Understanding the Context of Supporting Individuals with Learning Difficulties Marking Guide

Topics: Disability, Educational psychology, Mental disorder Pages: 14 (3519 words) Published: June 21, 2013
Understanding the context of supporting individuals with learning disabilities Assessment marking guide K/601/5315 4200-209 4222-245 (LD 201) www.cityandguilds.com July 2011 Version 1.1

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Understand the context of supporting individuals with learning disabilities: Assessment marking guide

Understand the context of supporting individuals with learning disabilities Assessor guidance Assessment requirements Candidates must successfully complete all parts of an assessment to a satisfactory and appropriate standard in order to gain a pass for that assessment. The assessments have been designed to assess the ability of candidates to cover a range of issues associated with a given unit. Consequently, it is not appropriate for parts of any assessment to be omitted, submitted incomplete or be of an unsatisfactory standard. Tutors/assessors are reminded of their responsibility to provide written feedback to candidates regarding their assessments and of the fact that candidates should not be encouraged to submit work for final assessment until it is complete and to the appropriate standard for the task. Candidates must have achieved the minimum marks indicated for each task, and the overall assessment. Candidates may retake any particular task. Guidance on this is provided in the Assessment guidance document. Candidates may choose to word process their answers. Assessors may guide candidates in the length of their responses. They should use the marking guidance as a rough indication of what should be covered, and use the space provided in the task box as a guide as to how much should be written. Resubmission Candidates may resubmit their assessment work if tasks were failed on the first submission if centres think that a further assessment opportunity would result in a positive outcome for the candidate. Grading and marking Assessments are marked by the centre and graded Pass/Fail only. The highest grade for any of the assessment in this qualification is a pass. What the results mean: Pass: is achieved when all assessment tasks have been passed. Fail: when, after any subsequent failed attempts at the assessment, the assessor deems a candidate to have not met the assessment criteria.

Understand the context of supporting individuals with learning disabilities: Assessment marking guide

1

Understand the context of supporting individuals with learning disabilities

Task A: Marking guide
Question Marking Guidance Completed the table in full – examples are given. Legislation and policies 1 Human Rights Act (1998) Impact on the day to day lives for individuals with a learning disability and their families Promotes understanding of rights, expectations of treatment in health and care settings and treatment expectations within the criminal justice system Allows inspections and regulation of care provision and includes the protection of vulnerable adults Protects people from discrimination. Gives people rights in relations to employment, access to goods, facilities and services Empowers and protects vulnerable people who are not able to make decisions and allows for people to plan ahead for a time when they may be unable to make decisions

Mark Achieved

1a/1b

2 Care Standards Act (2000) 3 Disability Discrimination Act (1995 & 2005) 4 Mental Capacity Act (2005)

Note to assessor: the legislation and policy must be relevant to your location of practice Other examples given may include: DOH Our Health, Our Care, Our Say (2006) – Raises expectations in relation to good quality social care and NHS services DOH Valuing people now (2009) – Improving services in Health, Housing, employment and community care DHSSPS (2009) Delivering the Bamford Vision – A Government commitment to improving Mental Health and Wellbeing driving service improvement 1 mark for each piece of legislation identified up to a maximum of 4 marks. 1 mark for each explanation up to a...
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