The psychological approach is embedded in several other units in the programme and is extended, in particular, in Unit 29: Applied Psychological Perspectives for Health and Social Care, and Unit 30: Health Psychology. Learning outcomes On completion of this unit a learner should: 1 2 Understand psychological perspectives Understand psychological approaches to health and social care. Edexcel BTEC Level 3 Nationals specification in Health and Social Care – Issue 1 – June 2010 © Edexcel Limited 2010 1 Unit content 1
* Give information * Receive information * Give instruction * Receive instruction * Discuss a situation * Make a point or outline concern * Express a need * Negotiate * Develop learning. | | 1.2. Explain how effective communication affects all aspects of own work. | In my view Effective communication is a two –way process. The person communicating has send the right message, but also needs to make sure that it is being correctly received and understood by the other person or people.To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Try to consider the other child s or adults points of view * Have a rapport with the child or adult you are communicating withCommunicating effectively is not always easy.
Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. STANDARDS 1 Understand the context of supporting skills for everyday life 1.1 Compare methods for developing and maintaining skills for everyday life 1.2 Analyse reasons why individuals may need support to maintain, regain or develop skills for everyday life 1.3 Explain how maintaining, regaining or developing skills
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.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
Unit 6: The Role of the Health and Social Care Worker Unit code: HSC 025 QCF level: 2 Credit value: 2 Guided learning hours: 14 Unit summary This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to understand the nature of working relationships, work in ways that are agreed with the employer and work in partnership with others. This is a mandatory unit in both the Level 2 Diploma in Health and Social Care (Adults) for England (QCF) and the Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (QCF). Assessment requirements This unit must be assessed in accordance with the Skills for Care and Development QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in a real work environment.
HSC027 Contribute to Health & Safety in Health & Social Care Unit Reference Code: HSC027 QCF Diploma Level: 2 Credit Value: 4 Guided Learning Hours: 33 Unit Accreditation Number: R/601/8922 Unit Purpose & Aim: This unit is aimed at those working in a wide range of Health & Social Care settings such as; Nursing Homes, Residential Homes, Hospitals, Supported Housing, Schools, Day Care & Domiciliary Care. This unit provides the learner with the knowledge and understanding of how to contribute to health and safety in health & social care settings. Learner Instructions: Please answer the following questions as one method of providing evidence to demonstrate your knowledge as well as competencies. Other methods of evidence may include; A Reflective Account, Case Studies & 2 Observations. Learning Outcomes: The learner will: 1) Be able to provide support for personal care safely Assessment Criteria The learner can: 1.1.1 Identify Legislation relating to general health and safety in a health & social care setting The principal act who generally cover the settings relating to health and social care is HASAWA – Health and Safety at Work Act 1974 which was updated with many sets of regulation as the following: Health and Safety First Aid Regulations-1981, Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR)-1995, Manual Handling Operations Regulations – 1992, Management of Health and Safety at Work Regulations (MHSW) – 1999, Control of Substances Hazardous to Health Regulations (COSHH) – 2002.
It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Know how to recognize signs of abuse Assessment Criteria The learner can: 1.1.1 Define the following types of abuse: * Physical abuse * Sexual abuse * Emotional/psychological abuse * Financial abuse * Institutional abuse * Self-neglect * Neglect by others ………………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………………. Give an example from your work place:
4 Assignment 054 Principles for Implementing Duty of Care in Health, Social Care or Children and Young People’s Settings Assignment overview Introduction The assignment for Unit 054 asks you to demonstrate your knowledge and understanding of the principles for duty of care in health, social care or children and young people’s settings. The assignment is designed to ensure that by completing all the tasks, you will meet the Learning Outcomes and assessment criteria for Unit 054, Principles for Implementing Duty of Care in Health, Social Care or Children and Young People’s Settings. Tasks There are three tasks to this assignment. A Short answer questions B Complete table C Short answer questions Assignment coverage |Task |Task name |Learning outcomes covered | |A |Short answer questions |1. Understand how duty of care contributes to safe practice | |B |Complete table |2.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.