It replaced Working together to safeguard children (2010) Framework for the assessment of children in need and their families (2000), and Statutory guidance on arranging to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (2007). Most of the responsibilities and processes in the new 2013 Working together guidance are similar to those that were stated in the 2010 guidance but according to the Department for Education’s “Revising and, following consultation, publishing
BTEC FIRST DIPLOMA HEALTH & SOCIAL CARE Unit 8: Human Lifespan Development Assignment Brief Name: Westminster Kingsway College 2011/12 Scenario You have been asked by the parents’ club at your child’s school to produce a booklet containing information about human lifespan development that could be passed on to other parents. Note: This assignment offers you opportunities for creative thinking [CT4], independent enquiry [IE1, IE5] and self-managing [SM3]. Task 1 1. Create a diagram where you identify the key aspects of physical, intellectual, emotional and social development that take place through the life stages. (P1[1]) 2.
From birth to 19 years a child should achieve a number of significant development areas, these are determined by a sequence of development and the rate of development. Rate/Speed involves a time frame linked to age. Sequence/Order involves patterns and an order of development linked to body, mobility and intellectual growth - sequence can include an order that's both positive and negative - deterioration. Rate - what happens at 1 year old, 24 months old, 7 years old? Sequence - how things happen in an expected order, sequence i.e.
|[pic] | | | |SCHOOL OF HEALTH CARE & EARLY YEARS | | | | | |BTEC L2 DIPLOMA IN HEALTH AND SOCIAL CARE | |Unit Number: 8 |Unit Title: Human Lifespan Development
Unit 8 -Caring for Children Diploma in Child Care and Education CACHE-LEVEL 3 (DCCE-L3) E1 Collate evidence which describes the role of the practitioner in caring for children. E2 Collate information about how care for children may be provided within families and society E3 Include evidence which compares the differing roles of statutory, private, voluntary and independent settings E4 Include a summary of the main regulations that govern the care of children in different types of settings C1 Analyse how the main regulations can influence the provision of care E5 Include TWO (2) activities which will each support and maintain a different aspect of the daily care of children E6 Include an explanation of the key issues which enable multi-professional teams to work together D1 Provide evidence to show how knowledge of child development can contribute to the recognition of children's care needs D2 Discuss TWO (2) strategies for improving your own learning and performance A1 Include a reflective account of the role of the practitioner in caring for children. Page 1 of 20 E1 Collate evidence which describes the role of the practitioner in caring for children. A care need is caring for children’s basic needs. Making sure they are fed and have an appropriate diet e.g.
1.3 Analyse the reasons why children and young people’s development may not follow the pattern normally expected 2 Understand the factors that impact on children and young people’s development 2.1 Analyse how children and young people’s development is influenced by a range of personal factors 2.2 Analyse how children and young people development is influenced by a range of external factors. 2.3 Explain how current practice is influenced by Theories of development and frameworks to support development. 3. Understand the benefits of early intervention to support the development of children and young people. 3.1 Analyse the importance of early identification of development delay 3.2 Explain the potentially risks of late recognition of development delay 3.3 Evaluate how multi agency teams work together to support all aspects of development in children and young people 3.4 Explain how play and leisure activities can be used to support all aspects of development of children and young people 4 Understand the potential effects of transitions on children and young people’s development.
1.1.2 Explain the Difference Between Sequence of Development and Rate of Development and Why the Difference Is Important Sequence of Development The Sequence of development refers to the development pattern that usually happens in the same order. The sequence of development is often referred to as milestones that children and young people meet and accomplish. Children usually finish one area of development before moving to another. If a child has difficulty meeting a milestone, it may mean some delay in progressing to the next development stage . These developments can vary in each child.
Adults are to make the appropriate arrangements for children with additional needs. The arrangements could be: Counselling, general support, and allowing days off, for example bereavement and appointments and carers while being at school. (THE EDUCATION ADDITIONAL SUPPORT FOR LEARNING ACT. SCOTTISH
Children and Young People's Workforce (Early Learning & Childcare) Level 3 Assignment 1 ------------------------------------------------- Top of Form Question 1 (Weighting: 3) Define, in your own words, the terms 'diversity' and 'equality'. Diversity refers to the characteristics that make individuals or groups in society different from each other. These differences can include gender, ethnic origins, religious beliefs, cultural background, political beliefs, appearance, disabilities, sexuality, personality, family structure. Equality allows each individual the right to equal opportunities and to be treated with equal concern. Individuals are protected from being discriminated against, therefore enabling them to progress and flourish in their development and learning.
5b Staff – Pay, performance management and grievance. Pupil welfare – Safeguarding, Health and Safety, Drug awareness, Behaviour management, PHSE, Anti-bullying. Teaching and Learning – Curriculum, one for each subject. Marking, Early years, teaching and learning, planning and assessment. Equality, diversity and inclusion – Equal opportunities, race equality and cultural diversity, SEN for inclusion, gifted and talented, disability and access.