In this section
How much support at each level?
As stated already, candidates at level 1 and 2 should be given as much support as they need to access the qualifications concerned, but what exactly do we mean when we say “as much support as they need”?
At level 1, candidates will take part in units at different levels of participation and with varying degrees of support, but it is important to remember that the assessment standards must still be covered. Some candidates may take part at an experiential or sensory level requiring full support. Some may require frequent direction and support to enable them to take part, while others may take part relatively independently or with intermittent support.
At level 2 there are still varying degrees of participation and support but with a higher emphasis on more independent participation than at level 1. It is important to recognise that level 2 can cover a broad range of candidate abilities, from candidates only just able to achieve the standards at level 2 to candidates that are not quite able to meet the requirements of level 3 qualifications. For this reason, there may be big differences in the approach to gathering evidence between one candidate and another. While one candidate at level 2 may be able to write their own answers and complete slightly more complex tasks, another candidate may need all of their responses scribed and they may need physical support to complete some simple and routine tasks. For example, in English and Communication at National 2 it is possible for candidates to use ITC in reading and writing, however, there is currently no support mechanism which could allow the candidate to be assessed in Talking if they are unable to speak or unable to use any appropriate Augmentative and Alternative Communication (AAC) device during an authentic, spoken interaction.
It is impossible to create a set of fixed rules that clearly distinguish what is deemed as an appropriate amount of support that can be given at level 1 compared to level 2. Inevitably, decisions need to be taken locally based on the professional judgement of the teachers delivering the qualifications, so it is essential that wherever possible, discussion takes place between teachers delivering the same units and/or the same level of units within a centre and between centres.
