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.
For example, whilst seeing to a Resident they decide to confide in you that they are ‘Giving Up’ and have been hiding their medication instead of taking it. This information even though, told to you in confidence MUST be recorded in the Residents Care Plan as well as reported to the Nurse / Senior member of staff so that it can be monitored straight away. Equality & Diversity Within a Care setting it is important that each and every Resident is treated with exactly the same amount of respect and that they also receive the exact level of care that also meets with the individual’s Resident’s needs. For example, within my care setting each and every Resident has their own individual way of how they like to receive their personal care. As a Care Assistant it is important that we make ourselves aware of exactly what the Residents preferences are before attending to them.
Unit Title: Principles of personal development in adult social care settings Unit sector reference: PWCS 22 Level: 2 Credit value: 2 Guided learning hours: 17 Unit expiry date: 31/07/2015 Unit accreditation number: L/602/3035 Unit purpose and aim The unit introduces the concepts of personal development and reflective practice, which are fundamental to adult social care roles. This unit is aimed at those who are interested in, or new to, working in social care settings with adults. Learning Outcomes The learner will: Assessment Criteria The learner can: 1 1.1 Identify standards that influence the way adult social care job roles are carried out 1.2 Explain why reflecting on work activities is an important way to develop own knowledge and skills 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Understand what is required for good practice in adult social care roles Exemplification Standards – may include Code of practice Regulations Essential standards National Occupational standards Reasons may include: to examine why and how you practice to identify areas for improvement to develop different ways of working to develop new areas of learning Ways may include: being aware of own personal attitudes and beliefs understanding and being open to others’ attitudes and beliefs respecting differences between own and others’ personal attitudes and beliefs © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 2 2.1 Describe how a learning activity has improved own knowledge, skills and understanding 2.2 Describe how reflecting on a situation has improved own knowledge, skills and understanding 2.3 Describe how feedback from
Promote active support LD OP 303 1.1 Compare the characteristics associated with active support and the hotel model in relation to an individual’s support 1.2 Identify practical changes that could be made within a service setting to: promote an individual’s independence support informed choices improve quality of life Individual is someone requiring care or support Hotel model refers to institutional style settings organised mainly around staffing needs. They are not person-centred and offer a poor quality of life to individuals. For example, where carers undertake all the domestic tasks and do not provide opportunities for individuals to participate in constructive activities. Active Support is a person-centred model of how to interact with individuals combined with a daily planning system that promotes participation and enhances quality of life. 2.1 Assess the levels of help an individual would need to participate in a range of new activities 2.2 Use task analysis to break a range of new activities into manageable steps for an individual 2.3 Evaluate different ways of positively reinforcing an individual’s participation in a range of new activities 2.4 Demonstrate positive interaction with an individual to promote successful participation in a range of new activities Levels of help refers to graduated levels of assistance, from simple verbal reminders providing the lowest level of support to actual physical guidance providing the highest level.
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.
Also submit a brief justification of the approaches you intend to use, in relation to the learning needs of your peer-group. This justification could refer back to work previously submitted for PTLLS Assignments 4,5 and 6. 7) Delivering your micro-teach PTLLS: Using inclusive learning and teaching approaches in lifelong learning 2.1 Demonstrate inclusive learning and teaching approaches to engage and motivate learners 2.2 Demonstrate the use of appropriate resources to support inclusive learning and teaching 2.3 Use assessment methods to support learning and teaching 2.4 Communicate with learners to meet their needs and aid their understanding 2.5 Provide constructive feedback to learners PTLLS: Understanding inclusive learning and teaching in lifelong learning 2.4 Review how to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills With the exception of UILTLL 2.4, the above criteria all imply skills that you will need to demonstrate during your (brief) micro-teach. You will be required to reflect critically on (self-assess) your own performance using the Micro-teach Observation form in Annex A and your tutor/assessor will also use this same document for summative assessment and feedback. You will notice that this observation form is cross-referenced to the criteria listed above and
CU1515 - Introduction to communication in health, social care or children’s and young people's settings (L2) (3) (M) 2.1 Find out an individual’s communication and language needs, wishes and preferences (0/9) I can find out an individual’s preferred communication methods by: asking the client, reading their care plan, ask relatives, ask colleagues, medical notes etc 2.2 Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences (6/9) Everyone has a slightly different style of communicating this is one of the things that make every individual unique. As we know communication is a two-way process and effective communication requires everyone involved to be able to express their own thoughts and messages and to understand the communication of others. 2.3 Show how and when to seek advice about communication (0/9) There are times when a carer feels inadequate and unable to understand, comprehend or absorb the communication and the issues involved, it may be a matter on learning, training, street knowledge or complexity of information. The carer may feel ineffective, personally involved,, out of their depth or have strong feelings (i.e. religious convictions which affect care needs).
I see and I remember. I do and I understand.” This quote would suggest that if you involve your students where they do what you are trying to teach them then they are more likely to understand and learn. 4. There are a variety of different organisations that can be used as a reference point for meeting the potential needs of the learner, these include Highfield Awarding Body of Compliance (HABC). The government also introduced Skills for Life in 2001 which is a strategy to improve adult literacy and numeracy skills.
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.
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.