Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031) Level: 2 Credit value: 3 UAN: A/601/9546 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 contribute to supporting positive risk-taking to benefit individuals. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Know the importance of risk-taking in everyday life 2.
Social services | This agency aims to create more effective organisations, making communities stronger, and promote equality and opportunity. | 4. Data Protection Act 1998 | An act for the regulation of the processing of information relating to individuals, which includes the holding, obtaining, use and disclosure of that information. | Outcome 2 1. Common childhood illnesses | Signs and symptoms | Actions to take | 1.
TDA 3.6: Promote equality, diversity and inclusion in work with children and young people Unit reference | M/601/4070 | Level | 3 | Credit value | 2 | GLH | 10 | Unit aim | This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting inclusion. | Learner name: | | CACHE Centre no: | | CACHE PIN: | | ULN: | | Learning outcomesThe learner will: | Assessment criteriaThe learner can: | Evidence recorde.g. page number & method | Assessor judgement achievedInitial and date | Learning outcomes 1 and 3 must be assessed in real work environments by a vocationally competent assessor. | 1.
ASSIGNMENT 2 INTERGENERATION Introduction The Gateway Centre is a Northeast London based supporting organisation which specifically aims to assist youths and young male offenders under 21 to gain access to a range of services such as housing, education, counselling, employment and training. I have been requested by the Gateway’s Executive team to undertake an investigation into the feasibility of initiating an intergenerational project in conjunction with the Diamond Housing Trust and relative partners and funding organisations. Granville noted ‘to achieve the establishment of an Intergenerational Project and to achieve the greatest impact the project needs to be clearly identified. (Granville, 2002 p.9) Therefore, sound planning
Unit 4222-245 Understand the context of supporting individuals with learning disabilities (LD 201) Outcome 1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities 1. identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities 2. explain how this legislation and policies influence the day to day experiences of individuals with learning disabilities and their families. Outcome 2 Understand the nature and characteristics of learning disability The learner can: 1. explain what is meant by ‘learning disability’ 2. give examples of causes of learning disabilities 3. describe the medical and social models of disability 4. state the approximate proportion of individuals with a learning disability for whom the cause is ‘not known’ 5. describe the possible impact on a family of having a member with a learning disability. Outcome 3 Understand the historical context of learning disability The learner can: 1. explain the types of services that have been provided for individuals with learning disabilities over time 2. describe how past ways of working may affect present services 3. identify some of the key changes in the following areas of the lives of individuals who have learning disabilities: • where people live • daytime activities • employment • sexual relationships and parenthood • the provision of healthcare. Outcome 4 Understand the basic principles and practice of advocacy, empowerment and active
Learning outcome 1.3 When and why was CYPSP established? CYPSP was established in January 2011, it was established to :- •To put in place integrated planning and commissioning across agencies and sectors, through the Children and Young People’s Plan, aimed at improving wellbeing and the realisation of rights of children in Northern Ireland, in relation to the 6 outcomes as set out in Our Children and Young People, Our Pledge 10 year Strategy, (see below). •To ensure that the CYPSP will be informed by and inform individual organisational business, corporate and community plans. •To ensure the participation and involvement of children, young people, families and communities in the integrated planning process. •To ensure an effective and efficient, fully mandated structure which is representative of all key stakeholders is in place to carry out the work of the partnership Identify the 3 levels at which CYPSP works at?
Unit 2: Promote Professional Development Edexcel Level 5 Diploma for the Learning Development and Support Services Workforce (QCF) Unit code: SHC 52 Unit reference number: L/602/2578 QCF level: 4 1.1 Explain the importance of continually improving knowledge and practice 1.2 Analyse potential barriers to professional development 1.3 Compare the use of different sources and systems of support for professional development 1.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date 2.1 Evaluate own knowledge and performance against standards and benchmarks 2.2 Prioritise development goals and targets to meet expected standards 3.1 Select learning opportunities to meet development objectives and reflect personal learning style 3.2 Produce a plan for own professional development, using an appropriate source of support 3.3 Establish a process to evaluate the effectiveness of the plan 4.1 Compare models of reflective practice 4.2 Explain the importance of reflective practice to improve performance 4.3 Use reflective practice and feedback from others to improve performance Page 1 of 9 4.4 Evaluate how practice has been improved through: – reflection on best practice – reflection on failures and mistakes Page 2 of 9 1) Understand principles of professional development. 1.1) As a professional I have a responsibility to engage in continuous professional development. This means that I need to take actions to keep my skills and knowledge up to date. It is Important to improve my capabilities with the range of tasks that I carry out daily as it will create the best provision for the children in my setting and help me to continue on improving my knowledge. As a manager and staff member it is vital that I am aware and up to date with the Legislation, EYFS and welfare requirements and that I implement them
245:1 Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities. 1:1 Legislation and policies that are designed to promote the human rights inclusion equal life chances and citizenship of individuals with learning disabilities. • Disability discrimination act 2006 • Disability equality duty 2006 • Disability discrimination act 1995 • The human rights act 1998 • The equality act 2010 • National health service and community care act 1990 • The community care (direct payment) act 1996 • Health act 2009 • Welfare reform act 2012 • The autism act 2011 1:2 How this legislation and policies influence the day experiences of individuals with learning disabilities and their families • Right to an education • Right to live without harassment • Right to marry or have a relationship • Right to vote • Right to live without abuse or prejudice • Labelling • Opportunity and equality • Without covert discrimination • Without overt discrimination • Not to be labelled or stereotyped • Personal empowerment 245:2 Understand the nature and characteristics of learning disability 2:1 What is meant by learning disability • A reduced ability to cope independently • An impairment that started before adulthood which effects development • A reduced ability to understand new information or learn a new skill 2:2 Causes of learning disabilities • Parents passing certain genes to unborn baby • Problems durning birth • Developing certain genes in womb • Mother becoming I'll during pregnancy • Injury/illness in early childhood • Medical error before adulthood 2:3 Social models of disability are barriers that have been placed to restrict life choices. Once removed disabled people can live iniquity control of Their own lives. Medical modes of disability
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Support individuals with multiple conditions and/or disabilities SS OP 3.3 3 4 31 A/601/5190 Unit purpose and aim The purpose of this unit is to provide the learner with knowledge, understanding and skills required to support individuals with multiple conditions and/or disabilities Learning Outcomes The learner will: 1 Understand the impact of multiple conditions and/or disabilities on individuals Assessment Criteria The learner can: 1.1 Describe possible multiple conditions and/or disabilities that individuals may have 1.2 Explain how multiple conditions and/or disabilities may have an additional impact on the individual’s well being and quality of life 1.3 Explain how multiple conditions and/or disabilities may impact on individuals opportunity to participate in a range of activities Exemplification Multiple conditions and/or disabilities could include a combination of factors relating to: sensory loss physical health mental health physical disability learning difficulty/disability emotional health Well Being eg emotional psychological physical Activities could include: education employment leisure activities social activities household or domestic tasks 2 Understand own role in supporting individuals with multiple conditions and/or disabilities 2.1 Describe own role in supporting the well being of individuals with multiple conditions and/or disabilities Well Being eg emotional psychological physical © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Explain the steps to take when actions may be outside of the scope of own role and responsibilities 3.1 Research the roles of professionals who may provide support to individuals with multiple conditions and/or disabilities in own local
Guidance for Safer Working Practice for Adults who work with Children and Young People in Education settings. Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings. March 2009 Updated from an original document produced by a DCSF network of Advisors LR/ GSP Education/Dec 2008 Guidance for Safer Working Practice for Adults working with Children and Young People in Education settings 1 This guidance has been updated from an original IRSC document - ‘Guidance for Safe Working Practice 2 for the Protection of Children and Adults in Education Settings 2006 commissioned by DfES . 1 2 Investigation Referral and Support Co-ordinators network Department for Education and Skills. now known