* The General Social Care Council (GSCC) ‘Codes of Practice’ – 1.2 Summarise the main points of legal requirements and codes of practice for handling information in health and social care. The 8 priciples of Data Protection Act 1998 states the personal must be: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive for the purpose Accurate and kept up to date Not kept for longer than necessary Processed in accordance with the data subjects rights Kept secure Not transferred to countries without adequate protection 2. Be able to implement good practice in handling
Unit 4222-307 Legislation and codes of practice relating to handling information are the data protection act 1998 and also the freedom of information act 2000. In accordance with legislation data stored must be kept secure and only kept for as long as necessary. It has to be accurate and relevant and not excessive. It also cannot be moved to somewhere without adequate protection. 2.1- manual- at work all written documentation is stored alphabetically in locked offices.
Aiii Explain two ways of helping other practitioners to understand the importance of handling information securely. Explain the potential consequences of handling personal information securely and to follow the legislation and codes of practice. They summarise the main points of legal requirement for handling information; •Data Protection Act 1998 •Freedom of information Act 2000. Aiv Explain two ways of helping other practitioners to understand the different systems used to record information in adult social care settings. By explaining the importance of keeping confidential information such as daily recordings or daily activities in a secure place and not to pass on any information to anyone outside of the individual’s direct team.
Unit 307 Understand how to handle information in social care settings Outcome 1 understand requirements for handling information in social care settings 1.1 Identify legislation and codes of practice that relate to handling information in social care settings. Legislation and codes of practice that relate to handling information in a social care setting could include: Data Protection Act 1998 Freedom of Information Act 2000 Health & Social Care Act 2008 - Essential standards 1.2 Explain how legal requiremants and codes of practices inform practice in handling information. Outcome 2 understand good practice in handling information in social care settings 2.1 Explain how to maintain records that are up to date, complete, accurate and legiable. Records need to be kept upto date, this should be done by checklists and keeping a log of records that need updating in a diary. All records should be completted fully by someone who is
Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge. It is a good way to figure out where each child is in the process of learning to read, write, and spell; and then build upon in successfully. The text suggests an informal assessment by placing the children in the class into groups and have them write something. This observe what level they are on. Based on what level they are on, then move them into a group of children that are at the same level.
I seek her permission and consent to teach her about medication administration procedure. The consent attached in (appendix 1). Identifying Learning Needs ,Planning and Managing Student Experience. In the learning process the important things to do identifying my leaner needs. Vision for learning and teaching enhance the quality of student in learning experience by providing a support and well-resourced learning environment.
(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
Unit Title: Unit Level: Unit Credit Value: GLH: NOCN Unit Code: Unique Reference Number: This unit has 3 learning outcomes. Understand how to handle information in social care settings Three 1 9 PT1/3/QQ/055 D/602/3119 LEARNING OUTCOMES The learner will: 1. Understand requirements for handling information in social care settings ASSESSMENT CRITERIA The learner can: 1.1. Identify legislation and codes of practice that relate to handling information in social care settings 1.2. Explain how legal requirements and codes of practice inform practice in handling information 2.1.
Understanding assessment in education and training ASSESSMENT TASK 2 |Name: Mioara Florea |Level :3 |Week No: | This form should be used to record your reflections as you progress through each unit. You should reflect as indicated in the assignment task, linking your reflections to additional reading, principles, theories, professional values and the learning outcomes for each session. |Unit :305 | |Outcome(s):2.1explain why is important to involve learners and others in the assessment process
This document is to review and outline some of the roles, responsibilities and boundaries in my experience as a tutor, trainer and practitioner, within teaching in terms of the training cycle. The teaching cycle helps us to organise what is going to be taught in the lesson and how is going to be taught and it is divided into five main categories; identify needs, plan and design, deliver/facilitate, assess, evaluate. In 1987 Neil Fleming individualised different approaches to study skills and suggested VAK as a definition which categorise three types of learners and therefore three types of learning styles; the Visual learner which prefers to learn through seeing, the Aural learner which prefers listening and discussing and the Kinaesthetic learner which prefers a more to-do approach. We plan the lesson at the planning stage, considering the different types of learners and need that we will be encountering and therefore preparing