Procedures/Limitations: Students must complete an application detailing the reason(s) and amount of hardship assistance and how a grant will allow them to continue with their education. A committee will review each application. The committee may request additional documentation or information to help make decisions. All decisions will be made within 10 business days after the complete application is submitted. All decisions are final.
Unit 16: Understand how to handle information In social care settings Unit code: D/602/3119 QCF Level 3: BTEC Specialist 1 Understand requirements for handling information in social care settings. 1.1 Identify legislation and codes of practice that relate to handling information in social care settings. Legislation and codes of practice in handling information Data protecting Act, Freedom of information Act, Disability Discrimination Act, Duty of confidentiality/human rights/safe guarding of children and vulnerable children, relevant codes of practice relating to the handling of information e g accuracy of the information, its retention and disposal and the importance of having secure information services ensuring necessary safeguards and appropriate uses of personal information. 1.2 Explain how legal requirements and codes of practice inform practice in handling information. Legal requirements and codes of practice inform practice in handling information by legislature which sets frame works and guide lines of how information should be recorded, stored, used/accessed and disposed of to protect /safe guard the welfare of individuals.
To achieve this question, you will need to provide answers to the following questions a) Summarise the entitlement and provision for early years education. b) Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance. c) Explain the post-16 options for young people and adults. a) Every child aged between 3 and 4 is entitled to free education in accordance with Every Child Matters and the Childcare Act 2006. The government funds upto 15 hours a week for these 2 years before children enter full time education.
This stage is used to help realise if the current financial position is likely to lead to achieving the goals you set out – this can be done through research of seeking out professional advice. The next stage is Decide – this is where you decide on your action points to achieve your goals. This can be done through deciding to use financial products to achieve your goals, setting budget to decrease expenditures or exploring increasing income or holding back on planned expenditures. Stage 3, Act, is the implementation stage. This is putting your action points from the Decide stage into action to achieve the goals laid out in the assess stage – whether it is shopping around for the best value financial products, or looking for ways to increase your income.
Explain how legal requirements and codes of practice inform practice in handling information 2.1. Explain how to maintain records that are up to date, complete, accurate and legible 2.2. Describe practices that ensure security when storing and accessing information 2.3. Describe features of manual and electronic information storage systems that help ensure security 3.1. Explain how to support others to understand the need for secure handling of information 3.2.
The EYFS framework sets out the legal requirements relating to the early learning goals, the educational programmes, and the assessment arrangement (in section 2) and the legal requirements relating to welfare- safeguarding and promoting children’s welfare, suitable people, suitable premises,, environment and equipment, organization and documentation(section 3). The early learning goals describe what a child should be able to do at the end of academic year, “establish expectation” that most children are expected to reach when a child reaches his/hers five. It provides a basis for planning throughout the EYFS. The educational programmes describe the support and teaching that the child requires to help him/her to achieve those learning goals. Some children will have exceeded these goals, but it depends on their individual needs.
There are set guidelines on how fast or slow children should develop, but every individual is different so not everyone will develop at this set rate. Patterns of development is what provides the frame work of what the average child is likely to be able to reach a particular mile stone. It is very important that the pattern of development is considered when a child is thought to be outside the expected mile stone. The milestones are measured by age 0-3 weeks A neonate would be born around 40 weeks. When they are born up to three weeks before there due date they are then classed as premature.
Bowlby’s four phases give a rough outline of the phases of attachment, and their coinciding behaviors. However, in order to have an understanding of the phases of attachment, and an understanding of how attachments develop and why attachments are formed, the roles of the caregiver and infant and the implications for later development must also be
(C) The certification form is to be made available to “homeschooled applicants.” 8. How does a Texas public university consider the admission of a student who graduates from an out-of-state, including international or unaccredited Texas high school, or is the recipient of a GED? Pursuant to Section 51.803(b): An applicant who does not satisfy the curriculum requirements prescribed by Subsection (a)(2)(A)(i) or (ii) is considered to have satisfied those requirements if the student completed the portion of the recommended or advanced curriculum or of the curriculum equivalent in content and rigor, as applicable, that was available to the student but was unable to complete the remainder of the curriculum solely because courses necessary to complete the remainder were unavailable to the student at the appropriate times in the student's high school 4 career as a result of course scheduling, lack of enrollment capacity, or another cause not within the student's control. Therefore, an applicant for admission holding a GED must attain the appropriate score on the ACT or SAT for admission to a general academic teaching institution. See
Foster children need to learn how to accept why they are in the program, realize who they are as individuals and complete an education. DO WE REALLY KNOW WHO? There are different age groups that attend a group home. The foster children can be ranged from infants to eighteen years old. (OACAS) Usually eighteen is the discharge age they can leave, where if the individual wants to leave they are subjected to sign themselves out.