329 Supervise children and young people on journeys, visits and activities outside of the setting 1.1 Explain the organisational and legal requirements for supervising children and young people on journeys, visits and activities outside the setting. There are various organisational and legal requirements for supervising children on journeys, visits and activities outside of the school setting. These include policies and procedures which should be carried out by the school including risk assessments of areas that will be visited. Risks assessments will identify any hazards and/or dangers and who might be harmed and how this may happen, allow the risks to be evaluated and check if the precautions are sufficient. They also allow staff to record their findings and review and revise assessments if necessary.
Safeguarding (CT229) 1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety • E-saftey- where children are taught about the dangers of the internet. This can include the dangers of social networking sites and how children can protect their identities, themselves from bullying, and protecting their data. • Safeguarding- Any setting that looks after children must do safeguarding. This includes protecting children from maltreatment; preventing impairment of children’s health and development; and making sure children have safe and effective care. Legislations and laws: The children act 2004: places a duty of care on organisations such as nurseries, doctors, schools and agencies to protect and promote the wellbeing of children and young people.
TDA 3.29 Supervise children and young people on journeys, visits and activities outside of the setting Important: Within the evidence for the tasks below where relevant you also need to show examples of how you embed the knowledge into your own /the settings practice. ascopy what is in your research materials. Plagiarism is taken seriously. Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. Prepare evidence for the following: A) Explain the organisational and legal requirements for supervising children and young people on Journeys – We have a Health and safety policy 2009 which informs who’s in charge of the risk assessments, training of health and safety and as well as being the health
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Principles of safeguarding and protection in health and social care HSC 024 2 3 26 A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning Outcomes The learner will: 1 Know how to recognise signs of abuse Assessment Criteria The learner can: 1.1 Define the following types of abuse: Physical abuse Sexual abuse Emotional/psychological abuse Financial abuse Institutional abuse Self neglect Neglect by others 1.1 Identify the signs and/or symptoms associated with each type of abuse 1.2 Describe factors that may contribute to an individual being more vulnerable to abuse Exemplification An individual will usually mean the person supported by the learner but may include those for whom there is no formal duty of care Factors may include: a setting or situation the individual © OCR 2010 1 Learning Outcomes The learner will: 2 Know how to respond to suspected or alleged abuse Assessment Criteria The learner can: 2.1 Explain the actions to take if there are suspicions that an individual is being abused 2.2 Explain the actions to take if an individual alleges that they are being abused 2.3 Identify ways to ensure that evidence of abuse is preserved Exemplification The actions to take constitute the learner’s responsibilities in responding to allegations or suspicions of abuse.
Unit Title: Principles of communication in adult social care settings Unit sector reference: PWCS 31 Level: 3 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: R/602/2906 Unit purpose and aim The unit develops knowledge of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify the different reasons people communicate 1.2 Explain how communication affects relationships in an adult social care settings Understand why effective communication is important in adult social care settings Exemplification Reasons may include: expressing and sharing ideas, feelings, needs, wishes and preferences obtaining and receiving information forming relationships getting to know each other Effects of communication may include: encouraging participation discouraging support and trust creating equality creating inequality promoting empathy and shared understanding discouraging empathy and shared understanding 2 Understand how to meet the communication and language needs, wishes and preferences of an individual © OCR 2010 2.1 Compare ways to establish An individual is someone the communication and requiring care or support language needs, wishes and preferences of an individual 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2.2 Describe the factors to consider when promoting effective communication 2.3 Describe a range of communication methods and styles to meet individual needs 2.4 Explain why it is important to respond to an individual’s reactions when communicating Exemplification
* Theories of learning * Influences * Skills for learning * Support for learning * Learning opportunities * | | | | | | M1 | Assess the impact of key influences on the personal learning processes on own learning. | | | | | | D1 | Evaluate how personal learning and development may benefit others. | | | | | | These grades are subject to approval via the internal verification process | Assessment Guidelines: * Interim submission date provides the learner with an opportunity to receive formative feedback from the unit tutor. * Date of summative assessment is the date the assignment needs to be submitted to the unit tutor for summative grading otherwise it will recorded as a late submission. * Learners can only resubmit once after a summative assessment grade has been awarded by the unit tutor.
CT263 Understand the Context of Supporting Individuals with Learning Disabilities 1.1 Legislation and Policies include: • Human Rights Act 1998 • Disability Discrimination Act 1999 • Mental Capacity Act 2005 • Safeguarding Adults • Mental Health Act 2007 • UNCRPD (convention on the Rights of Persons with Disabilities) • No Secrets 2000 • Department of Health (2009) Valuing people now: a new three year strategy for people with learning disabilities. The policies aim to improve quality of life and are based on broad themes: • Citizenship • Empowerment • Having choices and making decisions • Having the same opportunities as other people • Having the same rights as other people • Social inclusion 1.2 The Government is committed
Name …………………………………………………………………. Unit LD: 201 Understand the context of supporting individuals with learning disabilities Unit Title: Understand the context of supporting individuals with learning disabilities Unit sector reference: LD 201 Level: 2 Credit value: 4 Guided learning hours: 35 Unit accreditation number: K/601/5315 Unit purpose and aim The unit explores the meaning of learning disability and considers issues closely linked with learning disability support. These include an awareness of how the attitudes and beliefs of others affect individuals who have learning disabilities. The unit introduces themes of inclusion, human rights, advocacy, empowerment and active participation and also considers the central place of communication in working with individuals who have learning disabilities. Answer the following questions units either one of the method of producing evidence e.g.
Child Development transitions 3.1 An explanation of how different types of transitions can affect children and young people 1. The 4 types of transitions are • Emotional - personal experiences such as parent's separating, bereavement, begining or leaveing a place of care. • Physical - change in environments • Intellectual - maturation, moving from one educational establishment to another. • Physiological - pubertyor medical conditions Transitions matter - supporting childnens in their ealry years foundation stage from Kent.gov.uk from Pensylvania USA better kid care.psu.edu... Understanding transitions Mommy don't go Transitions the clues and Understanding emotional wellness http://www.silkysteps.com/forum/showthread.php?t=11109 2. Common Transitions 0-19 years, possible affects and benefit positive relationship may have: • Babies weaning - young children may not like the texture or taste of other foods and may lose weight if weaning attempts to replace a milk diet too early.
LD 308 Support individuals with a learning disability to access healthcare Title LD 308 Support individuals with a learning disability to access healthcare Level 3 Credit value 3 Learning outcomes The learner will Assessment criteria The learner can: 1. Understand legislation, policies and guidance relevant to individuals with learning disabilities accessing healthcare 1.1 Describe what is meant by a rights based approach to accessing healthcare 1.2 Outline the main points of legislation that exists to support a rights based approach 1.3 Explain the requirements of legislation if an individual with learning disabilities is assessed to not have capacity to consent to a specific treatment decision 1.4 Explain different ways to support an individual to give informed consent in line with legislation, policies or guidance 1.5 Explain ways in which healthcare services should make ‘reasonable adjustments’ to ensure that they provide equal access to individuals with learning disabilities 2. Understand the function of different healthcare services that an individual with learning disabilities may need to access 2.1 Explain the work of healthcare services that an individual with learning disabilities may need to access 2.2 Explain how an individual can access each type of healthcare service 3. Understand the role of professionals within different healthcare services that a person with learning disabilities may need to access 3.1 Describe the role and responsibility of professionals working in different types of healthcare services 4. Understand how plans for healthcare and regular health checks underpin long-term health and well-being for individuals with learning disabilities 4.1 Explain how plans for healthcare can be used to support the healthcare needs of an individual with learning disabilities 4.2 Explain the