NCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document, either onto your computer or a disk • Then work through your Assessment, remembering to save your work regularly • When you’ve finished, print out a copy to keep for reference • Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your
................................. J/601/2874 (DEM 201)- DEMENTIA AWARENESS. Unit aim: This unit enables learners to gain knowledge of what dementia is, the different forms of dementia and how others can have an impact on the individual with dementia. Credit value-2 Level 2 This workbook covers the following elements: Learning outcomes: There are four learning outcomes to this unit- 1. Understand what dementia is 2. Understand key features of the theoretical models of dementia. 3. Know the most
2014 H/601/8147 (HSC 3038)- Work in Partnership with Families to Support Individuals. Unit aim: This unit provides the learner with the knowledge and skills required to work in partnership with families to support individuals. Credit value-4 Level 3 This workbook covers the following elements: Learning outcomes: There are seven learning outcomes to this unit- 1. Understand partnership working with families 2. Be able to establish and maintain positive relationships with families 3. Be able to plan
NCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document, either onto your computer or a disk • Then work through your Assessment, remembering to save your work regularly • When you’ve finished, print out a copy to keep for reference • Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your
Candidate Learning Log NCFE Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 501/0889/X Candidate Name: Centre Number: Centre Name: Signatures Candidate: Date: Tutor/Assessor: Date: Internal Moderator*: Date: External Moderator*: Date: * for completion if part, or all, of the evidence has been sampled by the Internal and/or External Moderator Contents Page No. Section 1: Overview 1
NCFE Certificate in Equality and Diversity NCFE Certificate in Equality and Diversity Unit 1 Assessment Unit 1 Assessment SECTION 1: UNDERSTANDING EQUALITY SECTION 1: UNDERSTANDING EQUALITY Maylia was born in Britain in 1974. Her parents were both born in Uganda but sought refugee status which they were granted in the early 1960s. Maylia has a slight accent which she has grown up with from her parents and family. Maylia was born in Britain in 1974. Her parents were both born in Uganda but
NCFE Level 2 Certificate in Equality and Diversity Unit 4: Living in diverse communities Assessment You should use this file to complete your Assessment. • The first thing you need to do is save a copy of this document, either onto your computer or a disk • Then work through your Assessment, remembering to save your work regularly • When you’ve finished, print out a copy to keep for reference • Then, go to www.vision2learn.com and send your completed Assessment to your teacher via your My
NCFE Level 2 Certificate in Equality and Diversity Unit 1: Exploring Equality and Diversity Assessment You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www.vision2learn.com and send your completed Assessment to your tutor via
NCFE Level 3 Supporting Teaching & Learning in Schools Assignment 1 26 November 2012 Page No.1 Unit 1 Child and Young Person Development Learning Outcome: Understand the expected pattern of development for children and young people from birth - 19 years. Task 1: Explain the sequence and rate of each aspect of development from birth - 19 years. The aspects of development are defined as Physical, Social & Emotional, Language and Intellectual. There are different stages of development
and development? The function of assessment is a way to measure a learner’s competence against agreed standards and criteria. The awarding body’s assessment strategy will state which criteria needs to be met to complete the mandatory and optional units and the best method for acquiring the evidence. A range of methods will be used to decide whether a candidate has demonstrated the skills, knowledge and understanding to be competent against the criteria. The principles an assessor will need