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