Unit 011 Evidencing Knowledge Criteria: 1. Know the regulatoryrequirements for a positive environment for children and young people. Learning outcomes: 1.1Describe what is meant by a positive environment. 1.2. Identify regulatory requirements that underpin a positive environment for children and young people. Task 1 Assessment criteria: 1.1- Describe how to create a positive environment. *Welcome parents and involve them in their children’s education. *Warm
Contribute to the support of positive environments for children and young people. Activity 1 Describe what is meant by a positive environment for children and young people. Remember to include in your answer both the physical aspect as well as the relationships between adults and children. How should the setting go about creating a positive environment for children? A positive environment for children is a place where a child can learn and develop in a safe secure environment. A setting should ensure
Unit 4222-329 Promote positive behaviour (HSC 3019) Level: Credit value: UAN: 3 6 F/601/3764 Unit aim The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support
50105863.CU1513.1 - Know the regulatory requirements for a positive environment for children and young people Evidence CountAssessment Criteria (AC)1 Describe what is meant by a positive environment (0/9)2 Identify regulatory requirements that underpin a positive environment for children and young people A positive environment means that as well as ensuring the physical environment is a safe and pleasant one, we also need to make sure the children and their families feel welcome and wanted when
CU1571 Promote Positive Behaviour Aims The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Credit Level 6 3 Assessment criteria The learner can: 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 1.2 Define what is meant by restrictive interventions 1.3
Unit 1 Assessment You should use this file to complete your Assessment. * The first thing you need to do is save a copy of this document, either onto your computer or a USB drive * Then work through your Assessment, remembering to save your work regularly * When you’ve finished, print out a copy to keep for reference * Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the
MU 2.8 Contribute to the support of the positive environments for children and young people. 1.1 Describe what is meant by a “positive environment” A positive environment is a happy environment. An environment where staff and children are welcomed with a friendly greeting, where parents are not afraid or unhappy to leave their children. Rooms that are bright, spacious and airy, with children’s art work and bright colours displayed show a positive working attitude, which affects children, parents
practice in complex and sensitive situations. You will explore what is meant by the term ‘consent’, define person-centred values, and consider how active participation can be used to best effect. You will consider how risk assessments can support informed choices and examine the factors that contribute to the well being of individuals using the service. TASKS There are four tasks to this assignment. TASK 1 2 3 4 TASK 1 1. Explain what is meant by the term “active participation”. EVIDENCE Short answer
Stevie Jade Polkey Section 1: Using the telephone This section will help you to evidence Learning Outcome 1: Understand how to make and receive telephone calls. |Learning objective |Place in Assessment | |1.1 Describe the different features of telephone systems and how to use them |Question 1 Page 1 | |1.2 Describe how to follow organisational
UNIT 4222-303 Promote equality and inclusion in health ,social care or children’s and young people’s settings OUTCOME 1 1. Explain what is meant by • Diversity Diversity means difference, it recognises that people have things in common with each other but are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visible and non-visible factors, which include background, culture, personality, race
Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) Qualification handbook for centres 501/1306/9 www.cityandguilds.com January 2011 Version 1.0 About City & Guilds City & Guilds is the UK’s leading provider of vocational qualifications, offering over 500 awards across a wide range of industries, and progressing from entry level to the highest levels of professional achievement. With over 8500 centres in 100 countries, City & Guilds is recognised by employers worldwide for
1. Pick two visible aspects of you culture and explain the importance of them to you. • Language • Greetings and social manners Language is important to me just because it makes me feel as if I haven’t lost my culture and, it is important again because l usually use it when communicating with my family and friends. Greetings and social manners are important to me because there review my status and behaviour to my elders. I will be respected if I respect my social manner to my cultural elders.
Unit 7: Implement Person-Centred Approaches in Health and Social Care NVQ Level 2 Diploma in Health and Social Care Individuality 1. a. Provide a definition b. Explain why it is important to work in a way that reflects this value. Choice a. Provide a definition b. Explain why it is important to work in a way that reflects this value. Rights a. Provide a definition b. Explain why it is important to work in a way that reflects this value. Privacy a. Provide a definition b. Explain
1. Describe the healing traditions of each of the following cultures Navajo, Tibetan, and Chinese. How are they different than traditional Western healing? What are the similarities? The Navajo healing traditions are spiritual based and it can be herbal healing also. The Navajo culture is big into ceremonies and rituals, they also use spiritual chants that they believe can help the sick and heal them faster (NavajoIndians, 2013). Tibetan way of healing is one of the world's oldest ways of healing;
I’ve taken the pre-assessment, now what? If you have not yet taken the preassessment and are just ‘peeking’ please go ahead and preview the course and take the preassessment we will be here waiting for you. Congratulations on completing the preassessment for C217 this is a great step along the path to success in this course. Below you will find a guided study plan to help you refine your studying as you progress toward the objective assessment. This guide is not a substitute for a thorough reading of the
Social Care settings. Task B - Short Answer Questions Bi) Describe two ways of finding out about the history, preferences, wishes and needs of an individual using the service. One way to find out about a client is to talk to them. Learning about their history will help you build a picture of their life and how they have and would like to live. If they are capable they will be able to tell you how they would prefer to be treated, and what their personal needs are. If they are unable to communicate
MU2.8 Contribute to the support of the positive environments for children and young people 1.1 describe what is meant by a positive environment Children and young people need an environment that enables them to develop and learn and is reassuring and welcoming as well as it been safe, healthy and hygienic. To be able to provide for all their needs which are, physical, language, intellectual, emotional and social? The environment should: * take note of each child and young person’s individual
Dementia awareness Understand what dementia is: explain what is meant by the term dementia: ‘Dementia are the signs and symptoms caused as a result of specific diseases such as Alzheimer’s or a stroke that involve the damaging of brain cells; as the brain cells die the person with a dementia will lose their ability to do things they are used to doing as different parts of the brain are damaged. Dementia affects both older and younger people and the decline in the person will get worse as
Level 2 Award in Youth Work Practice 9268-21 600/1013/7 Level 2 Certificate in Youth Work Practice 2 Youth Work 9268-22 600/0375/3 City & Guilds Level 2 Award/Certificate in Youth Work Practice (9268-21/22) Contents 1 Introduction 4 2 Centre requirements 7 3 Delivering the qualification 9 4 Assessment 10 5 Units 14 Unit 101 Diversity and faith 16 Unit 201 Safeguarding young people in a youth work setting19
Edexcel Level 2 Certificate for the Children and Young People’s Workforce (QCF) What is the purpose of this qualification? Who is this qualification for? What are the benefits of this qualification to the learner and employer? What progression opportunities are available to learners who achieve this qualification? 1 3 3 3 3 What are the potential job roles for those working towards this qualification? 4 4 What is the qualification structure for the Edexcel Level 2 Certificate 5 for the Children