Through this process it should provide automatic evidence for the rigor of external evaluation of the partners outlined above. “the core principles of good assessment and quality assurance ……… underpinning both effective learning and the demonstration of competence” ( p xiii Foreword Rob Wye – Chief Executive Learning and Skills Improvement Service). Effective internal verification is an on-going process. It allows good practice to be shared, and can help identify problems at an early stage. Internal Quality Assurance upholds the credibility of any assessment or qualification the organisation delivers.
The Good behaviour for learning policy explains what appropriate action will be taken according to each case. b) Make a positive contribution…the Good behaviour for learning policy sets out how we
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Unit Title: OCR Unit No: Sector Unit No: Level: Credit value: Guided learning hours: Unit accreditation number: Promote children and young people’s positive behaviour 6 TDA 3.4 3 3 15 A/601/4069 Unit purpose and aim This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies. Learning Outcomes Assessment Criteria Exemplification The learner will: 1. Understand policies and procedures for promoting children and young people’s positive behaviour The learner can: 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour 1.2 Evaluate how the policies and procedures of the setting support children and young people to: a) feel safe b) make a positive contribution c) develop social and emotional skills d) understand expectations and Centres must ensure that all assessment criteria are met. Policies and procedures of the setting relevant to promoting positive behaviour eg:  behaviour policy  code of conduct  rewards and sanctions  dealing with conflict and inappropriate behaviour  anti-bullying  attendance © OCR 2010 Oxford Cambridge and RSA Examinations 1 limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting 2.
Unit Title: OCR Unit No: Sector Unit No: Level: Credit value: Guided learning hours: Unit accreditation number: Promote children and young people’s positive behaviour 6 TDA 3.4 3 3 15 A/601/4069 Unit purpose and aim This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies. Learning Outcomes Assessment Criteria Exemplification The learner will: 1. Understand policies and procedures for promoting children and young people’s positive behaviour The learner can: 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour 1.2 Evaluate how the policies and procedures of the setting support children and young people to: a) feel safe b) make a positive contribution c) develop social and emotional skills d) understand expectations and Centres must ensure that all assessment criteria are met. Policies and procedures of the setting relevant to promoting positive behaviour eg: behaviour policy code of conduct rewards and sanctions dealing with conflict and inappropriate behaviour anti-bullying attendance © OCR 2010 Oxford Cambridge and RSA Examinations 1 limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting 2.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
HSC 3020 Facilitate person centred assessment, planning, implementation and review |Title |HSC 3020 Facilitate person centred assessment, planning, implementation and review | |Level |3 | |Credit value |6 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |1. Understand the principles of person centred |Explain the importance of a holistic approach to assessment and planning of care or | |assessment and care planning |support | | |Describe ways of supporting the individual to lead the assessment and planning process| | |Describe ways the assessment and planning process or documentation can be adapted to | | |maximise an individual’s ownership and control of it | |2. Be able to facilitate person centred assessment |Establish with the individual a partnership approach to the assessment process | | |Establish with the individual how the process should be carried out and who else | | |should be
1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour. |1.1. Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. | | | | | | | |SEE APPENDIX 1 | | | |1.2.
Skinner suggested that positive reinforcement was the most effective way to encourage new learning. Positive reinforcers for children include praise, stickers, sweets and
Evidence-based programs means if there exists good evidence that they have a positive impact on the outcome that they are designed to change. Any intervention should be based on a solid theory or theoretical perspective that has been validated by research [drug courts, cognitive behavioral interventions, gang prevention, truancy prevention, academic skills and enhancements to improve performance and enhance bonding, school classroom environment, restitution/probation, family functional therapy] (Lipsey M. and Wilson, D.,