Unit Title: OCR Unit No: Sector Unit No: Level: Credit value: Guided learning hours: Unit accreditation number: Promote children and young people’s positive behaviour 6 TDA 3.4 3 3 15 A/601/4069 Unit purpose and aim This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies. Learning Outcomes Assessment Criteria Exemplification The learner will: 1. Understand policies and procedures for promoting children and young people’s positive behaviour The learner can: 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour 1.2 Evaluate how the policies and procedures of the setting support children and young people to: a) feel safe b) make a positive contribution c) develop social and emotional skills d) understand expectations and Centres must ensure that all assessment criteria are met. Policies and procedures of the setting relevant to promoting positive behaviour eg: behaviour policy code of conduct rewards and sanctions dealing with conflict and inappropriate behaviour anti-bullying attendance © OCR 2010 Oxford Cambridge and RSA Examinations 1 limits 1.3 Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting 2.
Least restrictive principle The ethos of the setting is important, we need to consider the rules (too many, too strict, no rules etc..) Do we give enough responsibility to children? Do they get enough freedom? Reinforcing positive behaviour Children are more influenced by positive reinforcement than by punishment. Good behaviour is more likely to be repeated if it is rewarded in some way. Timing is very important, we need to give a reward (praise, stickers, extra attention) straight after they have done something good, otherwise it will be forgotten by the child very quickly.
These quotes is relevant to me that in every fault or failure I make I don’t have to be defensive about it but accept these mistakes and to use them as stepping stone to improve myself and change for the better. “Well done is better than well said.” and “Speak little, do much.” [The meaning of these words is fairly easy to understand, but they serve as an excellent reminder to us. The things that we DO for others are so much more important than the things we SAY to others. In other words: “Actions Speak Louder Than Words.” So simple… but so very important to the relationships we are trying to build every day. These quotations are very relevant to me, especially because I am a very expressive or kind of a talkative person.
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.
The second thing is your career, it helps you in your career simply because it is very useful to know. These two things are very impornt to me because I would like to be very succesful in life, and this is a key to thing to being successful. 2. List two examples of goods you have purchased in the past or may purchase in the future. (Complete sentences are not necessary.
5) Information about Clearwater Company's direct materials cost follows: Standard price per materials ounce $ 100 Actual quantity used 8,700 grams Standard quantity allowed for production 9,100 grams Price variance $ 76,125 F ________________________________________ Required: What was the actual purchase price per gram? (Round your answer to 2 decimal places. Omit the "$" sign in your response.) Actual purchase price $ 91.25 Total grade: 0.0×1/1 = 0% Feedback: Actual Costs = AP × 8,700 Actual Inputs at Standard Price = $100 × 8,700 =$870,000 Price Variance = $76,125 F 8,700 × AP = $870,000 – $76,125 AP = $91.25 ________________________________________ Question 3: Score
This is when both outcomes are positive, and is considered the easiest to resolve. When both outcomes are favorable it is easy to choose one over the other. Avoidance-Avoidance Conflict is being forced to make a decision between two negative aspects. In this situation, since both outcomes are bad, the person will often find them self unable to make a decision at all. If a conclusion cannot be made the person will do what is referred
Taking these factors and weighing them against one’s employment options should aid in making the decision. It is imperative he or she make the right decision; failure to do so may result in overwhelming consequences. Some of the immediate employment options may reflect entry level positions, management positions, or independent positions; these are the options they should be comparing the factors against. Entry level positions will be the easiest jobs to obtain. They only require a low level of job
The individuals protected under IDEIA are for any student receiving special education services under an Individualized Education Program. The individuals protected under ADA are extended to both private and public sectors. The individuals protected under the Section 504 are all people with disabilities. The individuals protected under the No Child Left Behind law are the children on the premise that setting high standards and establishing measurable goals can improve individual outcomes in his or her education. 4.
Challenges to be a fair minded critical thinker and aspects of preparations Fair-minded is the best thinkers. They do not pursue selfish goals and seek to manipulate others, in which, they strive to be fair-minded even when it means they have to give something up in the process. They recognize that the mind is not naturally fair-minded, but selfish, and they recognize that to be fair-minded, they also must develop specific traits of mind— traits such as intellectual humility, intellectual integrity, intellectual courage, intellectual autonomy, intellectual empathy, intellectual perseverance, and confidence in reason. In order to develop as a fair-minded thinker, first, you will have to “practice” being fair-minded. Second, you will have to catch yourself in acts of selfishness and begin to correct your behavior.