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 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.
Unit 4222-329 Promote positive behaviour (HSC 3019) Level: Credit value: UAN: 3 6 F/601/3764 Unit aim The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support 2. Understand the context and use of proactive and reactive strategies 3.
Self-assessment To achieve success students need to grasp of what they are doing, how well they are doing it and, what they need to do to improve (Chappuis and Stiggins, 2002). Self-assessment tasks help students understand what good work looks like and how to
(Gravells, 2012:53, 54). Diversity and Equality should be promoted by encouraging positive behaviour and using inclusion whilst the learners are on the course. You should start promoting equality and diversity from the outset so that the learners know what to expect and what is expected from them. Any unacceptable behaviour, discrimination or prejudices must be challenged immediately so precedence is in place. 1b) A teachers roles and responsibilities in lifelong
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.
Bruce states that “The importance of opportunities to act as independent learner, making choices and mistakes with an emphasis on self-motivation.” (Pound. L, 2009, pg.13). Free-flow play is extremely important in regards to a child’s holistic development. Bruce states that “play helps co-ordinate and integrate what the child learns, and brings together all the different aspects of a child’s development.” (Pound. L, 2009, pg.13).
Unit 301 Outcome 1 Communication and professional relationships with children, young people and adults. With in this assignment I am going to understand the principles of developing positive relationships with children, young people and adults. 1.1 Effective communication is important in developing positive relationships with children, young people and adults this helps use better understand a person or situation and enables us to resolve differences, build trust and respect and create environment where creative ideas, problem solving, affection and caring can flourish. Effective communication is about more than just exchanging information, it's also about understanding emotions behind information, it enables you to communicate even negative or difficult messages with out creating conflict or destroying trust. Effective communication combines a set of skills including non verbal communication, attentive listening, the ability to mange stress in the moment, the capacity to recognize, understand own emotion and those of the person you are communicating with.
• COGNITIVIST APPROACH, the cognitive approach centres around the theory that how you think affects the things you do, hence the best way to approach this within my role is to provide the child with tools to help them to respond to the triggers that affect their behaviour. This could enable them to improve and develop their problem solving skills, their self control and also introduces a way of coping with stress. • HUMANIST APPROACH, The humanist approach is centred on improving the child’s self esteem and aims to enable them to deal with their feelings and emotion, which causes a reduction in challenging behaviour. A good relationship with the child in your care is central to the humanist approach, as it enables you to understand the child, and helps the child to manage their own
E4- Describe the benefits of developing reflective practice within the setting. E5 - Summarise the main principles that underpin work with children. E6- Explain the importance of valuing children’s interests and experience. E7- Collate information about ONE (1) recent initiative and ONE (1) piece of current research which relate to provision for children. D1- Explain the importance of reflective practice for improving your own performance.