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PORTFOLIO OF EVIDENCE Unit Standard 9013

FINAL RESULT

SAQA ID 9013

Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts

NQF 3 Credits 4

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Version 001 Version Date March 2020 MG

Unit Standard No: 9013 Describe, apply, analyse and calculate shape and motion in 2- and 3- dimensional space in different contexts

NQF 3 CREDITS 4

LEARNER NAME …………………………………………………………

LEARNER ID No. …………………………………………………………

Copyright © 2020. This product is sold under license. Please refer to our copyright and License agreement details on our website: www.jtanda.co.za

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Table of Contents

SECTION 1 ............................................................................................................................................. 3

Learner Registration/Enrolment Form ................................................................................................. 4

Candidate CAT Application Form ....................................................................................................... 7

FINAL COMPETENCY JUDGEMENT RECORD ............................................................................. 11

Notes to the Learner ......................................................................................................................... 13

Guidelines for the development of a Portfolio of Evidence ............................................................... 14

Qualification Details .......................................................................................................................... 16

Appeals Procedure ............................................................................................................................ 21

Learner’s Notice of Assessment Appeal Form.................................................................................. 22

SECTION 2 ........................................................................................................................................... 23

Terms and Conditions – General POE Requirements ...................................................................... 24

SECTION 3 ........................................................................................................................................... 26

MODULE 1 ASSESSOR REPORTS ............................................................................................ 27

MODULE 1 WORKBOOK ............................................................................................................. 27

MODULE 1 LOGBOOK ................................................................................................................. 27

MODULE 1 FISA ........................................................................................................................... 27

SECTION 4 ........................................................................................................................................... 28

Moderation Report ............................................................................................................................ 29

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SECTION 1

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Learner Registration/Enrolment Form

Background Information of the Learner

LEARNER PERSONAL DETAILS Full Names as In ID Book Surname Identity Number Employer Training Provider Gender Male Female) Population Group African Coloured Indian White

Other _________________________

Socio-economic status Do you have a disability, as contemplated by the Employment Equity Act 55 of 1998?

Yes No

Specify: Special learning needs (please let us know before you start so we can accommodate these)

Home Address: Postal Address (if different from home address)

Geographical area

Postal Code Postal Code

E-mail Address

Telephone Number (Home/Work) Telephone Number (Mobile)

What language do you speak at home?

Are you a South African Citizen? (Nationality/Residency status)

Yes No

(Specify and attach documents indicating your status, permanent residence, study permit, etc.)

Highest level qualification (e.g. Std. 7, Grade 10, ABET Level 3

What is the title of your highest qualification?

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Have you previously Undertaken a Learnership?

Yes (specify title & code)

No Were you employed by your employer before concluding this Agreement?

Yes No

If you were unemployed before concluding this Agreement, state for how long:

If you are employed, when did you start working with your employer?

Learner’s Signature

Witness Signature

Parent of Guardian’s Signature (only if the Learner is a minor)

Date

Signed at

Parent/Guardian details (To be completed if Learner is a minor i.e. an unmarried person under 21 years) Surname and Full Name Identity Number

Home Address: Postal Address (if different from home address)

Postal Code

Telephone Numbers (Home)

E-mail Address

Relation to the Learner

Parent / Guardian Signature

Date

Signed at

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Alternative ID type

Equity code Nationality code Citizen/residence status

521 SAQA member ID 527 Passport No 529 Driver’s licence 531 Temporary ID no 533 None 535 Unknown 537 Student no 538 Work permit no 539 Employee no 540 Birth certificate no 541 Human Sciences Research Council register no 561 ETQA record no

BA Black: African BC Black : Coloured BI Black : Indian / Asian U Unknown WH White

U Unspecified SA South African SDC SADC except SA (i.e. Nam to ZAI) NAM Namibia BOT Botswana ZIM Zimbabwe ANG Angola MOZ Mozambique LES Lesotho SWA Swaziland MAL Malawi ZAM Zambia MAU Mauritius TAN Tanzania

SEY Seychelles ZAI Zaire ROA rest of Africa EUR European countries AIS Asian countries NOR North American countries SOU Central & South American countries AUS Australia & New Zealand OOC Other and rest of Oceania NOT N/A: Institution

U Unknown SA South Africa O Other D Dual (SA plus other)

Gender Code

M Male F Female

Home language code

Province code Disability status Socioeconomic Status

ENG English AFR Afrikaans OTH Other SEP sePedi SES seSotho SET seTswana SWA siSwati TSH tshiVenda U Unknown XHO isiXhosa XIT xiTsonga ZUL isiZulu NDE siNdebele

0 Undefined

1 Western Cape

2 Eastern Cape

3 Northern

Cape

4 Free State

5 Kwazulu-Natal

6 North West

7 Gauteng

8 Mpumalanga

9 Limpopo

N None 01 Sight (even with glasses) 02 Hearing (even with hearing aid) 03 Communication (talking, listening) 04 Physical (moving, standing, grasping) 05 Intellectual (difficulties in learning); retardation 06 Emotional (behavioural or psychological) 07 Multiple 09 Disabled but unspecified U Unknown

U Unspecified 01 Employed 02 Unemployed 03 Not working – not looking for work 04 Not working – housewife/homemaker 06 Not working – scholar/full time student 07 Not working – pensioner/retired person 08 Not working – disabled person 09 Not working – not wishing to work 10 Not working – none of the above 97 N/A : Aged < 15 98 N/A : Institution

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Candidate CAT Application Form Name of learner

Surname of learner

Learner ID

Learner Equity (Black African, Black Coloured, Black Asian, White, Other – specify)

Learner Language/s

Postal Address

Area Code:

Telephone Number

Cell Number

Email Address

Employer

Employer Contact Details

Assessor Name

Assessor ID Number

Contact Number

Name of FETC Qualification:

Literacy / Communication

119469, 12153, 119462, 119459,

Numeracy / Mathematics 9016, 9015, 7468,

2nd Language 114972, 119457 119467, 119465,

Learner compliance – tick only 1 box

Level 3 Level 4 Level 3 Level 4

Grade 12 with Mathematics

Yes Yes Yes Yes Yes

Grade 12 without Mathematics

Yes Yes No No Yes


Yes No Yes No Yes


Yes No No No Yes


No No No No No


No No No No No

Grade 9 No No No No No

Relevant qualifications attached (description)

Date of CAT Assessment

Assessor Signature

Learner Signature

DOCUMENTS TO ATTACH

In order for us to load you onto the National Learners Record Database (NLRD) we need the following documents. Once your Portfolio of Evidence has been formally moderated by the relevant Quality Council and the SDP

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and QAP has completed the process you can Click on one of the links to Verifications on the SAQA website, or e-mail your enquiry to [email protected]

Tick that you have attached this and initial next to your tick

Document name Tick Sign

Please attached a copy of your:

CV Insert certified copies of any certificates that you are using to claim credits for. These could be:

Your standard 10 / grade 12 / Matric certificate

Your University / College Certificate, if applicable

Any internal course certificate that has been matched to this unit standard

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PROGRAMME DETAILS

Tick which ever applies: (complete SAQA information if needed)

In house skills programme

External Training Provider

Unit Standard aligned skills programmes

Full Qualification

Learnership (Funded)

Learnership (Unfunded)

Name of Programme

SAQA CODE 65409

SAQA TITLE

National Certificate: Building and Civil Constructions

Number of Credits 140

NQF Level 3

Start date of learning programme

Due date for completion of learning programme

TRAINING VENUE AND DATES

Your theory training will take place at the following venue

Your practical training will take place at the following venue

Your workplace experiential training will take place at the following venue

Your overall study plan will be supplied by the Facilitator - please sign that you have received it

Signature:

LIST OF RESOURCES TO BE SUPPLIED

Please sign that you have received the following list of resources for the programme that you have enrolled on

Learner Manual

Learner Workbook / POE

Additional Resources

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Stationery

Induction Guide

LEARNER SUPPORT EDUCATOR DETAILS

Workplace mentor/supervisor

Facilitator details

Assessors details

Moderator Details

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FINAL COMPETENCY JUDGEMENT RECORD Type of Unit Standard

Unit Standard Number

US Credit

US Level

Unit Standard Title Result Competent / Not Yet Competent

Fundamental 9010

2 3

Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations

Fundamental 9013

4

3 Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts

Fundamental 9012 5

3 Investigate life and work related problems using data and probabilities

Fundamental 7456

5

3 Use mathematics to investigate and monitor the financial aspects of personal, business and national issues

Fundamental 119472 5

Accommodate audience and context needs in oral/signed communication


Interpret and use information from texts


Use language and communication in occupational learning programmes


Write/present/sign texts for a range of communicative contexts

Core 14580 10

Read and interpret construction drawings and specifications

Core 14672

4

Describe the composition, role players and the role of the construction industry in the South African economy

Core 261661 8

Develop construction work plans

Core 261658

4

Identify, use and maintain tools, machines, equipment and materials for building and civil construction activities

Core 261737 8

Procure building and civil construction materials, tools and equipment

Elective 10037 10

Take orders from customers to fulfil a need for goods and/or service

Elective 119712 8

Tender for business or work in a selected new venture

Elective 10324 6

Describe features, advantages and benefits of a range of products or services

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Elective 252197 4

Identify and use marketing resources to meet objectives

Elective 252193 4

Identify potential and existing customers of the business

Core 259604 4

Verify compliance to safety, health and environmental requirements in the workplace

Core 261664 6

Erect, use and dismantle access equipment for construction work

Core 254220 8

Provide primary emergency care/first aid as an advanced first responder

Elective 117420 4

Administer payments and expenses

Elective 14665 10

Interpret current affairs related to a specific business sector

Elective 252200 6

Implement activity plans to meet agreed deadlines

Elective 242811 5

Prioritise time and work for self and team

Elective 252214 6

Conduct follow-up with customers to evaluate satisfaction levels

Elective 252218 4

Liaise with a range of customers of a business

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Notes to the Learner

Dear Learner

Please pay attention to the Specific Outcomes (SO), Assessment Criteria (AC) and types of evidence required. Evidence must be in a form of a portfolio where documented proof exists for all research done by you.

Please file all your assignments (formative, summative, workplace practical’s and FISA) according to your Master File Index found in the front of your file.

Sources of indirect evidence include:

Team outputs

Work completed at an earlier stage

Performance appraisals

Training records

Testimonials

Reviews and recommendations

Certificates and qualifications

Medals, prizes and trophies

Customer/client ratings

All evidence must be authenticated and signed by Supervisor or Line Manager, who will follow the steps with you and sign each document after being satisfied that it is your work and effort. It is very important that the Portfolio of Evidence is handed in

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Guidelines for the development of a Portfolio of Evidence

DEFINITION

A Portfolio of Evidence is a collection of different types of evidence to demonstrate levels of applied competence against organisational standards, and/or unit standards. The evidence in the Portfolio must meet the requirements of sufficiency and currency. The evidence can be kept in the format of a hard copy or electronically.

PURPOSE

The purpose of the Portfolio of Evidence is:

Method of administering unit standards and/or organisational standards and evidence collected

during the formative and summative assessment process.

Assess Learner’s accomplishments of learning outcomes.

Encourage the development of qualities such as pride in quality, ability to self-evaluate, and the

ability to accomplish meaningful tasks.

Documenting of Learner work improvement.

RESPONSIBILITY FOR THE PORTFOLIO OF EVIDENCE

The Portfolio of Evidence is compiled by the Learner under guidance of the Assessor. It is the responsibility of the Learner to safeguard the Portfolio of Evidence and to submit it to the Assessor for the purposes of assessment.

FORMAT OF PORTFOLIO OF EVIDENCE

Any kind of file in which evidence could be filed in an orderly manner can be used by the Learner.

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LAYOUT OF A PORTFOLIO OF EVIDENCE

The Portfolio of Evidence consists of 4 sections namely:

Section 1: General Information

Learner Registration Form

CV , ID Copy, Certificates

Guidelines for the development of Portfolio

of Evidence

Qualification details

Appeals Procedures and Form

Section 2: Administration

Declaration of Authenticity / Induction /

Contract

Terms and Conditions – General POE

Requirements

Section 3: Evidence

Module 1 Workbook

Module 2 Workbook

Module 3 Workbook

Module 4 Workbook

Module 5 Workbook

Summative Assessment

Assessment Feedback Reports

Section 4: Reporting

Moderation Report

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Qualification Details

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:


SAQA US ID

UNIT STANDARD TITLE

9013 Describe, apply, analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts

ORIGINATOR

SGB Math Literacy, Math, Math Sciences L 2 -4

PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY

-

FIELD SUBFIELD

Field 10 - Physical, Mathematical, Computer and Life Sciences

Mathematical Sciences

ABET BAND

UNIT STANDARD TYPE

PRE-2009 NQF LEVEL

NQF LEVEL CREDITS

Undefined Regular-Fundamental

Level 3 NQF Level 03 4

REGISTRATION STATUS REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Reregistered 2018-07-01 2023-06-30 SAQA 06120/18

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

2024-06-30 2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

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This unit standard is designed to provide credits towards the mathematical literacy requirements of the NQF at level 3. The essential purposes of the mathematical literacy requirements are that, as the learner progresses with confidence through the levels, the learner will grow in: An insightful use of mathematics in the management of the needs of everyday living to become a self-managing person An understanding of mathematical applications that provides insight into the learner`s present and future occupational experiences and so develop into a contributing worker The ability to voice a critical sensitivity to the role of mathematics in a democratic society and so become a participating citizen. People credited with this unit standard are able to: Measure, estimate, and calculate physical quantities in practical situations relevant to the adult in life or the workplace Explore describe and represent, interpret and justify geometrical relationships and conjectures to solve problems in two and three dimensional geometrical situations

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit value is based on the assumption that people starting to learn towards this unit standard are competent in Mathematical Literacy and Communications at NQF level 2.

UNIT STANDARD RANGE

The scope of this unit standard includes length, surface area, volume, mass, speed ; ratio and proportion; making and justifying conjectures. Contexts relevant to the adult, the workplace and the local community. More detailed range statements are provided for specific outcomes and assessment criteria as needed.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Measure, estimate, and calculate physical quantities in practical situations.

OUTCOME NOTES

Measure, estimate, and calculate physical quantities in practical situations relevant to the adult in life or the workplace

OUTCOME RANGE

Basic instruments to include those readily available such as rulers, measuring tapes, measuring cylinders or jugs, thermometers, spring or kitchen balances, watches and clocks. In situations which necessitate it such as in the workplace, the use of more accurate instruments such as vernier callipers, micrometer screws, stop watches and chemical balances. Quantities to estimate or measure to include length/distance, area, mass, time, speed and temperature. Estimate the area and volume of simple irregular shapes and objects. The quantities should range from the low or small to the high or large. Mass, volume temperature, distance, and speed values are used in practical situations relevant to the learner or the workplace. Calculations involving the effects on area and volume when altering linear dimensions. Calculate heights and distances using Pythagoras' theorem. Calculate surface areas and volumes of right prisms (i.e., end faces are polygons and the remaining faces are rectangles) and cylinders from measurements in practical situations relevant to the life of the learner or in the workplace.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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1. Scales on the measuring instruments are read correctly.


2. Quantities are estimated to a tolerance justified in the context of the need.


3. The appropriate instrument is chosen to measure a particular quantity.


4. Quantities are measured correctly to within the least step of the instrument.


5. Calculations are carried out correctly.


6. Symbols and units are used in accordance with SI conventions and as appropriate to the situation.

SPECIFIC OUTCOME 2

Explore, describe and represent, interpret and justify geometrical relationships and conjectures.

OUTCOME NOTES

Explore, describe and represent, interpret and justify geometrical relationships and conjectures to solve problems in two and three dimensional geometrical situations.

OUTCOME RANGE

Applications taken from different contexts such as packaging, arts, building construction, dressmaking. The use of tessellations and symmetry in artifacts and in architecture. Use rough sketches to interpret, represent and describe situations. Use and interpret scale drawings of plans (e.g., plans of houses or factories; technical diagrams of simple mechanical household or work related devices such as jacks, Nets of prisms and cylinders. Road maps relevant to the local community. The use of the Cartesian co-ordinate system in determining location and describing relationships in at least two dimensions.

ASSESSMENT CRITERIA


1. Descriptions are based on a systematic analysis of the shapes and reflect the properties of the shapes accurately, clearly and completely.


2. Descriptions include quantitative information appropriate to the situation and need.


3. Conjectures as appropriate to the situation, are based on well-planned investigations of geometrical properties.


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4. Representations of the problems are consistent with and appropriate to the problem context. The problems are represented comprehensively and in mathematical terms.


5. Results are achieved through efficient and correct analysis and manipulation of representations.


6. Problem-solving methods are presented clearly, logically and in mathematical terms.


7. Solutions are correct and are interpreted and validated in terms of the context of the problem.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Option: Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA. Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that the possession or lack of the knowledge can be inferred directly from the quality of the candidate`s performance against the standards. Properties of geometric shapes Length, area, volume, mass, time, temperature, speed The Cartesian system Scale drawing

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems using critical and creative thinking: Solve a variety of problems involving space, shape and time using geometrical techniques related to the life or workplace of the learner

UNIT STANDARD CCFO ORGANISING

Collect, analyse, organise and critically evaluate information: Gather, organise, and interpret information about objects and processes.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively: Use everyday language and mathematical language to describe properties, processes and problem solving methods.

UNIT STANDARD CCFO SCIENCE

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Use mathematics: Use mathematics to analyse, describe and represent realistic and abstract situations and to solve problems relevant to the adult, the workplace and the local community.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard: Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes. Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation. Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria. The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible. All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

N/A

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

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Appeals Procedure

Learners are entitled to access and constructively challenge their training and assessment results. A Learner may at any stage of the training and assessment process, raise a grievance or appeal. If a Trainer or an Assessor has an irresolvable issue with a Learner, the issue will be addressed through the Departmental Manager. If a Learner does raise a grievance or an appeal, the appeals procedure is followed as outlined below: 1. A Learner has the right to appeal under the following circumstances

If the laid down assessment procedures were not followed during assessments.

If not all evidence available was taken into account during the assessment.

The Assessor was not a subject matter expert or did not have a subject matter expert

during the assessment process.

The Assessor did not assess according to the performance criteria and range statement

stipulated in the unit standard.

Not all the range items were available for assessment.

2. If the Learner wishes to appeal for any reason other than those listed above, the grievance procedure will be followed.

3. A Learner bringing an appeal against a decision of the assessment will lodge such an appeal

with the Assessor and /or the internal Moderator within 2 days of the assessment feedback session.

4. A Learner bringing an appeal should complete the “Learner’s Notice of Assessment Appeal”

form before the Appeal Hearing. The form should be handed to the Assessor and /or Internal Moderator.

5. Should the internal Moderator re-affirm the Assessor’ decision, the Learner may appeal to the

Learnership’s and / or Training Manager within 2 days after the initial Moderator’s feedback session. The Learnership and / or Training Manager’s decision will be final. Should the Learnership and / or Training Manager re-affirm the Assessors’ decision; the cost for re-evaluation will be borne by the Learner. Should the Learnership and / or Training Manager’s decision differ from the Assessor’s decision; the Assessor will be liable for the cost of the re-evaluation.

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Learner’s Notice of Assessment Appeal Form

TO : THE INTERNAL MODERATOR

A meeting with the Internal Moderator is requested to discuss the outcome of my assessment.

Internal Moderator Name:

Date of Submission:

Name of Employee Assessed:

Name of Assessor:

Date of Feedback Session:

Grounds for Appeal

No Tick the applicable ground (s) for appeal Tick

1 The assessment did not follow the laid down procedure.

2 Not all evidence available was taken into account during the assessment.

3 The Assessor was not a Subject Matter Expert nor was a Subject Matter Expert present during the assessment process.

4 The assessment was not according to the performance criteria and the range statement stipulated in the unit standard.

5 Not all the range items were available for the assessment.

Reasons for Appeal

No Please give detailed reasons for the choice(s) above

1

2

3

4

5

LEARNER’S SIGNATURE: DATE:

EMPLOYEE WITNESS: DATE:

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SECTION 2

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Terms and Conditions – General POE Requirements

As the Learner your evidence must be AUTHENTIC. In order to validate your evidence please

ensure that you sign each page with the same signature/initials.

All evidence submitted must be written in blue or black pen. Any evidence submitted in pencil will

NOT be marked

You may not use ‘Tippex’ or any other correction fluid. Either cross your mistakes out or redo

them.

You may work in groups to DISCUSS the questions, but the evidence you submit must be your

OWN work.

If you lose your POE, you will be issued with a replacement at a cost

If you use extracts from external sources you must ensure the extracts are correctly referenced.

Extracts from external sources can only make up 20% of any answer. You must explain the use

of the extract to show YOU understand what is being discussed.

Disciplinary action will be taken against Learners who copy from each other or copy directly from

external sources such as training notes, textbooks, etc. You may discuss questions but you may

not submit identical work. It is not valid and it is not authentic. In this instance you will not have

the opportunity to resubmit evidence.

You will be given written feedback – please sign it off to show that you have received and

understood the feedback and send the signed copy back to us. This is so we can show the

Moderator that you have received your feedback. You still have the right to appeal if you do not

agree with your feedback.

In the event of being found ‘Not Yet Competent’ you will be given a maximum of two chances to

remediate/top up your evidence after assessment. If your Assessor feels there are gaps they will

send you a preliminary feedback report and request additional information.

Your POE will not be returned to you and in the event of being found ‘Not Yet competent you will

require a copy of your POE in order to complete your remediation.

It is your responsibility to make a copy of your POE prior to submitting it for assessment.

The Training Provider and its certification partners will not be held responsible for delays in

issuing of National Certificates from the relevant ETQA.

Please sign below to show that you understand your rights and responsibilities as a Learner and that you understand the assessment process and the role of your Assessor. Your Facilitator will sign on behalf of Training Provider. You will be asked to complete this contract and place it in your POE for your Assessor and Moderator to validate.

Signed (Learner)……………………………………………………………………………….

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On this day of …………………... 20…… in ………………………………………………..

Signed (Training Provider Representative)………………………………..……………….

On this day of …………………... 20…… in ………………………………………………..

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SECTION 3

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Please insert these from your individual POE here

MODULE 1 ASSESSOR REPORTS

MODULE 1 WORKBOOK

MODULE 1 LOGBOOK

MODULE 1 FISA

Add additional Modules here…

Assessment Guide & Reports

The Assessor will complete the following documents for this Section.

Feedback to Learner After Assessment

Assessment Decision

Assessment Review & Evaluation of Assessment

Assessor’s/Learner’s Evaluation of the Assessment

You will be required to complete and sign some of these documents on receipt of your POE and then hand your entire POE back to your Training Provider in order for your POE to be submitted for Moderation.

ASSESSOR TO PLACE ASSESSMENT REPORTS AFTER THIS PAGE

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SECTION 4

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Moderation Report

MODERATOR TO PLACE MODERATION REPORTS AFTER THIS PAGE

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