...Additional information Please demonstrate why you believe you are suitable for the post you are applying for. Being a sub warden I believe the duties of a sub warden would entail dealing with noise complaints, admitting locked out students or new arrivals to their rooms, providing support at social events organized by Claredale staff e.g. open days. Being an out of hours point of call for information and assisting students with finding the information they seek. Perform locking and opening duties at the required times e.g. opening the laundrette. I believe I would assist in fire drills and act as a link between residents and residence staff. I’m also aware that upholding the rules of Claredale house, could entail breaking up unauthorised parties and writing reports to hand in to residence staff. Past experience I’ve had experience being the liaison between students and members of staff. At Redhill Academy, I was house captain. We conducted team meetings to discuss how to improve the school experience. The goal was to get a range of students involved in activities, to promote a positive environment. Whilst walking around the school, students would come up with ideas and it would be our job to relay these suggestions to members of staff; form tutors or the head of house. Part of being house captain was ensuring we were positive role models for the rest of the school, this meant adhering to school rules at all times. I would adopt this attitude with the rules at Claredale. Wetherspoons...
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...Higher Nationals LEVEL Acc QrCdFed e it Issue 4 July 2011 Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment. This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Authorised by Roger Beard Prepared by Susan Hoxley Publications Code BH029073...
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...and (“refer” or “referral” or “referring”) and (“Learning disabilities” or “LD” or “mental health” or “learning disability”) and (NVQ4 or “NVQ 4” or “NVQ level 4” or “NVQ IV” or NVQ3 or “NVQ 3” or “NVQ level 3” or “NVQ III” or QCF4 or “QCF 4” or “QCF level 4” or “QCF IV” or QCF3 or “QCF 3” or “QCF level 3” or “QCF III” or “Registered manager award” or RMA) and (care or “social care” or “health care” or “home care” or “care home” or “residential care”) (“referral manager” or “assessment manager” or “referral and assessment manager” or “referral and assessment manager”) and (“Learning disabilities” or “LD” or “mental health” or “learning disability”) and (NVQ4 or “NVQ 4” or “NVQ level 4” or “NVQ IV” or NVQ3 or “NVQ 3” or “NVQ level 3” or “NVQ III” or QCF4 or “QCF 4” or “QCF level 4” or “QCF IV” or QCF3 or “QCF 3” or “QCF level 3” or “QCF III” or “Registered manager award” or RMA) (“care manager” or “home manager” or “registered manager” or “branch manager” or “home care manager” or “service manager” or “domiciliary manager” or “dom manager”) and (domiciliary or “dom care” or “homecare” or “home care” or “care agency” or “community care”) and (NVQ4 or “NVQ 4” or “NVQ level 4” or “NVQ IV” or NVQ5 or “NVQ 5” or “NVQ level 5” or “NVQ V” or QCF4 or “QCF 4” or “QCF level 4” or “QCF IV” or QCF5 or “QCF 5” or “QCF level 5” or “QCF V” or “Registered manager award” or RMA) (“live in carer” or “live in manager” or “live-in manager” or “registered manager” or “care manager” or “community...
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...Assignment brief – QCF BTEC (Level 3)Assignment front sheet | Qualification | Unit number and title | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit 5 Anatomy and Physiology for Health and Social Care | Learner name | Assessor name | | Louise Dada,Angela Lewis-Wright Alison Watson | Date issued | Hand in deadline | Submitted on | 10 November 2014 | 8 December 2014 | | | | Assignment title 1 | Know the organisation of the human body | In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. | 5a Criteria reference | To achieve the criteria the evidence must show that the learner is able to: | | Task no. | | Evidence | P1 | Outline the functions of the main cell components. | | 1 | | Training Pack | P2 | Outline the structure of the main tissues of the body | | 1 | | Training Pack | P3 | Outline the gross structure of all the main body systems. | | 1 | | Training Pack | Learner declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.Learner signature: Date: | Assignment brief 1 Qualification | BTEC 90 Credit/Extended Diploma in Health and Social Care | Unit number and title | Unit 5 Anatomy and Physiology...
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...Combined Supporting Notes and Technical Specifications including Units for ------------------------------------------------- ILM Level 5 NVQ Diploma in Management (8331) Version 4 20/08/2010 © The Institute of Leadership and Management (ILM) 2012 © The Institute of Leadership and Management (ILM) 2012 Supporting Notes for ILM QCF NVQs | This document is intended for current ILM centres and contains supporting notes for ILM National Vocational Qualifications (NVQs) in the QCF. The main purpose of this document is to act as a refresher to help reacquaint our centres with some of the key sections covered in the ILM Centre Manual and provide guidance to assist a centre in preparing to deliver an ILM NVQ. This a generic document and should always be read in conjunction with the ILM QCF NVQ Qualification Specifications Part 2 Technical Info document and the ILM Centre Manual (www.i-l-m.com/centres). IMPORTANT NOTES: * This document replaces the previous ILM NVQ Level 2, 3, 5, and 7 General Qualification Information for QCF NVQs. * 2011 SCQF SVQs are now standalone products and are no longer S/NVQs. They have separate specifications to meet SQA and SCQF requirements. Please refer to our SVQ webpage’s for detail and SVQ resources section online * Centres should be aware that the specifications for NQF Team Leading and Management NVQs at Levels 2, 3, 4, 5 should continue to be followed for learners who have been registered on this version of the...
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...QCF Specimen Question Papers Please note that ABE will not be able to accept any queries about the individual questions in the papers. The specimen question papers are provided for information purposes only; they are intended to give candidates an indication of the types of paper that will be used to assess the QCF units and to provide a flavour of the sort of questions that might be asked. There may be minor differences between the style of the specimen question paper and that of the actual examination paper. It is essential that you look at the specimen question paper for each unit that you are taking. This is because there are various types of question paper under QCF. Key points for all QCF question papers: All the Learning Outcomes will be assessed—under NQF only a selection of Learning Outcomes was assessed. Make sure that you read and understand the instructions—the paper may be divided into sections; in some sections all questions will be compulsory; in others you will be offered a choice between questions. Allocate your time carefully—you may be required to answer more questions than you would have answered under NQF. Make sure that you take account of the number of marks available for each question when deciding how to allocate your time. Level 5 Diploma Human Resource Management QCF Specimen Question Paper 1. 2. Time allowed: 3 hours. The number of questions you have to answer is marked clearly at the top of each section. Read the instructions at the top...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...NATIONAL ECONOMICS UNIVERSITYBTEC HND IN BUSINESSAssignment Front Sheet | Qualification | Unit Code / Unit number and title | Pearson BTEC Level 5 HND Diploma in Business (QCF) | Y/601/0546/QCF Level 5Unit 1 Business Environment | Student name NEU Student Number / BTEC Registration Number | | | | Assessor name(s) | Daniel Vanhoutte | Date issued | Submission deadline (for both hard copy and Turnitin) | 15th September (Tuesday), 2015 | 10.00 am, 9th October (Friday), 2015 | Assignment title | Understand the organizational purposes of business(Individual Assignment no.1 of 2) | Student to indicate clearly on the Evidence (Page no) their answers against the following assessment criteria that can be found. | Learning Outcome | Learning outcome | Assessment Criteria | In this assessment you will have the opportunity to present evidence that shows you are able to: | Task no. | Evidence(Page no) | LO1 | Understand the organizational purposes of businesses | 1.1 | Identify the purposes of different types of organization | 1 | | | | 1.2 | Describe the extent to which an organization meets the objectives of different stakeholders | 2 | | | | 1.3 | Explain the responsibilities of an organization and strategies employed to meet them | 3 | | Student declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false...
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...|Assignment brief – QCF BTEC | |Assignment front sheet | |Qualification |Unit number and title | |BTEC Level 3 National in Business (QCF) |Unit 10 Market Research in Business | |Learner name | Assessor name | | |Duncan Llewelyn | |Date issued | Hand in deadline |Submitted on | |23rd April 2015 |19th June 2015 | | | | | |Assignment title |Unit 10 Market Research | |In this assessment you will have opportunities to provide evidence...
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...NATIONAL ECONOMICS UNIVERSITY BTEC HND IN BUSINESS Assignment Front Sheet | Qualification | Unit Code / Unit number and title | Pearson BTEC Level 5 HND Diploma in Business (QCF) | F/601/0864 QCF level: 4Unit 10 Financial Accounting and Reporting | Student name NEU Student Number / BTEC Registration Number | | | | Assessor name(s) | Noel Farquharson | Le Quang Dung | Date issued | Submission deadline (for both hard copy and Turnitin) | May 7th 2015 | May 22nd 2015 | | | Assignment title | Interpreting financial statement | Student to indicate clearly on the Evidence (Page no) their answers against the following assessment criteria that can be found. | Learning Outcome | Learning outcome | Assessment Criteria | In this assessment you will have the opportunity to present evidence that shows you are able to: | Task no. | Evidence(Page no) | LO4 | Be able to interpret financial statements | 4.1 | Calculate accounting ratios to assess the performance and position of a business | 1&2 | | | | 4.2 | Prepare a report incorporating and interpreting accounting ratios, including suitable comparisons. | 3 | | Student declaration | I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.Student signature: ...
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...Assignment Brief BTEC Level 4-5 HNC/HND Diploma (QCF) Assignment Brief BTEC Level 4-5 HNC/HND Diploma (QCF) To be filled by the Student Name of the Student : ------------------------------------------------- Edexcel No : Registration No: Batch No: To be filled by the Student Name of the Student : ------------------------------------------------- Edexcel No : Registration No: Batch No: Date Issued : Date Due : Date of Submission: Date Issued : Date Due : Date of Submission: Unit Assessment Information Qualification : Higher National Diploma in Business Management Unit Code & Title : QCF/ H/601/0551 Unit 03/ Organizations and Behaviour Assessment Title & No’s : Learning outcomes and grading opportunities: LO 01: Understand the relationship between organizational structure and culture | Learning Outcomes | LO1.1 | LO1.2 | LO1.3 | | | | | LO 02: Understand different approaches to management and leadership | Learning Outcomes | LO2.1 | LO2.2 | LO2.3 | | | | | LO 03: Understand ways of using motivational theories in organizations | Learning Outcomes | LO3.1 | LO3.2 | LO3.3 | | | | | LO 04: Understand mechanisms for developing effective teamwork in organizations | Learning Outcomes | LO4.1 | LO4.2 | LO4.3 | | | | ...
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...St Cuthbert Mayne COURSE: BTEC Extended Diploma in Business (QCF) COHORT: 2014 - 2016 UNIT: 1 – The Business Environment (10 Credits) ASSIGNMENT 1 – Two Businesses on our Doorstep Learner Outcomes: 1. Know the range of different businesses and their ownership 2. Understand how businesses are organised to achieve their purposes Scenario: You work as a junior journalist for the local newspaper which is planning to run a feature article on local businesses Task: 1. Learners must describe (P1) the type of business, purpose and ownership of two contrasting businesses 2. Learners must describe (P2), explain (M1) the different stakeholders who influence the purpose of two contrasting businesses 3. Learners must describe (P3) how two businesses are organised 4. Learners must explain (P4) how their style of organisation helps them to fulfil their purpose 5. Learners evaluate (D1) the influence different stakeholders exert in one organisation TIP – Include the following: Range of different businesses Local, National, International, Global, Public, Private Not for profit/voluntary Sectors of business activity (primary, secondary, tertiary) Business purposes Supply of products or services, Difference between profit and not-for profit organisations Ownership Public, private & voluntary sectors Types of ownership (sole trader, partnerships, private and public limited companies, government agencies, worker cooperatives, charitable trusts) Main implications...
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...QCF Btec L3 Health and Social Care Assignment Brief Unit 22 – Assignment 4 |Assignment title |Research Project Report | |Qualification suite covered |Health and Social Care BTEC National L3 (QCF) New Registrations | |Units covered |Unit 22 Research Methodology in Health and Social Care | |Learning aim covered |Learning Aim 5: Be able to conduct research relevant to a health and social care context | | |Learning Aim 6: Be able to interpret research findings | |Date issued |May 12th 2016 | |Hand in deadline |May 26th 2016 | |Scenario |You work for the government in the Office for National Statistics. You have been assigned to work alongside Leicester City| | |Council to investigate a current health or social care issue and write up a report for them. | ...
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...Semester Period Unit No 103 Units Covered Unit Name Further Mathematics for Engineering Technicians Electrical and Electronic Principles Data Communications and Networks Analytical Methods for Engineers Engineering Science Telecommunication Principles Advanced Mathematics for Engineering Electrical and Electronic Principles Business Management Techniques for Engineers Computer Programming Techniques Radio Communication Engineering Electronic Principles Principles and Applications of Microcontrollers Digital and Analogue Devices and Circuits Management of Projects Project Design, Implementation and Evaluation Personal and Professional Development Work-based Experience Credit Hours 10 10 15 15 15 15 15 15 15 15 20 15 15 15 15 20 15 15 Unit Level 3 3 4 4 4 5 5 5 4 4 4 5 4 5 5 5 5 5 Semester 1 (10 weeks) September- November 2014 101 119 001 Semester 2 (10 weeks) December- February 2014 002 118 059 Semester 3 (10 weeks) March - May 2014 005 007 112 Semester 4 (10 weeks) June - August 2015 120 039 113 Semester 5 (10 weeks) September-November 2015 117 037 Semester 6 (10 weeks) 003 December 2015 -February 2016 027 029 Industrial Training March 2016 - September 2016 UNIT 1: ANALYTICAL METHODS FOR ENGINEERS Unit 1: Unit code: QCF level: Credit value: Analytical Methods for Engineers A/601/1401 4 15 • Aim This unit will provide the analytical knowledge and techniques needed to carry out a range of engineering...
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...Edexcel BTEC Level 2 Certificate, Extended Certificate and Diploma in Health and Social Care (QCF) Unit 7: Anatomy and Physiology for Health and Social Care Assignment 7 Contents Index | | Page No | Learner details* | | 3 | Learner tracker* | | 3 | Learner declaration* | | 3 | Aim and purpose | | 4 | Unit introduction | | 4 | Learning outcomes | | 5 | Unit contents | | 7 | Essential Resources | | 8 | Assessment brief | | 9 | Task 1 | P1 | 10 | Task 2 | P2/M1/D1 | 10 | Task 3 | P3 | 11 | | | | Task 4 | P4/M2 | 11 | Task 5Task 6 | P5P6/M3/D2 | 1112 | | | | | | | * Must be submitted with learner’s evidence. Assignment 7 – Unit 7: Anatomy and Physiology for Health and Social Care Learner Name: Assessor Name: Issue Date: Deadline Date: Submission Date: Learner Tracker Assignment 1 | Assessment Criteria | Completed | Grade | Task 1 | | | | Task 2 | | | | Task 3 | | | | Task 4 | | | | Task 5 | | | | Task 6 | | | | ------------------------------------------------- Learner Declaration ------------------------------------------------- The learner declaration must be attached to the completed portfolio of evidence. ------------------------------------------------- Learner Name: ------------------------------------------------- I declare that the work contained in this portfolio of evidence is all my own work. ------------------------------------------------- ...
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