Be able to contribute to the support of individuals to manage identified risks 6. Understand duty of care in relation to supporting positive risk-taking Guided learning hours It is recommended that 27 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 standards This unit is linked to HSC 240. 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.
Level: 3 Credit value: 4 UAN: A/601/8980 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 prepare for and carry out extended feeding techniques to ensure individuals nutritional and fluid intake. Learning outcomes There are seven learning outcomes to this unit. The learner will: 1. Understand anatomy and physiology in relation to extended feeding 2.
Formative assessment highlights the importance of monitoring student learning by providing ongoing feedback. (Williams, 2008)Teachers and students gain an invaluable insight through formative assessment which improves their teaching and students improve their learning. Teaching, Learning and Assessment Methods Biggs Constructive Alignment (1999) focuses on the strict correspondence between learning outcomes, learning activities and assessment methods. It is clearly seen in the short course template that this alignment is adhered to throughout the 6 weeks. The teaching, learning and assessment methods are constructively aligned in order to achieve the learning intentions and thus the learning outcomes over the six-week course.
Engage in personal development in health, social care or children’s and young people’s settings Links to: SHC32: 1.1 and 1.2. Personal development and reflective practice is an integral part of working with children and or young people. To support you in reviewing the need for personal development in relation to your work role produce the following: a) Write a description of the duties and responsibilities of your own work role b) Prepare an explanation of the expectations about your own work role as expressed in relevant standards. (Standards may include: codes of practice, regulations, minimum standards or national occupational standards. Context and principles for early year’s provision Links to: EYMP1: 1.1, 1.2, and 1.3.
Details of the relationship between the unit and relevant national standards This unit is linked to CHS19. 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 outcomes 2, 3, 4 and 5 must be assessed in a real work environment. Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) 297 Unit 4222-335 Undertake physiological measurements (HSC 3052) Assessment Criteria Outcome 1 Understand relevant legislation, policy and good practice for undertaking physiological measurements The learner can: 1. describe current legislation, national guidelines, organisational policies and protocols affecting work practice.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
I would also think of how I could support the children through the lesson, and which of those children may need extra support. 2. What might be your roll in organising, using and maintaining the learning resources, materials and equipment? When organising equipment for the lesson, I would prepare resources/materials ahead of the lesson. Ensuring that I know where resources/equipment is stored.
CU236P/ CT236 Principles For Implementing Duty Of Care In Health, Social Care Or Children’s and Young People’s Setting Aims This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. It considers how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care. Credit Level 1 3 Assessment criteria The learner can: 1.1 1.2 Explain what it means to have a duty of care in own work role Explain how duty of care contributes to the safeguarding or protection of individuals Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care Explain where to get additional support and advice about conflicts and dilemmas Describe how to respond to complaints Explain the main points of agreed procedures for handling complaints Learning outcomes The learner will: 1. Understand how duty of care contributes to safe practice 2. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care 2.1 2.2 2.3 3.
{draw:frame} The teacher / trainer cycle (TTC) is a simple iterative process by which a learning experience that, once a need has been established, may be designed, delivered, assessed and evaluated. My main role as a teacher of ICT, will be to provide a learning experience that fits the course profile that has been designed. Within this I have to take into account the various learning styles, visual, auditory and kinaesthetic that my students may prefer. Health and safety will also be a primary feature as will record keeping. Student records, attendance, achievement and disciplinary details will be some of the information kept.
An important boundary for this role is handling health screening information within parameters of confidentiality according to the Data Protection Act (1998) requirements. Planning learning According to Gravells (2011) the teacher’s role in planning learning includes formulating lesson plans; this provides direction and enables the teacher to identify appropriate teaching materials and activities ahead of time. The teacher has responsibility to follow the syllabus to meet the organisational expectations. Preparing a safe learning environment, for example using a suitable room, makes learning possible by minimising distractions. Within area of work the writer uses the gym for physical activities training and