Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) There are certain responsibilities a teacher has when in the educational environment, this is from the needs of learners to the expectations of an awarding body. A teacher will take into account the needs of an individual alongside the group’s needs. This can be done by pre assessment screening, information can easy obtain from these and help
Learners are encouraged to discuss with their assessors any prior learning they have gained, this could be in-house training or learning they have gained on a specific training course i.e. First Aid. This will be accepted as evidence provided it was achieved within the timescale of, or the 12 months before, they began their qualification. This area of evidence collection is recorded on a Dictaphone and downloaded onto a CD of which a copy is put in the learners file. This gives a clear audit trail for assessors, internal and external verifiers.
CT257 Understand Employment Responsibilities and Rights in Health, Social Care or Children and Young People's Settings Aims This unit is aimed at those working in a wide range of settings in the health, social care or children and young people's sector. It covers: • statutory responsibilities and rights of employees and employers • awareness of own occupational role and how it fits within the sector • agreed ways of working with employer • career pathways • issues of public concern and how these may influence changes in the sector Credit Level 3 2 Assessment criteria The learner can: Learning outcomes The learner will: 1. Know the statutory responsibilities and rights of employees and employers within own area of work 1.1 1.2 1.3 1.4 List the aspects of employment covered by law List the main features of current employment legislation Outline why legislation relating to employment exists Identify sources and types of information and advice available in relation to employment responsibilities and rights 2. Understand agreed ways of working that protect own relationship with employer 2.1 2.2 2.3 2.4 Describe the terms and conditions of own contract of employment Describe the information shown on own pay statement Describe the procedures to follow in event of a grievance Identify the personal information that must be kept up to date with own employer Explain agreed ways of working with employer 2.5 27 3. Understand how own role fits within the wider context of the sector 3.1 3.2 3.3 3.4 Explain how own role fits within the delivery of the service provided Explain the effect of own role on service provision Describe how own role links to the wider sector Describe the main roles and responsibilities of representative bodies that influence the wider sector 4.
The SDQ is a brief behavioural screening questionnaire for children and adolescents that is widely used in CAMHS. The SDA covers many areas which young people may be struggling with on a day- to – day basis. McDougall, Armstrong, Trainer (2010). That tool can be completed by parents, teachers, and youths themselves. The use of structure assessment tool inform decisions about the most effective way to meet the young person’s needs Mitchell (2006) This scale was used however to gain a basic knowledge of outcome whilst not overlooking the family meetings as a measure of outcome.
3) gather information: are there any legal responsibilities, is understanding error free? 4) draft policy: can those who are expected to implement the policy comprehend the language and complexity of the policy. 5) Finalise and approval of the policy: usually the governors approve school policies. Once a new or updated policy has been approved it will need to be communicated to the staff and sometimes the parents, this can be done in staff meetings and training sessions, welcome letters or news letters for parents, school calendars and school information in home school
ESSAY HND/C HEALTH AND SOCIAL CARE – YEAR1 UNDERSTANDING SPECIFIC NEEDS INTRODUCTION In this Essay, I am going to talk about individuals with learning difficulties. The aims and objectives of the assignment are as followed: * To define, percept and analyse the challenging behaviours of people with disabilities * Talk about some of their methods of working – * I will state the organisational implications such as its legal, professional standards and codes of practice * When writing my conclusion, I will include all references and bibliography that I will used when researching. What is learning disabilities? A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those
KNOWLEDGE consists of facts, concepts ideas vocabulary and related aspects of educational culture and best practice. Skills refer to the observable units of action that occur in relatively discrete period of time. These are learned through direct instruction, modelling and imitation, application of theory to practice, discovery, or other methods, and are modified or improved through feedback, guidance, practice, repetition, drill and continuous use. ( www.childcarelink.gov.sg/CPD_guide " A CPD framework for early childhood educators") I need to be aware of the most up to date legislation and guidelines, including the EYFS and the welfare requirements. As a member of management it is even more vital that i am aware and up to date with all the legislation and guidelines as part of my role is to guide, support and influence other staff to do well in their own role.
and how did that alter/effect your future/current practice. Did you carry on the old way or the new method and continue to evaluate for any possible improvements or changes you have to make for whatever reasons. Don't forget to give an example for every answer/statement - writing down an answer proves you've read it somewhere and can copy it out; writing of an example - something that you (or other practitioners) have carried out in your setting shows you understand what they are asking and are able to use in your own practice. A shared activity can be anything that 2 or more are taking part in, so you may see two children sharing an activity such as bricks and building/being creative in their design (and helping/role modelling etc) or two children playing with props such as material - different lengths and widths and perhaps some boxes and jointly creating their imaginative play/story (rather than along
Understanding assessment in education and training ASSESSMENT TASK 2 |Name: Mioara Florea |Level :3 |Week No: | This form should be used to record your reflections as you progress through each unit. You should reflect as indicated in the assignment task, linking your reflections to additional reading, principles, theories, professional values and the learning outcomes for each session. |Unit :305 | |Outcome(s):2.1explain why is important to involve learners and others in the assessment process
I would record this formally by writing up reports and records and in-formally by communicating with my learners via tutorial sessions and individual assessments. Individual assessments gives me the opportunity to assess each individual leaners strengths and weaknesses and I can evaluate and change my training methods accordingly. My responsibility is to evaluate what needed to be covered was, if my teaching methods worked, and learners got it, if not, reassess and design different ways of teaching to achieve