502.1 ac 1, 502.2 ac1 – What are the regulation, inspection requirements, codes of practice and conduct and standards and guidance relevant to your role and responsibility in relation to managing, and continuous professional requirements as a manager for yourself and staff team? * National Minimum Standards. * Keys Policies and Procedures * Children’s Home Regulations * Care Standards Act 2000 * Children’s Act 2004 * Health and Safety Act 1974 * Every Child Matters 502.1 ac 2 Analyse potential barriers to professional development What can be the impact of work pressure on the service, provision, and individual and team performance? How should you organise your time and resources to maximize your efficiency and effectiveness as a manager? How and where can you access information, resources and support for your learning and development?
Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
Training and Development Workbook Questions For QCF Diploma Health and Social Care Level 3 Unit 264 This Workbook should be completed and given to your Assessor to check. The Workbook provides evidence for the learning outcomes that have been identified. Name Date When completed and checked please sign. Candidate Name.................................. Date................... Assessor Name....................................
Details of the relationship between the unit and relevant national standards This unit is linked to HSC 216 and CHS 6. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. 178 Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) DRAFT Unit HSC 2003 Provide support to manage pain and discomfort Assessment Criteria Outcome 1 Understand approaches to managing pain and discomfort The learner can: 1. explain the importance of a holistic approach to managing pain and discomfort 2. describe different approaches to alleviate pain and minimise discomfort 3. outline agreed ways of working that relate to managing pain and discomfort. Outcome 2 Assist in minimising individuals’ pain or discomfort The learner can: 1. describe how pain and discomfort may affect an individual’s wellbeing and communication 2. encourage an individual to express feelings of discomfort or pain 3. encourage an individual
Details of the relationship between the unit and relevant national standards This unit is linked to CHS19. Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3, 4 and 5 must be assessed in a real work environment. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 297 Unit 4222-335 Undertake physiological measurements (HSC 3052) Assessment Criteria Outcome 1 Understand relevant legislation, policy and good practice for undertaking physiological measurements The learner can: 1. describe current legislation, national guidelines, organisational policies and protocols affecting work practice.
(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
Tasks This section contains all the tasks candidates must complete before submission for assessment. TUTOR INFORMATION Guidance for centres This section provides general guidance to centre staff on the preparation and completion of the assignment. Notes for Tutors This section provides additional guidance and support to centre staff for each task. It is not intended for use by candidates. Evidence Summary This section provides a summary of the evidence it is
Level 3/4 Award in Preparing to Teach in the Lifelong Learning Sector (7303) Qualification handbook Qualified Teacher Learning and Skills (QTLS) framework Further to feedback received from centres and EVs, the following revisions have been made to this handbook. Page number references are provided to help clarify where amendments have been applied. Page number 9 19 24 Revisions QCF guidance and information updated Mentor statement revised: ‘this will be in addition to the 30 minutes observed’, it had previously read, ‘3 hours’. Statement added to clarify depth of theory required at each level : ‘When planning delivery of the programme, centres must address all the points of the section aims and content. At level 3, there is no need to cover
Unit 4222-232 Move and position individuals according to their plan of care (HSC 2028) Level: Credit value: UAN: 2 4 J/601/8027 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to move and position individuals as part of their plan of care according to their specific needs. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand anatomy and physiology in relation to moving and positioning individuals 2.
Model Assignment October 2010 OCR Level 2 Award in Employment Responsibilities and Rights in Health, Social Care and Children and Young People’s Settings Unit 201: Understand Employment Responsibilities and Rights in Health, Social Care or Children and Young People’s Settings Please note: This OCR model assignment may be used to provide evidence for the unit above. Alternatively, centres may wish to adapt this assignment or devise their own assignment for the purposes of assessment. It is the centre’s responsibility to ensure that any adaptations made to this assignment allow candidates to meet all the assessment criteria. The Ofqual accreditation numbers associated with this unit is: Unit accreditation number R/602/2954 Qualification accreditation number (QAN) 501/1444/X This OCR model assignment remains live for the life of these qualifications. ALL THESE MATERIALS MAY BE PHOTOCOPIED.