First step is children to select the topic. Second step is field sites visits. Introduction The project approach model is an in-depth investigation of a topic related to the real world around children. “Including project work in the curriculum promotes children's intellectual development by engaging their minds in observation and investigation of selected aspects of their experience and environment. (Katz & Chard, 2000, p. 2)” The two essential elements of the project approach are “child-centered activities” and “social reconstruction”.
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.
As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners. 2. Promoting equality and valuing diversity by understanding of creating a differentiation of all students, each individual are / students are different and have to be treated equally. 3. Evaluate own role and responsibilities in lifelong learning , follow the Teacher Training Method of Teaching ,Identify the needs by plan training, and deliver training.
Unit 4222-324 Support individuals with specific communication needs (HSC 3029) Level: 3 Credit value: 5 UAN: T/601/8282 Unit aim This unit is for those who support individuals with specific communication needs. It provides the learner with the knowledge and skills that address personal interaction and the use of special methods and aids to promote communication. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand specific communication needs and factors affecting them 2.
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.
Assignment unit 10 introduction to children learning. D1-The two different Frameworks for children up until the age of 16 years are the Early Years Foundation Stage and The National Curriculum. D2-The aim for the EYFS framework is having a range of targets that children are likely to meet by the end of their reception year. The age for the EYF is 0-5. The EYFS supports learning in 6 areas the first is Personal, Social and Emotional Development where they concentrate on helping develop their self confidence, self-esteem, behaviour, self care, attitudes and making relationships.
Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development. Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for Wales and Northern Ireland (4222-22) 31 Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Assessment Criteria The learner can: 1. explain what is meant by: diversity equality inclusion discrimination 2. describe ways in which discrimination may deliberately or inadvertently occur in the work setting 3. explain how practices that support equality and inclusion reduce the likelihood of discrimination.
Task A Briefing notes/Report/Presentation for new workers Produce briefing notes or a report for an induction presentation aimed at new workers. The purpose of the presentation is to explain the importance of safeguarding children & young people. The presentation needs to cover the following sections. Section 1 - The main current legislation, guidelines, policies and procedures within own UK Home Nation for safeguarding children and young people. (Ref.
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