Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031) Level: 2 Credit value: 3 UAN: A/601/9546 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 contribute to supporting positive risk-taking to benefit individuals. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Know the importance of risk-taking in everyday life 2.
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 301 - Understanding the principles and practices of assessment Learner Name: Steven Hoyle Understand the principles and requirements of assessment 1.1 - Explain the functions of assessment in learning and development The main purpose of assessment is to establish a person`s level of knowledge or skill in a particular field. This can take place before during or after a process of learning. The feedback given during this process is helpful to the learner to improve their performance as they progress with their work. Assessment is also a useful tool for employers to see whether employees are capable of performing their given roles. Assessment should be provided in an unbiased and objective manner regardless of personal association to the learner.
1.3 Explain the characteristics of assessment for learning 1.4 Explain the importance and benefits of assessment for learning 1.5 Explain how assessment for learning can contribute to planning for future learning carried out by: a) the teacher b) the learners c) the learning support practitioner A description from the Assessment Reform Group “Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there” (2002) Characteristics of Assessment for Learning Assessment for learning is part of the teaching and learning process. It is essential for achieving a quality and productive teaching and learning experience. Providing the students with their WALT’s – We are learning today and WILF’s – What I’m looking for….. is a strategy that allows teachers to share the learning goals with students. Sharing learning goals with pupils will enable the student to get involved in their progress. By explaining to students what the learning objectives are provides an aim.
Unit 4222-203 Introduction to equality and inclusion in health, social care or children's and young people’s settings (SHC 23) Level: Credit value: UAN: 2 2 R/601/5471 Unit aim 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. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles. Learning outcomes There are three learning outcomes to this unit. The learner will: 1. Understand the importance of equality and inclusion 2.
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
Answer the following questions units either one of the method of producing evidence e.g. : reflective account, question and answer, case study and other evidence. (if you are a learn direct candidate refer to the reading resources on your account to support with the terms, vocabulary and key wards) Learning Outcomes The learner will: 1) Understand the legislation and policies that support the human rights and inclusion of individuals with learning disabilities Assessment Criteria The learner can: 1.1.1 Identify legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities These ares-: Equality Act 2010 Mental Health Act 2007 Safeguarding Vulnerable Groups Act 2006 Equal Opportunities Act 2004 Human Right Act 1998 …………………………………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………. 1.1.2 Explain how this
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 4222-232 Move and position individuals according to their plan of care (HSC 2028) Level: Credit value: UAN: 2 4 J/601/8027 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 move and position individuals as part of their plan of care according to their specific needs. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand anatomy and physiology in relation to moving and positioning individuals 2.
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. 5.1 Explain how to judge whether evidence is Sufficient, Authentic and Current. 5.2 Explain how to ensure that assessment decisions are made against specified criteria, Valid, Reliable and Fair. 6.1 Evaluate the importance of quality assurance in the assessment process.