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Degree Level Essays

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Question: Assignment 4 Understand How to Safeguard the Wellbeing of Children and Young People
Teaching Assistant: Supporting Teaching and Learning in Schools Level 3 Diploma
(Stonebridge Distance Learning College)


Question 1a (Weighting: 0)
To demonstrate that you understand the main legislation, guidelines, policies and procedures for safeguarding children and young people, compile a folder to include the following documents:
an outline of current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people

Question 1b (Weighting: 0)
An explanation of child protection within the wider concept of safeguarding children and young people

Question 1c (Weighting: 0)
an analysis of how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people including, but not limited to
• childcare practice
• child protection
• risk assessment
• ensuring the voice of the child or young person is heard (e.g. providing advocacy services)
• supporting children and young people and others who may be expressing concerns

Question 1d (Weighting: 0)
An explanation of when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice

Question 1e (Weighting: 0)
An explanation of how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing.

Question 2a (Weighting: 0)
Understand the importance or working in partnership with other organisations to safeguard children and young people.
To show your understanding of this, please supply the following:
An explanation of the importance of safeguarding children and young people

Question 2b (Weighting: 0)
An explanation of the importance of a child or young person-centred approach


Question 2c (Weighting: 0)
An explanation of what is meant by partnership working in the context of safeguarding

Question 2d (Weighting: 0)
A description of the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed for example:
• social services
• NSPCC
• health visiting
• GP
• probation
• police
• school
• psychology service.

Question 3a (Weighting: 0)
Understand the importance of ensuring children and young people's safety and protection in the work setting � to show this, please provide:
An explanation of why it is important to ensure children and young people are protected from harm within the work setting

Question 3b (Weighting: 0)
An explanation of policies and procedures that are in place to protect children and young people and adults who work with them for example:
• duty of care
• whistleblowing
• propriety and behaviour
• physical contact
• off site visits
• photography and video
• sharing concerns and recording/ reporting incidents

Question 3c (Weighting: 0)
An evaluation of ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected

Question 3d (Weighting: 0)
An explanation of how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.

Question 4a (Weighting: 0)
Understand how to respond to evidence or concerns that a child or young person has been abused or harmed, please supply the following:
A description of the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding

Question 4b (Weighting: 0)
A description of the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting

Question 4c (Weighting: 0)
An explanation of the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged.

Question 5a (Weighting: 0)
Understand how to respond to evidence or concerns that a child or young person has been bullied. As bullying appears to be more prevalent in society you will need to be able to identify and manage situations where bullying may occur. Add to your folder the following:
An explanation of different types of bullying and the potential effects on children and young people, e.g.:
• physical
• verbal
• emotional
• cyberbullying


Question 5b (Weighting: 0)
An outline of the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place

Question 5c (Weighting: 0)
An explanation of how to support a child or young person and/or their family when bullying is suspected or alleged.

Question 6a (Weighting: 0)
Understand how to work with children and young people to support their safety and wellbeing.
Explain how to support children and young people's self-confidence and self- esteem.




Question 6b (Weighting: 0)
Analyse the importance of supporting resilience in children and young people.

Question 6c (Weighting: 0)
Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.

Question 6d (Weighting: 0)
Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety.

Question 7a (Weighting: 0)
Understand the importance of e-safety for children and young people.
Explain the risks and possible consequences for children and young people of being online and of using a mobile phone.

Question 7b (Weighting: 0)
Describe ways of reducing risk to children and young people from:
• social networking
• internet use
• buying online
• using a mobile phone.

Answer: 1a - The Early Years Foundation Stage (EYFS) works to safeguard children in the United Kingdom. This is because when children are...


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  • Subject: Education
  • Course: Teaching Assistant: Supporting Teaching and Learning in Schools Level 3 Diploma
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 11696
  • Date submitted: August 03, 2015
  • Date written: Not available
  • References: Yes
  • Document type: Essay*
  • Essay ID: 6733

Question: Unit 3 Communication and Professional Relationships with Children Young People and Adults.
Teaching Assistant: Supporting Teaching and Learning in Schools Level 3 Diploma

(Stonebridge Distance Learning College)

Question 1a (Weighting: 0) Understand the principles of developing positive relationships with children, young people and adults. Explain why effective communication is important in developing positive relationships with children, young people and adults.

Question 1b (Weighting: 0) Explain the principles of relationship building with children, young people and adults.

Question 1c (Weighting: 0) Explain how different social, professional and cultural contexts may affect relationships and the way people communicate e.g. language cultural differences speech, language or communication impairment sensory impairment cognitive abilities emotional state

Question 2a (Weighting: 0) Understand how to communicate with children, young people and adults. Explain the skills needed to communicate with children and young people.

Question 2b (Weighting: 0) Explain how to adapt communication with children and young people

Question 2c (Weighting: 0) Explain the main differences between communicating with adults and communicating with children and young people.

Question 2d (Weighting: 0) Explain how to adapt communication to meet different communication needs of adults.

Question 2e (Weighting: 0) Explain how to manage disagreements with children, young people and adults.

Question 3a (Weighting: 0) Understand legislation, policies and procedures for confidentiality and sharing information, including data protection. Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.

Question 3b (Weighting: 0) Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.

Question 3c (Weighting: 0)
Justify the kinds of situation when confidentiality protocols must be breached.

Answer: 1a - In order to contribute to positive relationships within the school, we need to model effective communication skills with other by...


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  • Subject: Education
  • Course: Teaching Assistant: Supporting Teaching and Learning in Schools Level 3 Diploma
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4109
  • Date submitted: August 03, 2015
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 6732

Question: Unit 1 Schools as an organisation
Teaching Assistant: Supporting Teaching and Learning in Schools Level 3 Diploma
(Stonebridge Distance Learning College)

Question 1a (Weighting: 0) Know the structure of education from early years to post-compulsory education.

Question 1b (Weighting: 0) Explain the characteristics of the different types of schools in relation to educational stage(s) and school governance

Question 1c (Weighting: 0) Explain the post-16 options for young people and adults.

Question 2a (Weighting: 0) Understand how schools are organised in terms of roles and responsibilities.

Question 2b (Weighting: 0) Explain the roles of external professionals who may work with a school e.g. educational psychologist.

Question 3a (Weighting: 0) Understand school ethos, mission, aims and values.
Explain how the ethos, mission, aims and values of a school may be reflected in working practices.

Question 3b (Weighting: 0) Evaluate methods of communicating a school's ethos, mission, aims and values.

Question 4a (Weighting: 0) Know about the legislation affecting schools.
Summarise the laws and codes of practice affecting work in schools.

Question 4b (Weighting: 0) Explain how legislation affects how schools work.

Question 4c (Weighting: 0) Explain the roles of regulatory bodies relevant to the education sector which exist to monitor and enforce the legislative framework, including:

Question 5a (Weighting: 0) Understand the purpose of school policies and procedures.
Explain why schools have policies and procedures.

Question 5b (Weighting: 0) Summarise the policies and procedures schools may have relating to:

Question 5c (Weighting: 0) Evaluate how school policies and procedures may be developed and communicated.

Question 6a (Weighting: 0) Understand the wider context in which schools operate.
Summarise the roles and responsibilities of national and local government for education policy and practice.

Question 6b (Weighting: 0) Explain the role of schools in national policies relating to children, young people and families.

Question 6c (Weighting: 0) Explain the roles of other organisations working with children and young people and how these may impact on the work of schools.

Answer: Question 1a (Weighting: 0) Know the structure of education from early years to post-co Due to the Every Child Matters agenda and...


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  • Subject: Education
  • Course: Teaching Assistant Supporting Teaching and Learning in Schools Level 3 Diploma
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 6190
  • Date submitted: August 03, 2015
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 6731

Question: CU3960 MANAGING STAFF PERFORMANCE

1.1 1.2 1.3 2.1 2.2 2.3 3.1 3.4

Answer: 1.1 We are a small residential home that is registered with CQC to provide care for 3 people with Learning Disabilities. We...


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  • Subject: CU3960 MANAGING STAFF PERFORMANCE
  • Course: CU3960 MANAGING STAFF PERFORMANCE
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 2875
  • Date submitted: August 02, 2015
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 6730

Question: CU3957 PRINCIPLES OF MANAGEMENT AND LEADERSHIP

1.1 1.2 2.1 2.2 2.3 3.1 3.2 4.1 4.2 4.3

Answer: 1.1 Leadership and management are often seen as the part of the same role, but they are different from each other in...


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  • Subject: CU3957 PRINCIPLES OF MANAGEMENT AND LEADERSHIP
  • Course: CU3957 PRINCIPLES OF MANAGEMENT AND LEADERSHIP
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4647
  • Date submitted: August 02, 2015
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 6729

Question: CU3967 MANAGING COMMUNICATIONS AT WORK

1.1 1.2 1.3 2.1 2.2 2.3 2.4 3.1 3.2 3.3

Answer: 1.1 The aim of communication is for the imparting and conveying information, an exchange of ideas and information, this can be completed...


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  • Subject: CU3967 MANAGING COMMUNICATIONS AT WORK
  • Course: CU3967 MANAGING COMMUNICATIONS AT WORK
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 1657
  • Date submitted: August 02, 2015
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 6728

Question: TMA 03 ‘Had I desired to forment trouble. I could have brought great bloodshed upon Germany.’ Martin Luther (1483-1546)

A discussion of Authority and the Protestant Reformation in Germany.

Answer: This essay will focus on the above epigraph from “On Images” sermon, which was one of eight written in 1522 by Reformation...


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  • Subject: Arts and Humanities
  • Course: A105 Voices, texts and material culture
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 1496
  • Date submitted: August 02, 2015
  • Date written: March, 2015
  • References: Yes
  • Document type: Essay*
  • Essay ID: 6727

Question: TMA 04 Part 1 Using evidence from the following two extracts, discuss how language is used to create a particular perspective on events. [Word count 1019]

TMA 04 Part 2 Reflect on how your assumptions and views about language and its use have developed as a result of studying Book 3, chapters 1 and 2. [Word count 460]

Answer: TMA 04 Part 1 - This essay will analysis two newspaper extract, one from The New York Times and the other from...


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  • Subject: Arts and Humanities
  • Course: A105 Voices, texts and material culture
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 1479
  • Date submitted: August 02, 2015
  • Date written: March, 2015
  • References: Yes
  • Document type: Essay*
  • Essay ID: 6726

Question: TMA 06 Can the Holocaust or Shoah be represented by conventional, museographic means?

Answer: This essay explores how museums, memorials and monuments exhibit the absence of six million Jews murdered by the Nazis during the Holocaust....


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  • Subject: Arts and Humanities
  • Course: A105 Voices, texts and material culture
  • Level: Degree
  • Year: 1st
  • Mark: Not available
  • Words: 1552
  • Date submitted: August 02, 2015
  • Date written: May, 2015
  • References: Yes
  • Document type: Essay*
  • Essay ID: 6725

Question: Lesley used to be a land surveyor until she retired recently. She writes a letter to a friend, Patrick, who had just qualified as a surveyor to ask if he would be interested in buying her surveying equipment for 1000 pounds. She tells Patrick to reply promptly as an ex-colleague is already interested in buying the equipment, but he pasts an immediate reply to Lesley in which he expresses a definite interest but also ask if she would not be prepared to accept payment by two equal instalments.

Lesley does not receive the letter from Patrick. Without waiting for a reply, Patrick arranges to borrow the money from his bank and, several days later, posts a cheque to Lesley for the 1000 pounds asking price.

By the time Lesley receives it, she has already sold the equipment to her ex-colleague, with reference to relevant case law, discuss Lesley’s potential liability towards Patrick and the possible remedies that he might pursue against her. (Mark 18/25)

A-level A2 October/November 2013 pass year question

Answer: An offer occurs when it indicates the terms on which the offeror is prepared to make a contract and gives a clear...


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  • Subject: Law
  • Course: Law
  • Level: A-Level
  • Year: Not applicable
  • Mark: Not available
  • Words: 1677
  • Date submitted: August 02, 2015
  • Date written: November, 2013
  • References: No
  • Document type: Essay*
  • Essay ID: 6724

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