organisms to grow‚ the ways infection enter the body and key factors that may lead to infection occurring. Assessment requirements specified by a sector or regulatory body (if appropriate) Health and Social Care NVQ level 2 unit HCS22 Health NVQ level 2 unit GEN 3 Core dimension 3: Health‚ safety and security – Monitor and
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Management - Levels 4 and 5 Management This framework includes information on Personal Learning and Thinking Skills Pathways for this framework at level 4 include: Pathway 1: Management Competence qualifications available to this pathway: C1 - Level 4 NVQ Diploma in Management Knowledge qualifications available to this pathway: K1 - Level 4 Diploma in Principles of Leadership and Management (QCF) K2 - Level 4 Diploma in Management and Leadership (QCF) Combined qualifications available to this pathway:
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various ways to introduce Functional Skills into Customer Service/ Hospitality area. As the NVQ Assessor I could do this firstly by identifying opportunities to consolidate‚ practise and develop the learners reading‚ writing‚ spelling‚ numeracy‚ basic mathematics and information technology skills through their vocational programmes for example as part of an apprenticeship. In customer service within hospitality (NVQ) I can incorporate literacy skills by encouraging effective listening and communication
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Bibliography: Ann Gravells ‚2008 (Preparing to teach in lifelong learning‚ 3rd edition‚ page 7). Oxford Brookes University. Theories of Learning (Internet) Available from http://www.brookes.ac.uk (assessed: 23/12/09)(laird 1985)(skinner 1974) QCA‚ NVQ Code of Practice‚ pages 4 and 5
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delivering Beauty Diplomas‚ NVQ level 1 and 2 Beauty Therapy courses. All students on the beauty diploma course range between 13 and 14. I teach basic skills to these students which include delivering a mixture of practical and theory activities to cover the outcome of the course. Students on the diploma course generally have no previous qualifications and the course is designed to give students an introduction to beauty therapy with the aim to progress to level 2 NVQ on completion of the diploma
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learning/achievement s and whether the student is heading toward the course of qualification. Teaching within NVQ the criteria is laid out for me as a teacher my role is to prepare the students to observe their performances‚ question them‚ and use assessment to make a decision as to whether my learners are competent or capable. I must also to ensure that the assessment meets the criteria and objectives of the NVQ qualification. We as the teachers/assessors want to know whether learning outcomes have been achieved
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Inclusive? 10 Conclusion 12 Bibliography 14 Introduction This assignment will analyse the Business Improvement Techniques NVQ Level 2’s curriculum. It will consider its design and the ideologies and models it uses and those that it could use to improve on it‚ if applicable. The Business Improvement Techniques NVQ is delivered onsite at the customer’s premises‚ in the learner’s environment. Although the underpinning knowledge takes place in a classroom environment
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There are many issues which need to be taken into consideration regarding assessment with respect to equality and diversity. Individual needs‚ beliefs and cultures need to be respected and treated with the appropriate sensitivity. For example‚ in my NVQ class I had learner ‘O’. Learner O was of Muslim faith and was celebrating the festival of Eid‚ which requires followers to fast for a large part of the day for a month. During this month all learners were scheduled to perform their practical sessions
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In addition to the verification meetings‚ an annual training re-evaluation audit meeting is held to establish any new identified training needs that may warrant an adjustment or inclusion to the training programme. Using the proven systematic training cycle methodology: 2 Evaluate the Training 2.1 This is the most vital phase of the cycle since it is only after the training/assessment has been completed‚ that its effectiveness
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Unit 201- Outcome 1 Aspects of Employment - Dismissal‚ redundancy‚ retirement and TUPE - Breaches of contract - Health and Safety - Maternity / Paternity leave - Holidays‚ sickness and compassionate leave - Discrimination and bullying in work place - Removal of barriers for disabled people - Data Protection - Discrimination during recruitment process - Equality within the workplace‚ for example‚ working hours‚ pay‚ benefits - How you are managed in the work place - Entitlement to career development
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