Unit 635 Level: Credit value: UAN: Support individuals with autistic spectrum conditions 3 4 M/504/2196 Unit aim The purpose of this unit is to develop learners knowledge, understanding and skills of supporting an individual with autistic spectrum conditions Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Understand legislative frameworks that relate to individuals with autistic spectrum conditions 2. Understand the main characteristics of autistic spectrum conditions 3. Be able to support individuals with autistic spectrum conditions 4.
Unit 218 Research information Level: 2 Credit value: 4 NDAQ number: Y/601/2488 Unit aim This unit is about organising suitable data that has been researched using different sources of information. Learning outcomes There are two learning outcomes to this unit. The learner will: 1 Understand procedures for researching information 2 Be able to research information for others Guided learning hours It is recommended that 17 hours should be allocated for this unit, although patterns of delivery are likely to vary. Details of the relationship between the unit and relevant national occupational standards This unit directly relates to the Business and Administration NOS BAD323. Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration.
Support Teaching and Learning in Schools Level 2 Unit 1 Child and Young Person Development |Task 1 |Produce a child development booklet |Unit 1 LO 1.1 | |Task 2 |Complete case study |Unit 1 LO 1.2 | | | | | |Task 3 |Complete table 1 |Unit 1 LO 2.2 | | | | | |Task 4 |Complete the knowledge questions |Unit 1 LO 3.1, 3.2, 3.3 | | | |2.1 | Task 1 Child Development Booklet Design a Child Development booklet which describes the expected patterns of child development from birth to 19years. You can include pictures to make your booklet more interesting and you MUST reference any books and websites that you have used to research for your booklet. Write a paragraph for each of these age groups, covering each of the areas of development listed below. 1) Physical development 2) Communication & intellectual development 3) Social, emotional & behavioural |Babies at birth |Children at 3 years old | |Babies at 1 month |Children at 4 years | |Babies at 3 months
The Allstate Learning Resources Network houses about 1,500 educational courses available to all employees, agents, and agent staffs ("Allstate and learn.net take training to a new level," 2003). Another way Allstate
Task 1 – Describe the expected pattern of children and young people’s development from birth to 19 years, to include: A Physical development B Communication and intellectual development C Social, emotional and behavioural development The expected pattern of development in children and young people from birth to 19 years is categorised into five main areas, as a way of dividing up a child’s development, to ensure that overall their progress is balanced and all aspects are provided for. The five areas of development are: Social, Physical, Intellectual, Communication and Emotional. Social Development is skills developed to enable the child to make relationships. It is about making friends, playing together and resolving conflict. As we live in a society and in families some consider the social development skills to be the most important a child can learn.
CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) England What does the qualification cover? This qualification is designed to help learners build the knowledge and skills needed when working with children and young people from birth to 19 years of age. It covers a diverse range of job roles and occupational areas working in children’s environments including early years and social care. It is the only QCF Level 2 qualification conferring occupational competence for the children and young people’s workforce. Who is it aimed at?
Unit 4427-067 Professional practice in early years settings 1.1 The early years sector ranges from lea nursery, day nursery, children/ family centres such as sure start etc to ensure every child has access to quality care and education, these can be private, voluntary, lea or independent sectors. The all have the same common purpose which is to provide quality care, and education for the children, offering the relevant support to achieve the Childs goals, working with multi agencies when neccessary to reach desired outcome. 2.1 Early years sector is heavily influenced by/ required to meet .... EYFS Ofsted Every Child matters LEA guidance Children Act 1989 Protection of Children Act 1999 Data Protection Act 1998 The Children Act (every child matters) 2004 Safe guarding vulnerable groups act 2006 United Nations Convention on the Rights of the child Social and economic influences such as work patterns and financial constraints 2.2 The impact of current policies, frameworks, and influences on the early years include Free child care , A service that ensures every child matters and is treated like an individual Potential problems can be picked up by the mandatory senco/safeguarding officer Multi agency working together for benefit of the child A higher standard of care, health and safety, and hygiene 2.3 Evidence based practice is the term used when practice reflects and aspires to be as good as results met during research. This has influenced work with children in their early years in many ways, a comprehensive report which supports this is EPPE ( effective provision of preschool education) , this has proven that children who attended early years provision are much more likely to have enhanced social and behaviour skills when they started formal education, than those who had not attended. The report also confirmed the high value of learning
CU1516 Introduction to Personal Development in Health, Social Care or Children’s and Young People’s Setting Level 2 Credit value 3 GLH 23 Describe the duties and responsibilities of own role When starting any new job or training placement it is important that you know what is expected of you. When you applied for the job you may have had an insight into the roles and responsibilities before even completing the job application. If you are in a job role as a student on placement, the setting should issue you with a student job description or guidelines for student placement. Having this information from the start will mean you can be sure of what you are expected to do while you are there. Identify standards that influence the way the role is carried out It is very important that you take these requirements seriously as they are designed for the well being of both children and adults, and not for the sake of creating more paperwork.
Unit Title: Support person-centred thinking and planning Unit sector reference: LD 302 Level: 3 Credit value: 5 Guided learning hours: 41 Unit expiry date: 30/04/2015 Unit accreditation number: A/601/7215 Unit purpose and aim This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of personcentred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. Learning Outcomes The learner will: 1. Understand the principles and practice of personcentred thinking, planning and reviews Assessment Criteria The learner can: 1.1 Explain what personcentred thinking is, and how it relates to personcentred reviews and person-centred planning 1.2 Explain the benefits of using person-centred thinking with individuals 1.3 Explain the beliefs and values on which personcentred thinking and planning is based 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning Exemplification An individual is someone requiring care or support Person-centred thinking tools include: Important to/for (recorded as a one page profile) Working/Not working The doughnut Matching staff Relationship circle Communication charts 4 plus 1 questions Citizenship tool Decision making agreement Presence to contribution Dreaming 1.5 Explain how personcentred thinking tools can form the basis of a person-centred plan 1.6 Describe the key features of different styles of person-centred planning © OCR 2010 1 Learning Outcomes Assessment Criteria and the contexts in which they are most useful Exemplification 1.7 Describe examples of
SCMP Unit 1 Assessment and planning with children and young people | | | |Title |SCMP Unit 1 Assessment and planning with children and young people | | | | |Level |3 | | | | |Credit value |5 | | | | |Learning outcomes |Assessment criteria | | | | |The learner will: |The learner can: | | |1.1 Explain the value of a child centred model of assessment and planning | |1. Understand how to place children and young| | |people at