3.4 Summarise the types of risks that may be involved in assessment in own area of practice. 3.5 Explain how to minimise risks through the planning process. 4.1 Explain the importance of involving the learner and others in the assessment process. 4.2 Summarise the types of information that should be made available to learners and others involved in the assessment process. 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.
According to Blanchard and Thacker (2007), this is necessary to show how important learning is for the success of the company as a whole. (p.91) 5. Learning styles and personalities must also be considered to design effective training. Because we are dealing with people, the training should be design to match people’s feelings as well as KSAs. 6.
HSC 3020 Facilitate person centred assessment, planning, implementation and review |Title |HSC 3020 Facilitate person centred assessment, planning, implementation and review | |Level |3 | |Credit value |6 | |Learning outcomes |Assessment criteria | |The learner will |The learner can: | |1. Understand the principles of person centred |Explain the importance of a holistic approach to assessment and planning of care or | |assessment and care planning |support | | |Describe ways of supporting the individual to lead the assessment and planning process| | |Describe ways the assessment and planning process or documentation can be adapted to | | |maximise an individual’s ownership and control of it | |2. Be able to facilitate person centred assessment |Establish with the individual a partnership approach to the assessment process | | |Establish with the individual how the process should be carried out and who else | | |should be
Very important to work with the other careers and nurses as a team. We have to share information abaut the client with colleagues, relatives, friends. If I have more information I have from the client condition and habits, I can give better and person centered care. Guided learning hours It is recommended that 9 guided learning hours are allocated to this unit, although patterns in delivery may vary. Details of the relationship between the unit and relevant national standards This unit is linked to HSC 23, 227 Support of the unit by a sector or other appropriate body This unit is endorsed by Skills for Care and Development Assessment This unit will be assessed by: • This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
CU1571 Promote Positive Behaviour Aims The purpose of this unit is to provide the learner with the knowledge, understanding and skills required to promote positive behaviour and respond appropriately to incidences of challenging behaviour. Credit Level 6 3 Assessment criteria The learner can: 1.1 Explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 1.2 Define what is meant by restrictive interventions 1.3 Explain when restrictive interventions may and may not be used 1.4 Explain who needs to be informed of any incidents where restrictive interventions have been used 1.5 Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behaviour 1.6 Describe safeguards that must be in place if restrictive physical interventions are used 2. Understand the context and use of proactive and reactive strategies 2.1 Explain the difference between proactive and reactive strategies 2.2 Identify the proactive and reactive strategies that are used within own work role 2.3 Explain the importance of identifying patterns of behaviour or triggers to challenging behaviour when establishing proactive and reactive strategies to be used 2.4 Explain the importance of maintaining a person or child centred approach when establishing proactive strategies Learning outcomes The learner will: 1. Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support 2.5 Explain the importance of reinforcing positive behaviour with individuals 2.6 Evaluate the impact on an individual’s well being of using reactive rather than proactive strategies 3. Be able to promote positive behaviour 3.1 Explain how a range of factors may be associated with challenging behaviours 3.2 Evaluate the effectiveness of proactive
Unit 4222-312 Facilitate learning and development activities to meet individual needs and preferences (HSC 3004) Level: 3 Credit value: 5 UAN: L/601/8644 Unit aim This unit is aimed at those working in a wide range of settings. It provides the learner with the knowledge and skills required to support individuals to plan, take part in and evaluate learning or development activities. |Learning outcomes |Assessment criteria |Portfolio |Evidence/ Assessment |Assessment date | |The learner will: |To do this you must: |reference |method type | | |Understand the role of |Describe the benefits to individuals of | | | | |learning and development |engaging in learning or development | | | | |activities in meeting |activities | | | | |individual needs | | | | | | |Analyse the purpose of a range of learning | | | | | |or development activities in which | | | | | |individuals may participate | | | | | |Explain how individual needs and | | | | | |preferences may influence how learning and | |
Unit Title: Sector unit number Level: Credit value: Guided learning hours: Unit Reference Number: Promote professional development SHC 52 4 4 33 L/602/2578 Unit purpose and aim 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. Learning Outcomes The Learner will: 1 Understand principles of professional development Assessment Criteria The Learner can: 1.1 Explain the importance of continually improving knowledge and practice 1.2 Analyse potential barriers to professional development 1.3 Compare the use of different sources and systems of support for professional development 1.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date 2.1 Evaluate own knowledge and performance against standards and benchmarks 2.2 Prioritise development goals and targets to meet expected standards Sources and systems of support may include: • Formal support • Informal support • Supervision • Appraisal • Mentoring • Within the organisation • Beyond the organisation Exemplification 2 Be able to prioritise goals and targets for own professional development Standards and benchmarks may include: • Codes of practice • Regulations • Minimum/essential standards • National occupational standards © OCR 2010 1 Learning Outcomes 3 Be able to prepare a professional development plan Assessment Criteria 3.1 Select learning opportunities to meet development objectives and reflect personal learning style 3.2 Produce a plan for own professional development, using an appropriate source of support 3.3 Establish a process to evaluate the effectiveness of the plan 4.1 Compare models of reflective practice 4.2 Explain the importance of
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.
Assessments are a crucial part of education and there is a need to measure where student are at in order to adjust curriculum and motivation. This needs to be done carefully and with very high consideration of the student’s emotional well-being. Rewards systems and positive reinforcement are crucial to creating a supportive environment that students want to be present in. * Nurturing- Creating a love for learning will make learning easier. Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning.