Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031) Level: 2 Credit value: 3 UAN: A/601/9546 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 contribute to supporting positive risk-taking to benefit individuals. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Know the importance of risk-taking in everyday life 2.
Unit 301 Communication and professional relationships with children, young people and adults Credit value: 2 NDAQ number: F/601/3327 Unit aim This unit provides the knowledge and understanding which underpins effective communication and Professional relationships with children, young people and adults. Learning outcomes There are three learning outcomes to this unit. The learner will be able to: 1. Understand the principles of developing positive relationships with children, young people and adults 2. Understand how to communicate with children, young people and adults 3.
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. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
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
Different people adjust to different strategies. Most people adjust to more than one strategy. We just need to identify which ones through assessment. How the Awareness of Learning Strategies Influence Teaching and Learning It is important for teachers to understand what a student is going through in their process of learning new information. If you know the learning style of the student, it is easier to convey the message you are trying to convey.
It then provides ideas in each category that demonstrates effective learning strategies that may be helpful based on their results. Many people have a multimodal learning style which simply means a person
Unit HSC 2006 Support participation in learning and development activities Outcome 1 Understand the factors to take into account when supporting individuals to take part in activities for learning and development 1. identify different reasons why individuals may take part in activities for learning or development 2. describe the benefits of different activities for learning or development in which individuals may take part 3. describe possible barriers to individuals engaging in learning or development activities 4. explain why active participation is important when supporting individuals in learning or development activities 5. explain how aspects of an environment may affect individuals’ ability to engage in a learning or development activity. Outcome 4 Support individuals to take part in learning and development activities The learner can: 1. describe different ways of supporting the individual to take part in learning or development activities 2. explain the type and level of support to enable the individual to engage with an activity Outcome 5 Contribute to the evaluation of learning or development activities The learner can: 1. describe what factors should be considered when evaluating whether a learning or development activity has been successful for the individual Additional guidance • An individual is someone requiring care or support • Activities for learning and development may include o Intellectual pursuits o Activities to promote fitness or mobility o Activities relating to skills development o Activities to promote participation and interaction • Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a
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 | |