It is based on the belief and values that people with learning disabilities are entitled to the same rights and choices as other members of society. To be included, and not segregated from other members of society. 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning. Person-centred thinking is based around the individual and what is important to live their life in a way that they want, and the support they required to achieve this. Assessments and other approaches take into account the basic requirements for each individual but the individual may not be involved with the decision on where they are placed.
When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment. Initial assessment is about finding out the learner’s needs and particular learning requirements which should be done prior to the programme commencing to see if any support and guidance is required. It also involves ascertaining the learner’s particular learning styles, competence as well as gaining information on the learner’s prior knowledge and misconceptions through diagnostic assessments. It may also be beneficial to find out why the learner wants to take the course. Skills scans can be used to measure the skill level of the learner both vocationally and for employability.
3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. Standards may include code of practice, regulations, essential standards and National Occupational standards. 4. Describe how own values, beliefs systems and experiences may affect working practice Own values, beliefs systems and experience may affect working practice by preventing conflict with others, favouring those who share your values, beliefs systems and experiences, fostering understanding of others’ views and perspectives, and improving communication with others. 5.
Distinction To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: The learner will: 1 Understand the learning process The learner can: P1 Explain key influences on personal learning processes of individuals M1 explain the importance of improving skills for learning to support learning processes 2 Be able to plan for and P2 Assess own knowledge, monitor own professional skills, practice, values, development beliefs and career aspirations at start of programme P3 Produce an action plan for self-development and the achievement of own personal goals 3 Be able to reflect on own development over time D1 evaluate changes P4 Produce evidence of own M2 analyse the importance made to action of meeting action plan progress against action plan in response to targets in supporting own plan over the duration of ongoing reflection of progression the programme development, targets and goals P5 Reflect on own personal and professional development M3 explain how knowledge D2 analyse own gained within the development and learning environment progression over time has influenced own professional development 4 Know service provision in the health or social care
Learning outcomes 2 and 3 must be assessed in a real work environment. Assessment methodology Learning outcomes 2 and 3 are assessed in the workplace. 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. Content 1 Understand working relationships in health and social care Roles in health and social care: range of roles in health and social care eg adult social worker, paramedic, care manager, nursery worker, occupational therapist Working relationship: a relationship with a work colleague; the nature of a professional relationship; concept of team working; working within agreed guidelines; working towards common goals with a shared purpose; a business relationship Personal relationship: a relationship with a friend, family member or within a social group; interpersonal relationship; romantic relationship; based on love, liking, family bond or social commitment Different working relationships in health and social care
In this task I will be writing about the methods of continuing personal development and training that is relevant to my career path. Continuing Personal Development (CPD) CPD refers t the process which involves tracking and documenting the skills, knowledge and experience that an individual gains both formally and informally as they progress through work. It is a record of what an individual experiences, learns and then applies to their work. CPD helps an individual manage personal development on an on-going basis. It helps the individual reflect on what they have learnt.
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
Unit 4222-312 Facilitate learning and development activities to meet individual needs and preferences (HSC 3004) Level: 3 Credit value: 5 UAN: L/601/8644 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 support individuals to plan, take part in and evaluate learning or development activities. |Learning outcomes |Assessment criteria |Portfolio |Evidence/ Assessment |Assessment date | |The learner will: |To do this you must: |reference |method type | | |Understand the role of |Describe the benefits to individuals of | | | | |learning and development |engaging in learning or development | | | | |activities in meeting |activities | | | | |individual needs | | | | | | |Analyse the purpose of a range of learning | | | | | |or development activities in which | | | | | |individuals may participate | | | | | |Explain how individual needs and | | | | | |preferences may influence how learning and | |
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.
1.1 Explain the function of assessment in learning and development. 1.2 Define the key concepts and principles of assessment. 1.3 Explain the responsibilities of the assessor. 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice. 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners.