Unit title: Work with babies and young children to promote their development and learning Unit number: CYPOP 1 Unit reference: A/601/0121 Unit level: 3 Unit credit value: 6 Unit aim: The unit is designed to assess competence to work with babies and young children to support their learning and development. This would normally cover children from birth to their 3rd birthday. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date Learning outcomes 2, 4 and 5 must be assessed in real work environments by a qualified occupationally competent Assessor. Simulation is not permitted.
Assessment methodology Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information. Learning outcomes and assessment criteria Learning outcomes Assessment criteria 1 Understand the attributes of effective team performance 1.1 Define the key features of effective team performance 1.2 Compare the models used to link individual roles and development with team performance Know how to support team development 2.1 Analyse the stages of team development 2.2 Identify barriers to success and how these can be overcome 2.3 Analyse the effect group norms may have on team development 2.4 Differentiate between beneficial conflict and destructive conflict in teams 2.5 Evaluate methods of dealing with conflict within a team 2.6 Compare methods of developing and establishing trust and accountability within a team 3.1 Evaluate ways of promoting a
Name: TAQA L3 Unit 1 outcome 1 evidence doc Subject: Write an account to demonstrate your knowledge of your understanding of the assessment process, covering key concepts of assessment, roles of the assessor, and what regulations an assessor has to adhere to. When a learner is being recruited into a programme it is important that the TA ensures all relevant documentation is completed which should include eligibility checks and initial assessments. As TA It is my opportunity to speak with the learner to discuss in depth the units chosen, to identify learning for skills and knowledge, to explain what is required from them what development plans are needed and how I will support, coach, guide and assess the learner. It is important to discuss with the learner what needs they have and what support as TA I can give them. I would at this stage have their folder and go through all their mandatory and relevant units with them.
Support of the unit by a sector or other appropriate body This unit has been developed by the Council for Administration. Assessment This unit will be assessed by portfolio of evidence, as specified in the Council for Administration Assessment Strategy 2009. Level 2 NVQ Award/Certificate/Diploma in Business and Administration (4428-02/92) 85 Unit 218 Research information Outcome 1: Understand procedures for researching information Assessment Criteria The learner can: 1.1 1.2 1.3 Give reasons for agreeing objectives and deadlines for researching information Give reasons for identifying and agreeing sources of information Explain the purpose of recording and storing information researched Outcome 2: Be able to research information for others Assessment Criteria The learner can: 2.1 2.2 2.3 2.4 2.5 2.6 2.7 Agree aims, objectives and deadlines for the information search Identify sources of information Search for and obtain data Check that data is suitable for the purpose of the research Record the data and store it securely Make a record of information sources used Meet deadlines for completing research Evidence requirements Learning Outcomes 1. 2. Assessment Criteria 1.1 –
Understanding the principles & practices of assessment Unit 1 1:1 Explain the function of assessment in learning and development The main function of an assessment is to ascertain if learning has taken place and that the learner has obtained the required knowledge, skills and understanding. Assessment needs to be a constant process which should take place every time you see the learner, either by watching what they are doing, asking questions or carrying out short coaching or training sessions. It should also focus on improving, re-enforcing learning and measuring achievement showing how the learner is developing and areas they need to improve on. Assessment can be formal which is when you use assessments, assignments, tests and workplace observation to assess learning and informal which can be by asking a few questions. When assessing learning it is important to have an understanding of initial assessment, formative assessment and summative assessment.
Unit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit expiry date: Unit accreditation number: Introduction to duty of care in health, social care or children’s and young people’s settings SHC 24 2 1 9 28/02/2015 H/601/5474 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children and young people in a wide range of settings. It introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care. Learning Outcomes The learner will: 1 Understand the implications of duty of care Assessment Criteria The learner can: 1.1 Define the term “duty of care” 1.2 Describe how the duty of care affects own work role Exemplification Duty of Care includes the concepts: to keep individuals safe to keep individuals free from harm to give choice The work role could be that of a carer, support worker, health care assistant. 2 Understand support available for addressing dilemmas that may arise about duty of care 2.1 Describe dilemmas that may arise between the duty of care and an individual’s rights 2.2 Explain where to get additional support and advice about how to resolve such dilemmas Dilemmas include: The individual may want privacy in the bathroom but it is not safe for them to be left alone as their mobility is poor; The individual is diabetic and wants to eat cake and sweets; The individual wants to live independently but does not have the necessary abilities for this to happen; All individuals in the setting want to go to bed at 10pm. Rights include: choice independence 1 © OCR 2010 Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification privacy.
According to Yell et al., (2009) when employing Cognitive Behavioral Interventions (CBIs) the learners have engaged in self-management, self-control, self-monitoring, self-evaluations, and self-reinforcement (Yell, Meadows, Drasgow & Shriner, 2009). Procedures of Cognitive Behavioral Intervention (CBI) With all of the Cognitive Behavioral Intervention (CBI) programs, learners are instructed on how to manage their behaviors through the utilization of reinforcements that will teach them some strategies to promote appropriate human actions. During the Cognitive Behavioral Intervention (CBI) process the learners are engaged in observations, record keeping, and reinforcements. With numerous behavioral management strategies, it is the responsibility of the educators to control the procedures for observation’s, record keeping, and reinforcements. Further, with the implementation of the CBI, there are three processes that are to be completed
The Assessment cycle: Initial Assessment: The initial assessment process allows the assessor to determine whether the learner has any previous knowledge and experience. This is often achieved via application forms, interviews and discussions. The initial assessment allows information to be gathered about the learner, which include specific training requirements or additional support required Assessment Planning: During this process the assessor and the learner agree the types and methods of
Types of Assessment Tests This research paper was composed to identify the various types of evaluations that utilize collected information on pupils for verifying a learner’s level of accomplishment, informing education, revealing concept confusion, provide instant feedback, and support potential disabilities. This paper illustrates a contrast and comparison of various evaluations, their distinctiveness, and precisely what circumstances each is best appropriate for. Furthermore, the paper will exemplify the knowledge acquired by the researcher in the following manner pertaining to the various evaluations: (1) How significant it is to an educator, (2) The validity and reliability of each evaluation utilized, and (3) Scoring of the varied evaluation types. There are many assessment types to employ in education. First, assessments are commonly rendered through the use of the five following question types: (1) multiple choice, (2) constructed responses, (3) extended constructed response, (4) technology enhanced, and (5) performance task.
Ptlls level 3 Gregg Keattch Assignment 1 Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. I first need to identify the needs of my learner (s) and using the theory of the teacher/training cycle (ref - Anne Gravells, ‘Preparing to teach in the lifelong learning sector’ - 2011) Identifying needs and planning. As a tutor my first responsibility is to liaise with the set course co-ordinator and discuss who has been enrolled on the course I will be delivering, initial needs will have to be discussed during any interview process where specific information about my learners will have been disclosed in application forms (knowledge of health and safety and relevant induction/introduction to location specific emergency procedures) My own appearance is also important – being smart as first impressions count. I will always set some ground rules to the group, for example – no mobile phones or they remain on silent during class, arriving on time, no swearing, agreeing break times and lesson close. Once all this information has been established, planning of the lesson can commence, which will include a scheme of work, lesson plans and organisation of the room is important too - for example; Including but not limited to, Computer access, flip charts, television for power point or black board/white board and screen for slides.