Understand how to communicate with children, young people and adults 3. Understand legislation, policies and procedures for confidentiality and sharing information, including data protection Assignment coverage |Task name |Learning outcomes covered | |A – Communication and relationships |1.1 explain why effective communication is important in developing positive relationships | | |with children, young people and adults | | |1.2 explain the principles of relationship building with children, young people and adults | | |1.3 explain how different social, professional and cultural contexts may affect relationships| | |and the way people communicate. | |B - Communication |2.1 explain the skills needed to communicate with children and young people | | |2.2 explain how to adapt communication
Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Level: 3 Credit value: 5 UAN: T/601/8282 Unit aim This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand specific communication needs and factors affecting them 2.
The learner will: 1. Understand specific communication needs and factors affecting them 2. Be able to contribute to establishing the nature of specific communication needs of individuals and ways to address them 3. Be able to interact with individuals using their preferred communication 4. Be able to promote communication between individuals and others 5.
People with this disorder usually eat low calorie diet, and make starving themselves. Another type of eating disorder could be bulimia. Individual with bulimia tries to control his/her weight by binge eating and then by deliberately being sick or using laxatives and medication to help empty their bowels. These two disorders when people under eat, but there is the eating disorder when person over eat. It is called binge eating or compulsive eating.
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.
Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Assessment Criteria Outcome 1 Understand specific communication needs and factors affecting them The learner can: explain the importance of meeting an individual’s communication needs Meeting an individual’s communication needs is vital to provide the best possible care you can by enabling the individual to express wants and needs, to understand and respect their desires and decisions, to both understand and be understood when relaying information. To promote social interaction and emotional wellbeing 2. explain how own role and practice can impact on communication with an individual who has specific communication needs By following procedure and working as trained within my role I can assess the specific communication needs of an individual and use different methods and techniques to communicate effectively. Eg hand gestures, picture card, speaking slowly and clearly. 3. analyse features of the environment that may help or hinder communication High noise and activity levels can impair effective communication. High activity can be distracting and can take focus away from the information being relayed.
Answer: • Helps to build trust • Prevents misunderstandings • Supports development of effective relationships Learning outcomes Assessment criteria 1.3 Question: Why must you observe residents reactions when communicating to them. What points would you be observing –verbal and non verbal and the reasons that these may mean 1. Understand why communication is important in the work setting. Answer: • Verbal communication eg tone, pitch, silence • Non verbal communication eg body language, facial expressions, eye contact, gestures, touch. • To understand emotional state • Knowing if information has been understood • When and how to adjust communication method • Recognising barriers to communication Learning outcomes Assessment criteria 2.1 Question: How do you find out about the individuals language, needs and wishes?
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
ENABLING AND ASSESSING LEARNING The importance of assessment Assessment in their numerous forms are vital elements in the learning process. Assessment is typically used to obtain information and used appropriately, the variety of assessment methods and tools will identify the level at which the learner is starting out on their educational journey. They support the teacher in evaluating teaching methods and help in identifying that learning has taken place. Meaningful assessment tools also recognise gaps in learning to enable adaptation in materials to better meet the needs of the student. The different forms of assessment lend themselves to supporting this process.
It is important to understand issues surrounding confidentiality and when to pass on information. 1) Effective communication and engagment with children, young people and families 2) Child and young person development 3) Safeguarding and promoting the welfare of the child 4) Supporting transitions 5)