NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 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.
Learning new skills and refreshing training enables me to progress, and achieve within my career and working practices. Continually improving knowledge and practice can be named as professional development which is an essential component of organisational success. Professional development enables an organisation to keep up to date and to change proactively so that their service is relevant and appropriate. Planned development is listened to achieve specific outcomes that may be either focused on the needs of an individual and may contribute to the learning needs of an organisation. This implies that it is an on-going activity and needs to be thought about as something that is incremental with different elements contributing to a large whole.
Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4,5 and 6 must be assessed in a real work environment. Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031 ) Assessment Criteria Outcome 1 Know the importance of risk-taking in everyday life The learner can: 1. identify aspects of everyday life in which risk plays a part 2. outline the consequences for individuals of being prevented or discouraged from taking risks 3. explain how supporting individuals to take risks can enable them to have choice over their lives to:
Unit 401 - Understanding the principles and practices of internally assuring the quality of assessment Giving credibility to educational institutions programs relies on it having high profile internal quality procedures. By presenting embedded internal quality systems the institution can give confidence to its many partners, leaners, awarding bodies, the community it serves, funding agencies, employers, regulators and inspectorates. This profile demonstrates the institutions commitment to the quality of maintaining and continually improving standards. It provides for an internal standard benchmark for its own staff to share, agree and improve. Through this process it should provide automatic evidence for the rigor of external evaluation of the partners outlined above.
©HSC DIPLOMA HELP ͟͠͞͠ Unit 502: Promote Professional Development Unit code: SHC 52 Unit summary The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. 1. Understand principles of professional development 1.1 Explain the importance of continually improving knowledge and practice An important principle of CPD is that it includes much more than going on courses. All organisations need to develop a learning culture with work based learning at the heart of this. Continual professional development is a process of life-long learning that meets the needs of clients and enables care workers to expand and fulfil their potential.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
Be able to support the use of equipment to manage continence. Unit Title: Unit Level: Unit Credit Value: GLH: apt awards Unit Code: Unit Reference Number: Support Individuals to Manage Continence Two 3 19 HJ1/2/SQ/008 J/601/8058 LEARNING OUTCOMES The learner will: 4. Be able to support continence safely. ASSESSMENT CRITERIA The learner can: 4.1. Identify risks that may arise while supporting continence.
I see and I remember. I do and I understand.” This quote would suggest that if you involve your students where they do what you are trying to teach them then they are more likely to understand and learn. 4. There are a variety of different organisations that can be used as a reference point for meeting the potential needs of the learner, these include Highfield Awarding Body of Compliance (HABC). The government also introduced Skills for Life in 2001 which is a strategy to improve adult literacy and numeracy skills.
Continually improving and adapting approaches benefits both indiviuals and practitioners ,ensuring that each individuals needs are catered for. Reflective practice involves evolving in a person centred approach. 1.3 Explain how standards inform reflective practice in adult social care (Planned: 0 , Completed:0) Standards such as the Essential Standards, the Code of Practice for Social Care Workers, tell us how we should be working. We can use them to think about the way we work and measure ourselves against them. 1.4 Describe how own values, belief systems and experiences may affect working practice (Planned: 0 , Completed:0) Everyone has different values, beliefs and preferences.
EYFS Statutory Framework Contents |Section 1 – Introduction | | |Purpose and aims |2 | | |Context and legal responsibilities |2 | | |About this document |3 | | |A principled approach |4 | |Setting the standards |4 | |Providing for equality of opportunity |4 | |Creating the framework for partnership working |5 | |Improving quality and consistency |5 | |Laying a secure foundation for future learning |5 | |Section 2 – Learning and Development Requirements | | |Overview of the areas of learning and development |7 | | |The early learning goals and educational programmes |7 | | |Personal, Social and Emotional Development