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SVQ in Business and Administration level 3 - Scottish Qualifications ...

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Unit F4HN 04 (334)<br />

Provide adm<strong>in</strong>istrative support <strong>in</strong> schools<br />

Knowledge requirements (cont)<br />

11 Your school’s policy <strong>and</strong> adm<strong>in</strong>istrative procedures for deal<strong>in</strong>g with<br />

pupils <strong>and</strong> students, <strong>and</strong> your roles <strong>and</strong> responsibilities <strong>in</strong> relation to<br />

these.<br />

12 Your school’s policy <strong>and</strong> adm<strong>in</strong>istrative procedures for deal<strong>in</strong>g with<br />

the wider community, <strong>and</strong> your roles <strong>and</strong> responsibilities <strong>in</strong> relation to<br />

these.<br />

13 How to comply with policies <strong>and</strong> procedures relat<strong>in</strong>g to child<br />

protection <strong>and</strong> student welfare; <strong>and</strong> how to report concerns to an<br />

appropriate person.<br />

14 The policy context, wider issues <strong>and</strong> <strong>in</strong>itiatives that affect the work of<br />

the school, (eg relevant authority policies; government st<strong>and</strong>ards,<br />

legislation <strong>and</strong> regulations; government <strong>in</strong>itiatives; etc).<br />

15 The types of adm<strong>in</strong>istrative <strong>and</strong> organisational support that you may be<br />

required to provide to school contacts <strong>and</strong> the wider community.<br />

16 The purpose of school adm<strong>in</strong>istration systems <strong>and</strong> procedures <strong>and</strong> why<br />

they are important.<br />

17 Your school’s adm<strong>in</strong>istrative <strong>and</strong> organisational systems <strong>and</strong><br />

procedures <strong>in</strong> relation to your role.<br />

18 Methods of analys<strong>in</strong>g <strong>and</strong> evaluat<strong>in</strong>g <strong>in</strong>formation.<br />

19 Your school’s procedures for produc<strong>in</strong>g reports.<br />

20 How to identify confidential <strong>in</strong>formation <strong>in</strong> l<strong>in</strong>e with your school’s<br />

procedures <strong>and</strong> relevant data protection legislation.<br />

21 Why confidential <strong>in</strong>formation should be safeguarded <strong>and</strong> how to do<br />

this.<br />

22 The limits of your authority <strong>in</strong> relation to confidential <strong>in</strong>formation.<br />

23 When to refer confidential <strong>in</strong>formation to the relative authority or<br />

appropriate person <strong>and</strong> who to refer it to (eg, where concerns for a<br />

child’s safety override confidentiality).<br />

24 The limits of your authority <strong>and</strong> why it is important to act with<strong>in</strong> them.<br />

25 When to refer issues to a higher authority <strong>and</strong> who to refer them to.<br />

Evidence<br />

numbers<br />

Evidence<br />

type<br />

The evidence is authentic <strong>and</strong>/or the assessment has been conducted under the specified conditions or<br />

context.<br />

C<strong>and</strong>idate:<br />

Assessor:<br />

Internal Verifier:<br />

(if sampled)<br />

Date:<br />

Date:<br />

Date:<br />

C<strong>and</strong>idate Portfolio — <strong>SVQ</strong> <strong>in</strong> Bus<strong>in</strong>ess <strong>and</strong> Adm<strong>in</strong>istration <strong>level</strong> 3<br />

© SQA 2009<br />

147

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