSMENT RECORDASSESSMENT RECORD Student A Candidate Group A Level Sciences Subject Problem Solving Level 3 I have now assessed the evidence presented by the above student and can confirm that it meets the standards for Level 3 Problem Solving. FEEDBACK I offer you my congratulations A Candidate on a job well done. You certainly worked very hard to make sure that the Christmas Party was a huge success and the whole college is delighted by the amount of money made for the Mayor’s charity appeal. You have earned the respect of your peers on the A Level Committee because you were willing to ask for their help and also used their ideas. You ensured that the targets you had set were met in full without resorting to aggressiveness, ie you were able to delegate the tasks that you knew you could not complete by yourself. You were also happy to accept my advice without continually coming to me for help. What I consider most important of all is that you were able to persuade someone external to the college to help you to solve your problem. You certainly thought you had an easy job when you started and the fact that you could not use the college hall was the best thing that could have happened. It made you stand on your own two feet and face the problem fairly and squarely. I know you feel bad about not inviting Clarence students to the Committee meetings but this was a lesson well learned and it will stand you in good stead in the future. With regard to inviting the press to the party, I think that they might have turned up anyway because one of the posters was put in their window but it is something for you to bear in mind for the future. I certainly agree with your statement about lunch time meetings -- there is little enough time for all of us without trying to cram in meetings; another lesson well learned I think!

I hope your weekend job goes well. Will you please let me have your assessment summary record so that I can sign and date it.

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