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
Stages of Reflective Practice Stage 1: brief description of task, situation or incident which sets out intended purpose of intervention or objectives Stage 2: Planning work- what is needed Stage 3: What happened- what took place Stage 4: Reflective Practice – did the planning or intervention achieve its objectives. What worked and didn’t work Stage 5: What have you learnt? (knowledge, skills, values) What are your future learning needs? How Relective Practice contributes to improving the quality of service provision Reflecting on our own practice can identify gaps in knowledge and training, which, if acted on appropriately i.e. further training, can improve working practice and as such, improve the standards of care provided.
What is meant by good quality assessment practices? “Assessment can be defined as the collection, evaluation and use of information to help teachers make decisions that improve student learning” (McMillan, 2011, p9). Good quality assessment practices have: a clearly defined purpose, methods for measuring, evaluating and using information. Assessment should be a process that is conducted before, during and after instruction. McMillan, (2011) suggests there are four components involved in good quality assessment practices: identify the purpose of the assessment, decide how information will be gathered, establish the standards and criteria for interpreting results and determine how results are to be used to advance learning.
Lindsay Sankey Unit CYP3:6 – Working Together For The Benefit of Children and Young People Covering Knowledge’s:- Learning Outcome 1 Assessment Criteria 1:1: Describe the importance of multi-agency working and integrated working Learning outcome 1 Assessment Criteria 1.2: Analyze how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people. Learning outcome 1 Assessment Criteria 1.3: Describe the functions of external agencies with whom your work setting or service interacts (Found in CYP3:1.3 assignment) Learning Outcome 1 Assessment Criteria 1.4: Explain common barriers to integrated working and multi-agency working and how these can be overcome. Learning Outcome 1 Assessment Criteria 1.5: Explain why and how referrals are made between agencies. (Found in CYP3:1.3 assignment) Learning Outcome 1 Assessment Criteria 1.6: Explain the assessment frameworks that are used in your own Home Nation Learning Outcome 3 Assessment Criteria 3.3: Analyze the potential tension maintaining confidentiality with the need to disclose information: 1 Where abuse of a child or young person is suspected 2 When it is suspected that a crime has been committed ACTIVITY 1 – QUESTION Please explain the importance of working together with multi-agencies as an integrated agency and how this aids better outcomes for children and young people Working together with other agencies supports the children who are at risk or greater risk (these are kept on a child protection register ) of coming into harm. Working with a number of different agencies it is important we communicate and work in partnership to ensure the protection and safety of all children.
Unit 26: Unit code: QCF Level 3: Credit value: Caring for Individuals with Additional Needs M/600/8981 BTEC Nationals 5 Guided learning hours: 30 Aim and purpose This unit aims to enable learners to challenge their attitudes towards individuals with additional needs by introducing models of disability and exploring barriers. Learners will be able to examine the role of health and social care services in providing care and support. Unit introduction Individuals with additional needs have a right to receive the best quality care and support. This unit explores the additional needs experienced by individuals and how these may impact on their health, wellbeing and life opportunities. Individuals with additional needs may need provision from a number of services, requiring organisations to work in partnership to assess needs and provide support.
The roles and responsibilities of a tutor in the Lifelong Sector include promoting positive behaviour, diversity and inclusion throughout the teaching and learning process (Gravells, 2012). The author concurs with Gravells et al (2012) that, a tutor should also challenge prejudice, discrimination and stereotyping as it occurs. This can be achieved by incorporating activities in learning based around equality and diversity so it helps students in their understanding. Francis and Gould (2013) state that the role of a tutor in the lifelong learning sector is not confined to imparting knowledge and skills, but covers a multiplicity or different tasks. These roles are accompanied by responsibilities and these contribute to the adoption of a professional approach to work in the lifelong learning sector.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Support individuals with multiple conditions and/or disabilities SS OP 3.3 3 4 31 A/601/5190 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills required to support individuals with multiple conditions and/or disabilities Learning Outcomes The learner will: 1 Understand the impact of multiple conditions and/or disabilities on individuals Assessment Criteria The learner can: 1.1 Describe possible multiple conditions and/or disabilities that individuals may have 1.2 Explain how multiple conditions and/or disabilities may have an additional impact on the individual’s well being and quality of life 1.3 Explain how multiple conditions and/or disabilities may impact on individuals opportunity to participate in a range of activities Exemplification Multiple conditions and/or disabilities could include a combination of factors relating to: sensory loss physical health mental health physical disability learning difficulty/disability emotional health Well Being eg emotional psychological physical Activities could include: education employment leisure activities social activities household or domestic tasks 2 Understand own role in supporting individuals with multiple conditions and/or disabilities 2.1 Describe own role in supporting the well being of individuals with multiple conditions and/or disabilities Well Being eg emotional psychological physical © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Explain the steps to take when actions may be outside of the scope of own role and responsibilities 3.1 Research the roles of professionals who may provide support to individuals with multiple conditions and/or disabilities in own local
HSC 3029 Title Unit Accreditation Ref Level Credit value Support individuals with specific communication needs T/601/8282 3 5 Learning outcomes The learner will: 1. Understand specific communication needs and factors affecting them Assessment criteria The learner can: 1.1 Explain the importance of meeting an individual’s communication needs 1.2 Explain how own role and practice can impact on communication with an individual who has specific communication needs Analyse features of the environment that may help or hinder communication Analyse reasons why an individual may use a form of communication that is not based on a formal language system Identify a range of communication methods and aids to support individuals to communicate Describe the potential effects on an individual of having unmet communication needs Work in partnership with the individual and others to identify the individual’s specific communication needs Contribute to identifying the communication methods or aids that will best suit the individual Explain how and when to access information and support about identifying and addressing specific communication needs Prepare the environment to facilitate communication Use agreed methods of communication to interact with the individual Monitor the individual’s responses during and after the interaction to check the effectiveness of communication Adapt own practice to improve communication with the individual Support the individual to develop communication methods that will help them to understand others and be understood by them Provide opportunities for the individual to communicate with other Support others to understand and interpret 1 1.3 1.4 1.5 1.6 2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them 2.1 2.2 2.3 3. Be able to interact with individuals
Know how to manage stress. Guided learning hours It is recommended that 43 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 32. 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.
• FORMATIVE ASSESSMENT: This is assessment done to ascertain learner’s previous knowledge and individual learning plan. It creates and forms the assessor plan in achieving a holistic knowledge competence of the learner thereby motivating the learner, ensuring that knowledge and skills are used pari-pasu in proving and claiming practical competence and by supporting, planning and giving of feedbacks and fairness of judgement and objectives of awarding bodies with relevant, authentic, current, valid and reliable decision taking to ensure that assessment methods meets learners needs suitably. •