(CEC 4.4) • Design instruction to meet student needs. (CEC 4.5) • Select, adapt, create, and use curricular materials. (CEC 7.4) Relevancy of Task to Teacher Candidate Students must be able to implement research-based lesson plans which reflect accommodations and modifications for learners with disabilities. Assessment: Student Prompts/Teacher Directions 1) Individual: Teaching for Exceptionalities (Benchmark Assessment) a) General Practicum information: Students’ practicum experiences should follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form found in the Student Success Center, Colleges, College of Education, and Teacher Preparation Programs Practicum/Field Experience Manual i) Students should fill out the Practicum Placement Form and Observation Record. Complete
You should use these to cross-reference your work. Q1.Explain how a learning support practitioner may contribute to the: a) planning, b) delivery, and c) review, of learning activities. Answer a) Planning: A learning support practitioner contributes to planning of the short term plans these are for the week or day and will incorporate learning objectives and state how the class or group will be organised. Contributing in your own way by putting forward suggestions of your own, particularly if you support an individual pupil. The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas.
I have read the section titled Management of Risk of Harm to Students and Staff at the end of this document. I understand that my child’s welfare/safety and that of other TAFE students and staff is best served by my complete and honest disclosure of any particular needs that he or she may have that may affect his or her safety or supervision during the TVET course. Name (Please print): .......................................................................................................................... Signature: ......................................................................................... Date: ................................................................................................................................................... 7b. Non government school student I support this Expression of Interest for placement in a TVET course and confirm my
QCF Diploma in Health and Social Care Level 3 Unit 2: Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings This workbook will support you to achieve the following learning outcomes: - Understand what is required for competence in own work role - Be able to reflect on practice - Be able to evaluate own performance - Be able to agree a personal development plan - Be able to use learning opportunities and reflective practice to contribute to personal development Question 1 Project - Job Description Find an up-to-date copy of your job description: 1. What does it say and how do you follow it on a daily basis? (Please provide examples? 2. Why is it important to follow your job description?
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.
Understand employment responsibilities and rights in health, social care or children’s and young people’s settings Assignment composition Assignment overview In this assessment you will explore aspects of employment law, your role and responsibilities in respect of employment practices and present an issue of public concern that has occurred within either the health, social care or children’s and young people’s sector. Additionally, you will create a career plan which reflects on your continuing professional development and related learning and possible future qualification opportunities. Tasks There are four tasks to this assignment. A Short answer questions B Your work role C Career pathway D Presentation or report This is a summary of the evidence required for the unit. Task Evidence Learning outcomes covered A Short answer questions 1.1, 1.2, 1.3, 1.4 B Your work role 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4 C Career pathway 4.1, 4.2, 4.3 D Presentation or report 5.1, 5.2, 5.3, 5.4 Understand employment responsibilities and rights in health, social care or children’s and young people’s settings Assignment mark sheet Candidate name Candidate number Centre name Centre number Task A Evidence Results Short answer questions Total marks available 12 Mark Achieved Passed Y/N B Your work role Passed Y/N C Career pathway Passed Y/N D Presentation or report Passed Y/N I can confirm that the evidence listed for this unit is my own work and was carried out under the conditions and context specified in the assessment specification.
CARE HEALTH AND SOC TH AND SOCIAL CARE H SOCIAL CARE HEALTH A CARE HEALTH AND SOC AND SOCIAL CARE HEA RE QUALIFICATIONS HE ALTH AND SOCIAL CARE EXEMPLAR SOCIAL CARE HEALTH A CANDIDATE WORK CARE HEALTH AND SOC TH AND SOCIAL CARE H UNIT SHC 021 Introduction to communication in health, social care or children’s and young people’s settings. Unit SHC 021 2 Unit SHC 021 CONTENTS Introduction Page 4 Unit Purpose Page 5 Evidence for Learning Outcome 1 AC 1.1 Commentary for Evidence for AC 1.1 Page 6 Page 6 Page 6 Page 7 Page 7 AC 1.2 Commentary for Evidence for AC 1.2 AC 1.3 Commentary for Evidence for AC 1.3 Evidence for Learning Outcomes 2, 3 and 4 ACS 2.1, 2.2 and 2.3 ACS 3.2 and 3.3 AC 4.2 Commentary for Evidence for ACS 2.1, 2.2, 2.4, 3.2, 3.3 and 4.2 Page 8 Page 8 Page 9 Page 9 Page 9 Page 9 Page 11 Evidence for Learning Outcome 3 AC 3.1 Commentary for Evidence for AC 3.1 Page 12 Page 12 Page 12 Page 13 Page 13 AC 3.4 Commentary for Evidence for AC 3.4 Evidence for Learning Outcome 4 ACS 4.1, 4.3 and 4.4 Commentary for Evidence for ACS 4.1, 4.3 AND 4.4 Summary of how exemplar evidence for SHC 021 meets the assessment requirements and assessment criteria 3 Page 14 Page 14 Page 14 Page 15 Unit SHC 021 introduction OCR has reproduced this exemplar candidate evidence to support teachers in interpreting the assessment criteria for the unit SHC 021, Introduction to communication in health, social care or children’s and young people’s settings. This exemplar
Name …………………………………………………………………. Unit HSC: 024 Principles of safeguarding and protection in health and social care Unit Title: Principles of safeguarding and protection in health and social care Unit sector reference: HSC 024 Level: 2 Credit value: 3 Guided learning hours: 26 Unit accreditation number: A/601/8574 Unit purpose and aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged.
Unit Title: Support person-centred thinking and planning Unit sector reference: LD 302 Level: 3 Credit value: 5 Guided learning hours: 41 Unit expiry date: 30/04/2015 Unit accreditation number: A/601/7215 Unit purpose and aim This unit is aimed at those who work in a range of health or social care settings. This unit enables the learner to extend their knowledge about the principles, processes and context of personcentred thinking, planning and reviews. It also requires the learner to explore their own role in implementing person-centred thinking and planning and to develop further the skills and attitudes necessary to fulfil this role. Learning Outcomes The learner will: 1. Understand the principles and practice of personcentred thinking, planning and reviews Assessment Criteria The learner can: 1.1 Explain what personcentred thinking is, and how it relates to personcentred reviews and person-centred planning 1.2 Explain the benefits of using person-centred thinking with individuals 1.3 Explain the beliefs and values on which personcentred thinking and planning is based 1.4 Explain how the beliefs and values on which person-centred thinking is based differs from assessment and other approaches to planning Exemplification An individual is someone requiring care or support Person-centred thinking tools include: Important to/for (recorded as a one page profile) Working/Not working The doughnut Matching staff Relationship circle Communication charts 4 plus 1 questions Citizenship tool Decision making agreement Presence to contribution Dreaming 1.5 Explain how personcentred thinking tools can form the basis of a person-centred plan 1.6 Describe the key features of different styles of person-centred planning © OCR 2010 1 Learning Outcomes Assessment Criteria and the contexts in which they are most useful Exemplification 1.7 Describe examples of
I get feed back from others in supervisions which is 1-6 with the line manager this helps me to develop and is where I can ask for training. 1 Michael Eilbeck 01/09/132 Principles of personal development in adult social care settings 3.1 A personal development plan is where you make a plan to develop your self to make you better as a person and at your job this can be done during your supervisions where you can ask for training to make you better at your job and to set goals. 3.2 The people who could be involved in your personal development plan process will be me and either your line manager or manager. 3.3 You can get sources of support from the local office, managers, working policies, colleges assessments, local library and the internet. 3.4 The benefits of using a personal development plan is to make me better at my job, make me more confident in what im doing and to make me more flexible at my job.