Jen Dempsey

Examiner marking onscreen using ePEN. A high level of subject knowledge is necessary in order to apply the mark scheme. Mark accurately and consistently to ensure overall standards are maintained. Submit samples to the designated Team Leader at designated times. Ensure milestones for marking are adhered to. Ensure all administration is completed as specified. Competencies required The ability to work well under pressure The ability to meet deadlines Have a high level of subject knowledge in order to apply the mark scheme.

I verify centre assessment decisions through scrutiny of assignments and samples of learner work. I undertake sampling of assessment and internal verification decisions for units from a range of programmes within a Principal Subject Area (PSA) in order to confirm that national standards have been achieved and upheld across centres. I SV for Vocational Qualifications, namely: BTEC QCF, BTEC next generation and BTEC Higher Nationals. Key accountabilities Covering a defined range of programmes within a PSA by undertaking sampling of learner work within defined parameters and rules to establish that assessment outcomes and internal verification processes meet national standards. Provide sampling-related support and development to centres. Produce reports for centres and Pearson on: the sampling undertaken, outcomes reached and support provided. Apply appropriate sanctions where it is deemed that flawed assessment or internal verification decisions or processes mean that national standards are not met. Produce targeted actions for centres to assist with remedial action where national standards are not being upheld. Support centres to understand and implement identified actions. Report back to Pearson and centres following SV activity as per service-level agreements. Provide source materials for the standardisation of centre assessors, internal verifiers and lead internal verifiers as requested. Carry out any other tasks assigned by Pearson.

Responsible for the day to day running of the Sixth Form including the continual improvement of academic progress and pastoral welfare. Active in promoting the sixth form aims and supporting an ethos that encourages achievement and high standards. Leading a team of Form Tutors, holding regular meetings to develop initiatives and to discuss academic, pastoral and other general issues. Liaising with Form Tutors, Faculty Leaders and subject teachers concerning individual students and/or their parents. Ensuring effective communication with parents. Overseeing the silent study and directed study arrangements for Sixth Form students. Oversight of all Sixth Form tracking and resulting actions. Continuing to build on links with the wider community by forming partnerships with local businesses, universities and other appropriate establishments. Encouraging pupil’s to contribute positively to the life of the sixth form and the wider life of the academy and promoting the Sixth-Form to ensure retention of existing year 11 pupils and the recruitment of external applicants. Adhere to safeguarding procedures and protocols upholding the welfare of all students in the Sixth Form. Communicate effectively and confidently with both internal and external stakeholders. Regularly review the performance of students in the Sixth-Form. Keep up to date with current developments with relation to UCAS, higher education, employment and apprenticeships. Lead the UCAS process including collating and writing references with form tutors. Deliver UCAS, student finance and apprenticeship information to students in conjunction with partnerships with local universities. Support the organising of university open days and university taster days. Organise and run the Sixth Form open evening for students and parents. Working whole school to ensure Ofsted ready. Under my leadership Sixth Form has progressed from Requires Improvement to Good.

BTEC National 2010 Health & Social Care BTEC National 2016 Health and Social Care AQA Health and Social Care Psychology, Research Methods - Years 12 & 13 Lead Internal Verifier It is a regulatory requirement for centres to identify a single Lead Internal Verifier (Lead IV) for each BTEC (QCF) Principal Subject Area and each BTEC (NQF) programme being delivered. I act as the point of accountability for the quality assurance of these programmes. As Lead IV, I am responsible for managing assessment and internal verification of units and qualifications. I work with Assessors and Internal Verifiers to agree an assessment and verification plan for all cohorts from the start of the programme. I am responsible for ensuring that it is fit for purpose and meets regulatory requirements before I sign it off. This means that I should be involved in the assessment and delivery, and have a good understanding of the units being assessed. It is my responsibilty to train or standardise Assessors and Internal Verifiers to ensure that they understand national standards. By sampling assessment and verification decisions I ensure that the activity is completed in line with the plan agreed upon and that standards are applied consistently. If a learner is unhappy with their result for an assignment, I can approve a single resubmission to allow them to meet the assessment criteria targeted.

As a moderator, I review or moderate samples of coursework (also known as controlled assessment). The coursework will already have been marked by teachers at the school or college, and it is my job to confirm the grades. To mark controlled assessments accurately and consistently to ensure overall standards are maintained. To ensure deadlines for marking are adhered to. To ensure all administration is completed as specified.

BTEC 2010 Extended National Diploma in Health and Social Care AQA Double and Single A-Level Health and Social Care English Functional Skills

Healthcare assistant providing domicilliary care to patients suffering from mental health illnesses.

International Perspectives on Health, Health Promotion, Inequalities in Health, Housing Health and Social Welfare, Health and Public Sector Management, Social constructs of health and disease, Community profiling, Communication skills, Social Psychology, Social policy on health and welfare, Research Methodologies.