Certificate of Personal Effectiveness (CoPE)

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Certificate of Personal Effectiveness (CoPE)

• Introduction to the Qualification

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Aims

• To enable candidates to
• develop and demonstrate a range of personal, key
  and employability skills leading to personal
  effectiveness
• broaden their experience and manage their
  learning through enrichment activities
• receive formal recognition and accreditation for
  the above

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Overview

• Level 3 Applied Qualification
• Requires 150 Guided Learning Hours
• Students produce a portfolio which is internally
  assessed/externally moderated
• Attracts 70 UCAS Points

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Structure

• To achieve CoPE Level 3 students must demonstrate
  their skills development in six assessment units
• Introduction to Working with Others
• Introduction to Improving Own Learning and
  Performance
• Introduction to Problem Solving
• Planning and Carrying Out a Piece of Research
• Communicating Through Discussion
• Planning and Giving an Oral Presentation

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Challenges

• Students are required to compile evidence for the
  6 assessment units by completing 3 challenges
  which
• are chosen from the modules in the Challenges
  Menu
• are chosen from 3 different modules
• provide opportunities to demonstrate the
  processes involved

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Challenges Menu
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Standards Guidance

• Challenges are a vehicle
• Used to gather evidence of skills development
• Portfolio evidence
• Must demonstrate students have met the L3
  Standards for each assessment unit
• Guidance for each unit
• Exemplifies the Standards
• Highlights mandatory evidence and examples of
  additional evidence

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Portfolio Evidence

• Mandatory Evidence
• Plan, Do, Review Sheets (Units 1-3)
• Student Evidence Sheets (Units 4-6)
• Observation Checklists (Units 5 6)
• Additional Evidence (should/could)
• Log of activity
• Witness Statements
• Photographs
• Annotated Notes/Source Materials
• Certificates

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Portfolio Evidence

• Evidence must show that students know how to
• set objectives for their chosen challenges
• action plan
• Set targets
• Decide upon action points
• Set realistic timescales
• work independently as required
• review their approach

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Assessment

• Internally assessed by Centre
• 3 Portfolio Clinics available across NI
• Internal moderation required if more than one
  teacher/assessor
• Sample from Centre externally moderated by CCEA
• Opportunities in both winter summer series

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Key Points

• Need to plan opportunities for evidence
  collection at the planning stage
• Activities need to be student led
• There must be evidence of individual performance
• Best time for submission of portfolios?
• Summer Series Year 13
• Winter Series Year 14

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• Focus on
• process NOT product