Unit 59: Provide Support to Maintain and Develop Skills for Everyday Life Unit code: HSC 3003 Unit reference number: L/601/8028 QCF level: 3 Credit value: 4 Guided learning hours: 28 Unit summary This unit is aimed at those working in a wide range of settings. The unit provides the learner with the knowledge and skills required to work with individuals to retain, regain and develop skills for everyday life. Assessment requirements Learning outcomes 2, 3 and 4 must be assessed in a real work environment. Additional information An individual is someone requiring care or support. Others may include • family • advocates • team members • line manager • specialists • others who are important to the individual’s wellbeing.
Unit 141 Professional practice in children’s care, learning and development. Outcome 4. Be able to engage others in reflective practice. 4.1 Analyse the use of models of reflective practice in own setting. Reflective practice is important to the development of lecturers as professionals as it enables us to learn from our experiences of teaching and make easier student learning.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
QCF Level 5 | Unit:503 | Learner Name: Rafal Gac | Date of Evidence: 19/07/2012 | Expert Witness Name: Colin Telford | Relationship to Learner: Area Director | Learning Outcome 2.1, 2.2, 2.3abc, 2.4:Please explain, giving a minimum of 4 real examples of how the learner: Promotes equality, diversity and inclusion in policy and practice Challenges discrimination and exclusion in policy and practice Provide others with information about: (a) the effects of discrimination (b) the impact of inclusion (c) the value of diversity And how they support others to challenge discrimination and exclusion 1. Rafal has Level 3 Diploma in Equality and Diversity. 2. As a manager with different nationality background Rafal is promoting equality and diversity by example and also by carrying Company Policies and procedures which are discussed with staff during meetings and supervisions. 3.
Learning outcomes 3, 4, 5 and 6 must be assessed in a real work environment. Level 2 Diploma in Health and Social Care (Adults) for England (4222-21) 279 Unit 4222-329 Promote positive behaviour (HSC 3019) Assessment Criteria Outcome 1 The learner can: 1. explain how legislation, frameworks, codes of practice and policies relating to positive behaviour support are applied to own working practice 2. define what is meant by restrictive interventions 3. explain when restrictive interventions may and may not be used 4. explain who
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 2: Promote Professional Development Edexcel Level 5 Diploma for the Learning Development and Support Services Workforce (QCF) Unit code: SHC 52 Unit reference number: L/602/2578 QCF level: 4 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 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 reflective practice to improve performance 4.3 Use reflective practice and feedback from others to improve performance Page 1 of 9 4.4 Evaluate how practice has been improved through: – reflection on best practice – reflection on failures and mistakes Page 2 of 9 1) Understand principles of professional development. 1.1) As a professional I have a responsibility to engage in continuous professional development. This means that I need to take actions to keep my skills and knowledge up to date. It is Important to improve my capabilities with the range of tasks that I carry out daily as it will create the best provision for the children in my setting and help me to continue on improving my knowledge. As a manager and staff member it is vital that I am aware and up to date with the Legislation, EYFS and welfare requirements and that I implement them
SHC 32 Personal Development v1.10 Title Engage in personal development in health, social care or children’s and young people’s settings Level THREE Credit value 3 Learning outcomes Assessment criteria The learner will The learner can: 1 1.1 Describe the duties and responsibilities of own work role 1.2 Explain expectations about own work role as Understand what is required for competence in own work role expressed in relevant standards 2 Be able to reflect on practice 2.1 Explain the importance of reflective practice in continuously improving the quality of service provided 2.2 Demonstrate the ability to reflect on practice 2.3 Describe how own values, belief systems and experiences may affect working practice 3 Be able to evaluate own performance 3.1 Evaluate own knowledge, performance and understanding against relevant standards 3.2 Demonstrate use of feedback to evaluate own performance and inform development 4 Be able to agree a personal 4.1 Identify sources of support for planning and development plan reviewing own development 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities 4.3 Demonstrate how to work with others to agree own personal development plan 5 Be able to use learning opportunities and reflective practice to contribute to personal development 5.1 Evaluate how learning activities have affected practice 5.2 Demonstrate how reflective practice has led to improved ways of working 5.3 Show how to record progress in relation to personal development Additional information about the unit NOS ref CCLD 304 GCU 6 GEN 12 HSC 33 GEN 13 Themes recur as knowledge requirements, performance criteria and core values throughout HSC NOS Unit purpose and This unit is aimed at those who work in health or aims social care settings or with children or young
Assignment 418 Task A: team brief What is Coaching? The term coaching typically refers to methods of helping others to improve, develop, learn new skills, find personal success, and achieve aims and to manage life change and personal challenges. Coaching is a form of training or teaching, normally involving one-to-one support (a coach and a learner or 'coachee'), aimed at helping a person improve, often in a very practical sense. (www.businessballs.com/coahing.htm ; 2015) | | | What is Coaching? The term coaching typically refers to methods of helping others to improve, develop, learn new skills, find personal success, and achieve aims and to manage life change and personal challenges.