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.
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
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.
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.
Then design and create training manuals, online learning modules and course materials. They also train employees using variety of instructional techniques. They monitor and evaluate programs to ensure they are current and effective. 2. Why is it desirable to maximise individual and team participation in learning events and how can this be done?
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
Understand how to reflect on practice in adult social care 1.1 Exploring why and how you practice, thinking back over a situation or activity, developing a different approach, gaining insight into a new way of learning. 1.2 To focus on what has worked well and what needs to be improved, to enable a different approach to be applied, to consider new approaches and learning, to develop greater self- awareness. 1.3 informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice. 1.4 Preventing conflict with others, understanding of others’ views and perspectives, improving communication with others, favouring those who share your values, belief systems and experiences and not respecting others who do not share your values, belief systems and experience. Understand the importance of feedback in improving own 2.1 Agreeing with what is being said, expressing a desire to improve, asking questions, looking for reassurance, being defensive, expressing anxiety over what is being said.
Assessors are responsible for planning of the learning programme, delivering learning or coaching in an effective and timely manner, making judgements about what they see the learner do as part of their job role, record assessments and communicate assessment results to the learner and their mentor/manager.Internal Quality Assurance – responsible for planning of assessment visits, observations and verification schedules; monitoring learner progress and assessor planning; standardisation planning, ensuring up to date information is communicated effectively; developing delivery strategies. | Explain the regulations and requirements for internal quality assurance in own area of practice | My own area of practice includes classroom based teaching and work based learning. As part of the quality assurance process it is important to ensure that all relevant regulations are in place, current and are being followed. Regulations are closely monitored not only by the organisation but also by external regulatory bodies, whereby the impact of non-compliance can result in removal of claims status or withdrawal of services from the awarding body. Internal quality
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.