EYMP 2: Promote Learning and Development in the Early Years From doing this unit I will be preparing myself to work with children and to support their learning and development. The unit will also assess me in my competence in planning for and meeting children’s needs, thus providing and supporting their learning and development activities. 1. Understand the purpose and requirements of the areas of learning and development in the relevant early year’s framework. 2.1 Explain each of the
National curriculum assessments EYFS Early Years Foundation Stage Profile Handbook 2014 © Crown copyright 2013 2014 Early Years Foundation Stage Handbook Product code: STA/14/7088/e PDF version ISBN: 978-1-78315-324-4 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence or email psi@nationalarchives.gsi.gov.uk. Where
Questions on Unit One RESUBMISSION 1. a) Summarise Entitlement and Provision for Early Years Education Under the Children’s Act 2006 and Every Child Matters agenda provision is made for all 3 & 4 year olds to be entitled to free education of 15 hours per week for 38 weeks per year. Additional hours may be charged for. Early Years Education is provided by Nurseries which may be attached to or independent from a school. Nurseries may be run privately or by the Local Authority. Education
Specification Edexcel qualifications Edexcel Level 2 Certificate for the Children and Young People’s Workforce (QCF) For first registration September 2010 Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide. Our specialist suite of qualifications includes NVQs, Apprenticeships, WorkSkills
Contents Introduction Standard 1 Rights of the Child Standard 2 Environments Standard 3 Parents and Families Standard 4 Consultation Standard 5 Interactions Standard 6 Play Standard 7 Curriculum Standard 8 Planning and Evaluation Standard 9 Health and Welfare Standard 10 Organisation Standard 11 Professional Practice Standard 12 Communication Standard 13 Transitions Standard 14 Identity and Belonging Standard 15 Legislation and Regulation Standard 16 Community Involvement
Standard 1: Understand the principles and values essential for working with children and young people. Area of knowledge 1: Principles and values (a)Demonstrate that you care about the principles and values essential for working with children, young people, their families and their carers. As a residential care worker there are many ways in which I can demonstrate my recognition of the values and principles essential for my role. The most important one is to understand why “Every Child Matters”
Unit 513 Outcome 1.1 Health and social care is increasingly moving towards outcomes-based services (sometimes called outcomes management). An ‘outcome’ describes the measurable impact of the service on a person’s life. Every individual has different needs and goals and an outcomes - based service places these at the heart of its delivery, rather than using a ‘one size fits all’ approach. This represents a major shift in the way services are designed, commissioned, delivered and evaluated. Actions
together to safeguard children: A guide to inter-agency working to safeguard and promote the | | |welfare of children | | |YJB Key Elements of Effective Practice (KEEP) documents | | |The National Service Framework for Children, Young People and Maternity
different from a personal relationship 2. describe different working relationships in health and social care settings. Outcome 1 Understand working relationships in health and social care Outcome 2 The learner can: 1. describe why it is important to adhere to the agreed scope of the job role 2. access full and up-to-date details of agreed ways of working 3. implement agreed ways of working. Be able to work in ways that are agreed with the employer The learner can: 1. explain why it is important to
Level 3 Diploma in Health and Social Care (Adults) for England (QCF) 600/1898/7 Optional Units Contents Qualification Structure ............................................................................................................................. 5 Optional Unit Structures ........................................................................................................................ 13 M/502/3146 Purpose and principles of Independent Advocacy..................................
TDA 3.2 1.1 - Summerise the entitlement and provision for early years education,this should include 3 to 4 year old funding and EYFS framework and curriculum. All children aged 3 to 4 are entiltled to part time education, this is granted by the local authorities through Government funds. Children are allowed this education for 12.5 hours per week for 38 weeks per year. This is to ensure that children are learning through play the basics of letters, numbers as well as learning to count and
| Unit 027 Support Children and Young People’s Health and Safety | | Level | 3 | | Credit Value | 2 | | | | | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | | 1. Understand how to plan and provide environments and services that support children and young people’s health and safety. | 1.1. Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services.1.2 Explain how health and safety is
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
EMPLOYMENT RESPONSIBILITIES AND RIGHTS (ERR) Unit 201 Understand employment responsibilities and rights in health, social care or children and young people’s settings LEARNING OUTCOMES: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 2. Understand agreed ways of working that protect own relationship with employer 3. Understand how own role fits within the wider context of the sector 4. Understand career pathways available
Agency for Higher Education 2010 ISBN 978 1 84979 109 0 All QAA's publications are available on our website www.qaa.ac.uk Registered charity numbers 1062746 and SC037786 Preface The mission of the Quality Assurance Agency for Higher Education (QAA) is to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continual improvement in the management of the quality of higher education. As part of this mission, QAA undertakes reviews of
NCFE Level 3 Supporting Teaching & Learning in Schools Assignment 1 Unit 1: Child and Young Person Development Task 1: Explain the sequence and rate of each aspect of development from birth - 19 years. Sequential development and the rate of development are different but they tend to work with one another; sequential development states that a child must finish one area of development before moving on to another, the rate of development refers to the pace at which a child develops. Lev Vygotsky
Vocational Qualifications EDI Level 2 Certificate in Preparing to Work in Adult Social Care Support Pack Support Pack Effective from: 1 February 2011 Accreditation number: 600/0801/5 Effective from: 1 September 2008 Version 2 Accreditation Number: 500/4380/8 Version 1 For further information contact us: Tel. +44 (0) 8707 202 909 Email. enquiries@ediplc.com www.ediplc.com Contents Assessment Assessment Principles Sample Questions Qualification Summary Rules of Combination CU235P/
into the death of Victoria Climbié, the subsequent publication of Every Child Matters and the Children Act (2004), integrated working across services has become integral in ensuring that children and vulnerable adults are safe and protected. Safeguarding means proactively seeking to involve the whole community in keeping the individual safe and promoting their welfare. Safeguarding is an important part of integrated working. When professionals work together in an integrated way, they put the
hours of work placement, and you will be observed by supervisor and trainer/assessor performing various activities at work place. Qualification Details Sections | Units of Competency | Section 1 Organisation Requirements2 compulsory units | CHCCS400C Work within a relevant legal and ethical framework HLTWHS300A Contribute to WHS processes | Section 2Provides a healthy and safe environment3 compulsory units | CHCCHILD401B Identify and
the protection of vulnerable adults. * 1.1 Analyse the differences between the concept of safeguarding and the concept of protection in relation to vulnerable adults. Safeguarding practices are most commonly applied to children and young people under the age of 18. Key parts of legislation have recently been extended to include similar standards of protection to ‘vulnerable adults’. A vulnerable adult is a person defined as aged 18 or over, who either had a dependency on others or a requirement