Assignment 401 Understanding the Principles & Practices Of Internally Assuring the Quality Of Assessment. Introduction. The Purpose of this report is to give the reader an insight to the Internal Quality Assurance (IQA) that takes place with in further education establishments around the country. It will explain the purpose of IQA with in learning and development in colleges and training providers as well as explaining the key concepts and principle behind it. Finally, the report will identify various roles in these establishments who are involved in offering support and guidance to their assessors in preparation for a visit from the External Quality Assurance (EQA) for the awarding body.
Approved Centre Approved Centre trusted to deliver trusted to deliver Submission Cover Sheet This cover sheet must preface every assessment submission, both for assessments being carried out by the centre or through the ILM Assessment service. It is a regulatory requirement that every assessment submission is authenticated as the work of the named learner. Hence any submission not carrying this cover sheet will not be verified Centre name | Babcock Marine& Technology Clyde | Centre number | 002822 | Learner name | Garry Freeburn | Learner registration number | | Unit(s) covered in this submission | Please see Index on pg 2 for details | Date submitted | 22/05/2015 | Statement of confirmation of authenticityBy the act of making this submission for assessment, the learner declares that this is the work of the learner named above. The work has not, in whole or in part, been knowingly presented elsewhere for assessment, or where assessment has been built on a previous assessment, this has been identified. Where materials have been used from other sources it has been properly acknowledged.
Using the Learner questionnaire as a guide I would collate all the information to aid me in designing the course. I would design a course that would cover all individual learning needs. I understand that all learners have a different preferred learning style whether it be visual auditory or kinaesthetic. I would consider what classroom layout would best suite my learner base and whether it conforms to current and required legislation. Secondly I feel the from my experience of going on many courses the environment you learn in can be a key factor.
Level 3 NVQ Diploma in Nail Services (QCF) Accreditation start date: Credit value: Guided learning hours (GLH): Qualification number: 1 August 2010 48 356 - 369 500/9078/1 Statement of unit achievement By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic. This statement of unit achievement table must be completed prior to claiming certification. Unit code Mandatory units UG31G22 UB300N6 UB300N7 Optional units Date achieved Learner signature Assessor initials IV signature (if sampled) Please insert optional units achieved AB30032F_v5 The qualification Introduction The Level 3 NVQ Diploma in Nail Services (QCF) is a job ready qualification based on National Occupational Standards (NOS). This qualification will provide you with the knowledge, understanding and skills to work competently as an advanced practitioner in the nail industry. Throughout this qualification you will monitor procedures to safely control work operations, and enhance and maintain nails using UV gel, liquid and powder.
All your research and written work should be stored in your Learner Pack alongside the task. All Learning Outcomes Knowledge and understanding assessment involving one or a mixture of: * Written questions and answers * Projects * Assignments. Successful completion of this task contributes to your achievement of the following unit(s) and learning outcomes: Unit 1 Communication and professional relationships with children, young people and adults (F/601/3327) * Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Unit 2 Schools as organisations (A/601/3326) * Know about the legislation affecting schools * Understand the purpose of school policies and procedures The Task a Legislation – You are required to: * Identify the laws and codes of practice affecting your work in schools and summarise their impact. * Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including: * general bodies such as the Health and Safety Executive * School specific regulatory bodies such as Ofsted. b Familiarise yourself with the Data Protection Act 1998 and summarise: * the eight principles that every school must comply with * the kinds of situation
Version : 15/06/2011 General Certificate of Secondary Education English Literature 47101H Unit 1 Exploring modern texts H Tier June 2011 Mark Scheme Post Standardisation Mark schemes are prepared by the Principal Examiner and then considered and amended, together with the questions, by a panel which includes subject teachers. The mark schemes here include those amendments, and these are the mark schemes used by examiners to assess candidates’ responses for this examination. Before candidates’ responses are assessed the standardisation process ensures that every examiner understands and applies it in the same way. Unusual answers, which do not seem to fall within the mark scheme, are referred to the Principal Examiner for judgement.
Theory Assignment 1 Understand your own role, responsibilities and boundaries of role in relation to teaching Prior to being employed by the college checks take place to ensure that I had the ability and the forethought to enable me to carry out my role professionally and efficiently. My C.V was submitted and an application completed showing my knowledge and experience within the industry and any qualifications I had gained. I also had to complete the mandatory CRB (Criminal Record Bureau) checks to ensure I was acceptable to work within the learning environment safeguarding young people, vulnerable adults and of course myself. I have since completed several college sessions and courses to accompany safeguarding and Equality and Diversity.
Vocational Needs Assessment- Consumer and counselor discuss interest and abilities and decide what services and assistance you might need to obtain and retain employment. Service Delivery: Once you are determined to be eligible you will begin an Individualized Plan for Employment (IPE) The IPE is a written plan listing the consumer’s job objectives and DOR services they will receive in order to find and obtain your employment. Once signed by the counselor and Rehabilitation Supervisor the consumer can start receiving services mentioned below. • Academic Tutors- Assist clients with specific courses related to an academic course of study. Tutors must be able to maintain both impartiality and confidently in all assignments.
Barry University’s Frank J. Rooney School of Adult and Continuing Education Assignment Submittal Cover Sheet Assignment for Course | ADM 545 | Submitted to: | Dr. Debra Baldwin | Submitted by: | James Griffieth | Date of Submission: | | Title of Assignment: | Ethics of Cheating | CERTIFICATION OF AUTHORSHIP: By including this cover sheet, I certify that I am the author of this paper and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. I understand that papers submitted for this assignment will be processed through plagiarism detection software. The Ethics of Cheating ADM 545 James Griffieth Barry University Professor: Dr. Debra Baldwin 8 July 2013 The Ethics of Cheating Introduction In a 2008 survey that was sponsored by the Wall Street Journal of approximately 20,000 asked to participate from various countries around the world showed that what may seem to be cheating or unscrupulous business practices was considered allowable depending on culture (Hartman, p. 50).
Faculty of Education, Science, Technology and Mathematics Assignment Coversheet Student ID number | U3068075 | Unit name | Responding to Individual Needs in Education | Unit number | 8826 | Name of lecturer/tutor | Rosemary Butt | Assignment name | Assignment 1: Essay | Due date | 14th September | You must keep a photocopy or electronic copy of your assignment. Student declaration I certify that the attached assignment is my own work. Material drawn from other sources has been appropriately and fully acknowledged as to author/creator, source and other bibliographic details. Such referencing may need to meet unit-specific requirements as to format and style. Signature of student: AMBER DONOGHUE Date: 14th September 2014 Date of submission: 14th September 2014 The Struggles with Reading, Comprehending and Inclusive Practices When looking at the classroom dynamic there will always be obstacles for teachers to overcome; rowdy students, difficult texts, classroom management, and dealing with each students’ different capabilities.