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.
Understand anatomy and physiology in relation to moving and positioning individuals 2. Understand legislation and agreed ways of working when moving and positioning individuals 3. Be able to minimise risk before moving and positioning individuals 4. Be able to prepare individuals before moving and positioning 5. Be able to move and position an individual 6.
Level: 3 Credit value: 4 UAN: A/601/8980 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to prepare for and carry out extended feeding techniques to ensure individuals nutritional and fluid intake. Learning outcomes There are seven learning outcomes to this unit. The learner will: 1. Understand anatomy and physiology in relation to extended feeding 2.
Be able to contribute to the support of individuals to manage identified risks 6. Understand duty of care in relation to supporting positive risk-taking Guided learning hours It is recommended that 27 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 240. 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.
Engage in personal development in health, social care or children’s and young people’s settings Links to: SHC32: 1.1 and 1.2. Personal development and reflective practice is an integral part of working with children and or young people. To support you in reviewing the need for personal development in relation to your work role produce the following: a) Write a description of the duties and responsibilities of your own work role b) Prepare an explanation of the expectations about your own work role as expressed in relevant standards. (Standards may include: codes of practice, regulations, minimum standards or national occupational standards. Context and principles for early year’s provision Links to: EYMP1: 1.1, 1.2, and 1.3.
Describe the impact of specific conditions on the correct movement and positioning of an individual. Outcome 2 Understand legislation and agreed ways of working when moving and positioning individuals 1. Describe how legislation and agreed ways of working affect working practices related to moving and positioning individuals 2. Describe what health and safety factors need to be taken into account when moving and positioning individuals and any equipment used to do this. Outcome 3 Be able to minimise risk before moving and positioning
Unit 218 Research information Level: 2 Credit value: 4 NDAQ number: Y/601/2488 Unit aim This unit is about organising suitable data that has been researched using different sources of information. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand procedures for researching information 2 Be able to research information for others Guided learning hours It is recommended that 17 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 occupational standards This unit directly relates to the Business and Administration NOS BAD323. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration.
Understand the physiological states that can be measured 3. Be able to prepare to take physiological measurements 4. Be able to undertake physiological measurements 5. Be able to record and report results of physiological measurements Guided learning hours It is recommended that 23 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 CHS19.
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
QCF Diploma in Health and Social Care Level 3 Unit 2: Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings This workbook will support you to achieve the following learning outcomes: - Understand what is required for competence in own work role - Be able to reflect on practice - Be able to evaluate own performance - Be able to agree a personal development plan - Be able to use learning opportunities and reflective practice to contribute to personal development Question 1 Project - Job Description Find an up-to-date copy of your job description: 1. What does it say and how do you follow it on a daily basis? (Please provide examples? 2. Why is it important to follow your job description?