Learner Assessment Record

HABC Level 2 Award in Awareness of Dementia (QCF)

(600/1826/4)

Candidate Forename:

Candidate Surname:

Centre Name:

Centre Number:

Signatures

Candidate: Date

Tutor: Date

Internal Verifier/IQA*: Date

External Verifier/EQS*: Date

* for completion if the evidence has been sampled by the Internal Verifier or EQS

List of Contents

Section 1: Overview 3

Qualification Structure 3

Gathering Evidence 3

Assessing the Portfolio 3

NOC Form 4

IQA and IQA Report 4

Section 2: Tracking the Portfolio 4

Planning and Tracking Evidence 4

Unit 1: Dementia awareness 5

Unit 2: The person centred approach to the care and support of individuals with dementia 7

Unit 3: Understand the factors that can influence communication and interaction with individuals who have dementia 8

Unit 4: Understand equality, diversity and inclusion in dementia care 10

Suggested IQA Report 12

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Section 1: Overview

Qualification Structure

This qualification consists of 4 mandatory units:

Group A (Mandatory)

Learners must complete all four units to achieve the qualification.

Unit 1 Dementia AwarenessUnit 2 The person centred approach to the care and support of individuals with dementiaUnit 3 Understand the factors that can influence communication and interaction with

individuals who have dementia Unit 4 Understand equality, diversity and inclusion in dementia care

Gathering Evidence

The evidence in this portfolio must sufficiently cover all learning outcomes and assessment criteria defined in each unit.

The pieces of work collected to make up this portfolio could be in a variety of formats. Tutors/assessors are responsible for ensuring learners complete their portfolio correctly by gathering evidence for each unit that is both adequate and suitable.

Suggested types of evidence include:

written work or class notes products or samples of practical work case studies simulated activities or role play work placement diaries learning logs video or audio recordings other appropriate formats

These could be gathered in the classroom, the workplace or at home.

Assessing the Portfolio

Once the portfolio of evidence is complete, a suitably qualified person must carry out Internal Quality Assurance (IQA). Portfolios must then be sent into HABC with all relevant paperwork for EQS (External Quality Support) to take place. The EQS role is to make sure the learners’ work has been assessed to HABC’s requirements and will do so by checking a sample of portfolios.

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NOC Form

HABC will provide Centres with NOC (Notification of Completion) Forms when an order for a portfolio based qualification is placed. These forms must be filled in and signed by the learner, the assessor and the person responsible for Internal Quality Assurance (IQA).

These must be completed and only sent to HABC once a portfolio has been completed. Once HABC receive these forms, an EQS (External Quality Support) visit will be arranged, unless Direct Claim Status has been awarded

IQA and IQA Report

The person responsible for IQA is not a second tutor. The IQA role is to audit the portfolio after the completion of the course to ensure that the learning has met all of the learning outcomes satisfactorily and that the leaner and the tutor have completed all of the documentation fully and correctly. They should not be involved in the tutoring of the course. The IQA feedback to the tutor should clearly detail what they have sampled (read or viewed) and whether it met the learning outcome; was it very good or poor. If improvement is required then the IQA must give guidance as to how the tutor can improve.

Once the IQA is confident that the portfolio is complete and auditable, the NOC form should be sent to HABC. This will trigger the request for an EQS visit.

A suggested form to use for the IQA Report can be found at page 12 of this document.

Section 2: Tracking the Portfolio

Planning and tracking evidence

The following pages make up the bulk of this document and are designed to help learners and tutors/assessors keep a track of the progress each learner is making in completing their portfolio. It will be easy to establish which assessment criteria have been covered and what work there is still left to do.

It is the responsibility of the assessor to ensure learners are filling this in correctly.

This document can also be used as a table of contents for the pieces of work contained in the portfolio. It will signpost where each item of evidence is located and therefore make it easy for tutors/assessors, IQA and EQS to check and assess.

The candidate and tutor/assessor must sign and date each individual piece of work in the portfolio as well as sign off each of the summary sheets contained within this document. Once the whole portfolio is complete, and both the learner and tutor/assessor are satisfied with its contents, they must sign and date the front of the Learner Assessment Record to confirm its completion.

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Unit 1 – Dementia Awareness

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Understand what dementia is

You can:

1.1 Explain what is meant by the term ‘dementia’

1.2 Describe the key functions of the brain that are affected by dementia

1.3 Explain why depression, delirium and age related memory impairment may be mistaken for dementia

You will: Understand key features of the theoretical models of dementia

You can:

2.1 Outline the medical model of dementia

2.2 Outline the social model of dementia

2.3 Explain why dementia should be viewed as a disability

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Unit 1 – Dementia Awareness

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Know the most common types of dementia and their causes

You can:

3.1 List the most common causes of dementia

3.2 Describe the likely signs and symptoms of the most common causes of dementia

3.3 Outline the risk factors for the most common causes of dementia

3.4 Identify prevalence rates for different types of dementia

You will: Understand factors relating to an individual’s experience of dementia

You can:

4.1 Describe how different individuals may experience living with dementia depending on age, type of dementia, and level of ability and disability

4.2 Outline the impact that the attitudes and behaviours of others may have on an individual with dementia

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Unit 2 – The person centred approach to the care and support of individuals with dementia

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Understand approaches that enable individuals with dementia to experience well-being

You can:

1.1 Describe what is meant by a person centred approach

1.2 Outline the benefits of working with an individual with dementia in a person centred manner

You will: Understand the role of carers in the care and support of individuals with dementia

You can:

2.1 Describe the roles that carers can have in the care and support of individuals

2.2 Explain the value of developing a professional working relationship with carers

You will: Understand the roles of others in the support of individuals with dementia

You can:

3.1 Describe the roles of others in the care and support of individuals with dementia

3.2 Explain when it may be necessary to refer to others when supporting individuals with dementia

3.3 Explain how to access the additional support of others when supporting individuals with dementia

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Unit 3 – Understand the factors that can influence communication and interaction with individuals who have dementia

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Understand the factors that can influence communication and interaction with individuals who have dementia

You can:

1.1 Explain how dementia may influence an individual’s ability to communicate and interact

1.2 Identify other factors that may influence an individual’s ability to communicate and interact

1.3 Outline how memory impairment may affect the ability of an individual with dementia to use verbal language

You will: Understand how a person centred approach may be used to encourage positive communication with individuals with dementia

You can:

2.1 Explain how to identify the communication strengths and abilities of an individual with dementia

2.2 Describe how to adapt the style of communication to meet the needs, strengths and abilities of an individual with dementia

2.3 Describe how information about an individual’s preferred methods of communication can be used to reinforce their identity and uniqueness

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Unit 3 – Understand the factors that can influence communication and interaction with individuals who have dementia

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Understand the factors which can affect interactions with individuals with dementia

You can:

3.1 Explain how understanding an individual’s biography / history can facilitate positive interactions

3.2 Explain how understanding an individual’s biography / history can facilitate positive interactions

3.3 Explain how involving others may enhance interaction with an individual with dementia

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Unit 4 – Understand equality, diversity and inclusion in dementia care

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Understand and appreciate the importance of diversity of individuals with dementia

You can:

1.1 Explain the importance of recognising that individuals with dementia have unique needs and preferences

1.2 Describe ways of helping carers and others to understand that an individual with dementia has unique needs and preferences

1.3 Explain how values, beliefs and misunderstandings about dementia can affect attitudes towards individuals

You will: Understand the importance of person centred approaches in the care and support of individuals with dementia

You can:

2.1 Describe how an individual may feel valued, included and able to engage in daily life

2.2 Describe how individuals with dementia may feel excluded

2.3 Explain the importance of including the individual in all aspects of their care

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Unit 4 – Understand equality, diversity and inclusion in dementia care

Evidence Portfolio Page Number

IQA/EQS Signature

You will: Understand ways of working with a range of individuals who have dementia to ensure diverse needs are met

You can:

3.1 Describe how the experience of an older individual with dementia may be different from the experience of a younger individual with dementia

3.2 Describe what steps might be taken to gain knowledge and understanding of the needs and preferences of individuals with dementia from different ethnic origins

3.3 Describe what knowledge and understanding would be required to work in a person centred way with an individual with a learning disability and dementia

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Example IQA report (2 page document)

Learner

Nominated Tutor

IQA person

Assessment

Date of assessment

Date of IQA

Checklist Yes No

1. Does the assessment planning clearly depict the intended activities for the learner to undertake before the next assessment?

2. Are the learner’s assessment records being updated/completed on an ongoing basis?

3. Has the teacher confirmed authenticity, sufficiency, accuracy, consistency and validity?

4. Was the learner directly observed?

5. Was knowledge and understanding assessed?

6 Has the witness status list been provided to authenticate witness, and are all signatures in place (if applicable)?

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Feedback to Nominated Tutor

Agreed action plan/development requirements Target date

I confirm I have received feedback and fully understand any action points

Nominated Tutor Signature

Date

Does the evidence sampled meet the qualification requirements? Yes / No

IV/IQASignature

Date

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