Generic, which means relating to teaching and Specific, relating to the specialist area, in this case Counselling. Gravells (2011:15) reminds us that it is important to remember that these change regularly, hence an essential aspect of Continuous Professional Development (CPD) is to ensure that we are up to date with the current requirements. This can be done though membership of a professional body, both a Generic ‘Teaching’ one and a specific ‘Counselling’ one. In addition, subscribing to appropriate media, newspapers or email news groups, as well as belonging to relevant networks, are all ways of keeping up with changes. Your organisation will have their own requirements and codes, and these will include statutory requirements.
Assignment 401 Understanding the Principles & Practices Of Internally Assuring the Quality Of Assessment. Introduction. The Purpose of this report is to give the reader an insight to the Internal Quality Assurance (IQA) that takes place with in further education establishments around the country. It will explain the purpose of IQA with in learning and development in colleges and training providers as well as explaining the key concepts and principle behind it. Finally, the report will identify various roles in these establishments who are involved in offering support and guidance to their assessors in preparation for a visit from the External Quality Assurance (EQA) for the awarding body.
4.1 Summarise the types of feed back,support and advice that assessors may need to maintain and improve the quality of assessment. Quality assurance is a continually evolving tool which requires constant updating. This change can take the form of :- 1 Feedback; Verbal , given after an observation of the assessor by an IQA/IV. Written following an IQA/IV sampling of an assessors judgements. Group feedback given after a standardisation meeting.
Other codes of practise will include timekeeping, dress code and disciplinary procedures within my organisation. These topics need to be discussed with my candidates at the beginning of a course. References: Maslow, A.H. (1943). ‘A theory of human motivation. Psychological Review’, 50(4), 370–96.
You trained your team, squad or platoon on their tactical jobs moving as a team, actions on the objective and many other basic movement techniques. Many times you used your technical expertise by creating a PowerPoint presentation to teach your peers and subordinates to give them a visual picture on what was required to properly perform the tasks and establish what right looked like. On Mondays you always conducted in ranks inspections checking haircuts, uniform cleanliness and serviceability, I.D. tags and cards, general military knowledge questions were usually asked. You were expected to demonstrate a high level of military discipline and you exercised military customs and courtesies at all times.
The impact of social care standards and code of practice Standards and codes of practice have had an impact on training and development within the work role. For example within our work place we are required to complete core training as part of the employment conditions, this core training includes : • Health and safety • Fire safety • Administration of medicines • Report writing • Food handling • Appropriate adult • Physical intervention • Risk assessments • Drugs and other substances • Diversity and equality • Self harm awareness • First aid In addition to this core training we are required to complete the cwdC manual which includes 7 standards as set by our company, this will give new employees the understanding of their work role and the codes of practice set out by government legislation and company policy. When this training is completed the employee can then go on to gain a level 3 diploma qualification in working with children and young people. The purpose of all this training is to ensure people who work in social care are fully trained and educated in the needs and rights required by the young people their care. Over the years in the care industry there have been serious failings like the case of Baby P and Victoria climbe, such cases have lead to enquiries and subsequently improvements in the standards of care of children and young people.
Secondly I feel the from my experience of going on many courses the environment you learn in can be a key factor. I would also have to consider that if I am delivering a lesson in premises other than my own that it also conforms to current legislation. Boundaries would have to be set at a very early stage of the course to gather dual expectation. I would ask the students what they expect from me as the teacher and in
This document is to review and outline some of the roles, responsibilities and boundaries in my experience as a tutor, trainer and practitioner, within teaching in terms of the training cycle. The teaching cycle helps us to organise what is going to be taught in the lesson and how is going to be taught and it is divided into five main categories; identify needs, plan and design, deliver/facilitate, assess, evaluate. In 1987 Neil Fleming individualised different approaches to study skills and suggested VAK as a definition which categorise three types of learners and therefore three types of learning styles; the Visual learner which prefers to learn through seeing, the Aural learner which prefers listening and discussing and the Kinaesthetic learner which prefers a more to-do approach. We plan the lesson at the planning stage, considering the different types of learners and need that we will be encountering and therefore preparing
This reflective essay will discuss a role play activity within an education setting in which I participated in as the narrator and the Ward manager in the Accident emergency unit. This reflection will be centred on a multidisciplinary team (MDT) meeting. The aim of this reflection is to critically reflect on the case scenario activity, as well as to identifying my further learning needs that will provide evidence based care in the further. In order to structure this reflection I have chosen to use Driscoll’s model (driscoll, 2000). Any names that are used will be changed to maintain confidentiality in line with the, Nursing and Midwifery Council code of practise (NMC, 2008).
During this I meet on a one-to-one basis with my supervisor – usually a senior support worker. We use a set format supervision which has different sections, one being a section to review tragerts previosly set and one for new targets to be set. I am able to reflect and discuss where I feel my stregths and weaknesses lie and areas I feel I need to develop. Proir to my supervisions my supervisor would have gained feedback from other staff – usually other senior support staff or nurses regarding my work actuvities. As part of my framework I have to obtain witness testimonies to evidence that I have completed