SayPro Online Course SAQA 11516648493

Description

Proposed financial solutions are in line with licensing requirements, an agreed mandate, relevant service agreements and an organisation`s customer service policy.
The Wealth Management operating environment is explained as a system within the Financial Services sector and an indication is given of current events that could impact on the sector.
Essential methods, procedures and techniques of the Financial Services industry are applied within the legislated environment in order to propose a financial solution.
Well-defined problems both routine and unfamiliar within a familiar context are solved in order to propose a financial solution and where necessary applications of a solution are adjusted within relevant parameters to meet the identified needs or changes in the problem or operating context.
Information is gathered, analysed and evaluated in order to propose a financial solution or make a financial decision.
Financial data is interpreted to identify trends.
A Wealth Management solution is presented using technological skills.
Information is communicated coherently in writing and verbally in compliance with legislated requirements.

Integrated assessment:

Assessment practices must be fair, transparent, valid and reliable and should ensure that no learner is disadvantaged. Learners who wish to be assessed against this standard should direct enquiries to the Insurance Sector Quality Authority, INSQA.

The focus of assessment must be on the assessment of the learning outcomes rather than learning outputs. The Specific Outcomes guide the learning and training process towards the outcomes on a continuous basis. The purpose is to determine whether the outcomes have been attained. Situations should present a wide range of options. Applications should require significant choices from a wide range of procedures and in a number of contexts.

Learning, teaching and assessment are inextricably linked. Where appropriate, assessment of knowledge, skills, attitudes and values indicated in the various Unit Standards should be integrated.
Assessment has a formative monitoring function. Formative assessment should be used to assess gaps in the learner`s skill and knowledge and to indicate where there is a need for expanded opportunities. The goal is to promote learning and to assess the efficacy of the teaching and learning process. Feedback from assessment informs teaching and learning and allows for the critique of outcomes, methodology and materials. Formative assessment is diagnostic and as such it should guide the learner and the trainer. It is continuous and is used to plan appropriate learning experiences to meet the learner`s needs. It provides information about problems experienced at different stages in the learning process. As it is criterion referenced, if the learner has met the assessment criteria, s/he has achieved the outcomes.
Assessment should also have a summative component. Summative assessment may be used on completion of a Unit Standard, but should not be the only form of assessment. A summative assessment of the exit outcomes is required on completion of all the necessary Unit Standards and before a Qualification is awarded.
A variety of methods must be used in assessment and tools and activities must be appropriate to the context in which the learner is working. Assessment should take place in an authentic context as far as is possible. Where it is not possible to assess competence in the workplace, simulations, case studies and other similar techniques should be used to provide a context appropriate to the assessment.
Integration implies that theoretical and practical components should, where possible, be assessed together.
Integrative techniques should be used to assess applied competence. Learners should be required to demonstrate that they can perform the outcomes with understanding and insight
Assessment should ensure that all Specific Outcomes, Embedded Knowledge and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the specific outcomes. The Critical Cross-Field Outcomes are implicit in some Unit Standards and programmes should be designed to extend and further reflect the integration.