E1 One of the practitioner’s roles in meeting children’s learning needs could be to understand and work with other practitioners and staff. This can help to provide different learning opportunities to individual children because each child is unique as practitioners should take into consideration all diverse learning needs, for example there are many activities that could be changed to suit individual children. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning. The role of the practitioner in supporting the learning needs of children is they have to complete regular assessments on their development and learning to identify their progress and plan their next steps to help the children achieve further. The Early Years Foundation Stage (EYFS), (2012) states that the role of the practitioner is crucial in observing and reflecting on children’s spontaneous play, building on this by planning and providing a challenging environment which supports specific areas of children’s learning and extends and develops children’s language and communication in their play.
Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4,5 and 6 must be assessed in a real work environment. Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031 ) Assessment Criteria Outcome 1 Know the importance of risk-taking in everyday life The learner can: 1. identify aspects of everyday life in which risk plays a part 2. outline the consequences for individuals of being prevented or discouraged from taking risks 3. explain how supporting individuals to take risks can enable them to have choice over their lives to:
3. Understand the importance of partnerships with carers 1. Understand partnership working within the context of services for children and young people 1.1 Explain why working in partnership with others is important for children and young people | 1.2 Identify who relevant partners would be in own work setting | 1.3 Define the characteristics of effective partnership working | 1.4 Identify barriers to partnership working | 2. Understand the importance of effective communication and information sharing in services for children and young people 2.1 Describe why clear and effective communication between partners is required | 2.2 Identify policies and procedures in the work setting for information sharing | 2.3 Explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality | 2.4 Describe why it is important to record information clearly, accurately, legibly and concisely meeting legal requirements | 2.5 Identify how communications and records are recorded and securely stored meeting data protection requirements | 2.6 Explain why and how referrals are made to different agencies. | 3.
E1) Collate evidence which describes the role of the practitioner in meeting children’s learning needs. The role of the practitioner when meeting children’s learning needs are too collect, learn and understand the information which they need to know, information they need to know is: • What is play • The benefits of play • What is experienced when playing? • Relationships between play and learning • Stages of play and play types Influences on play (Which are) • Social influences • Economic influences • Physical influences • Physiological influences • National initiatives • Local initiatives • Theorists which influence play Observation • Observation which informs planning • Observation which informs practice • Observations when planning activities to promote children’s learning and development • Recording assessment • Role of assessment in informing planning and responding to learning needs • Key issues in recording assessment Working with others • Outside agencies • How outside agencies contribute in settings. • Inclusiveness with parents/guardians and why it is important. • Importance of including parents/guardians in planning.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
STUDY PACK FOR Unit 4222 324 Support individuals with specific communication needs Learning outcomes: 1 Understand specific communication needs and factors affecting them 2 Be able to contribute to establishing the nature of specific communication of individuals and ways to address them 3 Be able to interact with individuals using their preferred communication 4 Be able to promote communication between the individuals and others 5 Know how to support the use of communication technology and aids 6 Be able to review an individual’s communication needs and the support provided to address them Resources; Communication policy and procedure information Information on local resources and technological support for specific communication needs Outcome 1 Explain why it is important to meet the communication needs of individuals. 01.1 So that they have an equal opportunity to have a say in the decisions made and to express ther individual wants and needs, If a person cannot effectively communicate then there needs may not be met and therefore there care cannot be person centered. Explain how your own role and practice can impact on communication with an individual who has specific communication needs. Describe an example from your own work practice. 01.2 A young adult with anorexia nervosa has a built in anorexic filter this means that they take what you say and filter it through and generally translate what has been said into a more negative statement.
TDA 2.16 Support children and young people’s play and leisure Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. As part of your professional development you have been asked if you would like to work with a teacher to support children’s and young people's play and leisure. As a background to this you have been asked to produce a resource file of evidence which shows that you can: Answer the criteria below in the boxes or produce a mind map or similar to illustrate your work. 1.1 describe the importance of play and leisure for children and young people Play and leisure both are vital components of a child’s life. It has range of stimulating play and leisure opportunities will support the physical,
HSC 3004 Facilitate learning and development activities to meet individual needs and preferences |Title |HSC 3004 Facilitate learning and development activities to meet individual needs and preferences | |Level |3 | |Credit value |5 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | | |Describe the benefits to individuals of engaging in learning or development | |1. Understand the role of learning and development |activities | |activities in meeting individual needs |Analyse the purpose of a range of learning or development activities in which | | |individuals may participate | | |Explain how individual needs and preferences may influence how learning and | | |development activities are accessed or delivered | | |Support the individual to communicate their goals, needs and preferences about| |2. Be able to identify learning and development |learning or development activities |
Unit 4222-312 Facilitate learning and development activities to meet individual needs and preferences (HSC 3004) Level: 3 Credit value: 5 UAN: L/601/8644 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 support individuals to plan, take part in and evaluate learning or development activities. |Learning outcomes |Assessment criteria |Portfolio |Evidence/ Assessment |Assessment date | |The learner will: |To do this you must: |reference |method type | | |Understand the role of |Describe the benefits to individuals of | | | | |learning and development |engaging in learning or development | | | | |activities in meeting |activities | | | | |individual needs | | | | | | |Analyse the purpose of a range of learning | | | | | |or development activities in which | | | | | |individuals may participate | | | | | |Explain how individual needs and | | | | | |preferences may influence how learning and | |