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Question: CYP Core 3.3 Understand how to Safeguard the Well-Being of Children and Young People

1. Understand the main legislation,guidelines,policies and procedures for safeguarding children and young people.
1.1. Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people.
1.2. Explain child protection within the wider concept of safeguarding children and young people.
1.3. Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people.
1.4. Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.

2. Understand the importance of working in partnership with other organisations to safeguard children and young people.
2.1. Explain the importance of safeguarding children and young people.
2.2. Explain the importance of a child or young person-centred approach.
2.3. Explain what is meant by partnership working in the context of safeguarding.
2.4. Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed.

3. Understand the importance of ensuring children and young people’s safety and protection in the work setting.
3.1. Explain why it is important to ensure children and young people are protected from harm within the work setting.
3.2. Explain policies and procedures that are in place to protect children and young people and adults who work with them.
3.3. Evaluate 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.
3.4. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.

4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed.
4.1. Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.
4.2. Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting.
4.3. Explain the rights that children,young people and their carers have in situations where harm or abuse is suspected or alleged.

5. Understand how to respond to evidence or concerns that a child or young person has been bullied.
5.1. Explain different types of bullying and the potential effects on children and young people.
5.2. Outline 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.
5.3. Explain how to support a child or young person and/or their family when bullying is suspected or alleged.

6. Understand how to work with children and young people to support their safety and wellbeing.
6.1. Explain how to support children and young people’s self-confidence and self esteem.
6.2. Analyse the importance of supporting resilience in children and young people.
6.3. Explain why is it important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.
6.4. Explain ways of empowering children and young people to make positive and informed choices that support their well-being and safety.

7. Understand the importance of e-safety for children and young people.
7.1. Explain the risks and possible consequences for children and young people of being online and of using a mobile phone.
7.2. Describe ways of reducing risk to children and young people from :
- Social Networking
- Internet Use
- Buying On Line
- Mobile Phone

Answer: 1.2 Child protection is a high priority for Moorfield Primary School and plays a part in everything professionals do. It is an...


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  • Subject: Education
  • Course: CACHE level 3 diploma in supporting teaching and learning in schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 38240
  • Date submitted: September 12, 2017
  • Date written: September, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8126

Question: TDA 3.3 Support Learning Activities

1. Be able to contribute to planning learning activities.
1.1. Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities.
1.2. Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided.

3. Be able to support learning activities.
3.2. Explain how social organisation and relationships may affect the learning process.
3.4. Demonstrate ways of encouraging learners to take responsibility for their own learning.
3.5. Demonstrate ways of supporting learners to develop.
3.6. Explain the sorts of problems that might occur when supporting learning activities and how to deal with these.

5. Be able to contribute to the evaluation of learning activities.
5.1. Explain the importance of evaluating learning activities.

6. Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT.
6.1. Evaluate how own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice.
6.2. Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT.

Answer: As a voluntary teaching assistant not only do I have to be thoroughly briefed about the Teacher (Miss Elder's) educational intentions but...


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  • Subject: Education
  • Course: CACHE level 3 diploma in supporting teaching and learning in schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 7165
  • Date submitted: September 12, 2017
  • Date written: September, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8125

Question: TDA 3.3 Support Learning Activities

1. Be able to contribute to planning learning activities.
1.1. Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities.
1.2. Evaluate own strengths and weaknesses in relation to supporting learning activities and how these may impact on the support that can be provided.

3. Be able to support learning activities.
3.2. Explain how social organisation and relationships may affect the learning process.
3.4. Demonstrate ways of encouraging learners to take responsibility for their own learning.
3.5. Demonstrate ways of supporting learners to develop.
3.6. Explain the sorts of problems that might occur when supporting learning activities and how to deal with these.

5. Be able to contribute to the evaluation of learning activities.
5.1. Explain the importance of evaluating learning activities.

6. Be able to evaluate own practice in relation to supporting literacy, numeracy and ICT.
6.1. Evaluate how own knowledge, understanding and skills in literacy, numeracy and ICT impact on practice.
6.2. Develop a plan for improving own knowledge, understanding and skills in literacy, numeracy and ICT.

Answer: As a voluntary teaching assistant not only do I have to be thoroughly briefed about the Teacher (Miss Elder's) educational intentions but...


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  • Subject: Education
  • Course: CACHE level 3 diploma in supporting teaching and learning in schools
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 7165
  • Date submitted: September 12, 2017
  • Date written: September, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8124

Question: TDA 3.1 Communication and Professional Relationships with Children Young People and Adults

1. Understand the principles of developing positive relationships with children, young people and adults.
1.1. Explain why effective communication is important in developing positive relationships with children, young people and adults.
1.2. Explain the principles of relationship building with children, young people and adults.
1.3. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate.

2. Understand how to communicate with children, young people and adults.
2.1. Explain the skills needed to communicate with children and young people.
2.2. Explain how to adapt communication with children and young people for:
- The age of the child or young person.
- The context of the communication.
- Communication differences.
2.3. Explain the main differences between communicating with adults and communicating with children and young people.
2.4. Explain how to adapt communication to meet different communication needs of adults.
2.5. Explain how to manage disagreements with children, young people and adults.

3. Understand legislation, policies and procedures for confidentiality and sharing information, including data protection.
3.1. Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information.
3.2. Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this.
3.3. Justify the kinds of situation when confidentiality protocols must be breached.

Answer: Effective communication is important in building positive relationships with children, young people and adults. Communication is the most important way to build...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 6225
  • Date submitted: September 12, 2017
  • Date written: September, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8123

Question: Unit 503 Champion Equality, Diversity and Inclusion

1.1 Explain models of practices that underpin equality, diversity and inclusion in own area of responsibility- this must include the social model and medical model?

1.2 Analyse the potential effects of barriers to equality and inclusion in own area of responsibility?

1.3 Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility?

2.4 How do you support others to challenge discrimination and exclusion?

3.1 Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion?

4.1 Describe ethical dilemmas that may arise in own area of responsibility when balancing individuals rights and duty of care?

4.2 Explain the principle of informed choice?

Answer: 1.1 There are two main models which underpin equality, diversity and inclusion; these are the social model and medical model. Both differ...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3438
  • Date submitted: September 11, 2017
  • Date written: July, 2017
  • References: No
  • Document type: Essay*
  • Essay ID: 8122

Question: Unit: 505 (M2C) Working in partnership in health and social care or children and young people’s set-tings.

1.1, 1.2, 1.3, 1.4 [suggested word count 600-700 words] Identify the features of effective partnership work-ing and explain the importance of working with colleagues, professionals advocates independent visitors. Analyse how partnership working delivers better out-come and explain how to overcome barriers to part-nership working 505/M2c

Outcome 2.1: Explain your own role and responsibilities in working with colleagues

Outcome 2.3: How do you evaluate your own working relationship with colleagues and why is this im-portant?

Outcome 3.1: Explain your own role and responsibilities in working with other professionals

Outcome 3.4: Explain how you evaluate your procedures for working with other professionals

Outcome 4.1: Explain why it is important to work in partnership with others

Answer: Communication - Communication is key. It is vital that everyone communicates effectively in order for the objec-tives to be met. Communication can...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 2922
  • Date submitted: September 11, 2017
  • Date written: July, 2017
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8121

Question: UNIT 201 PREPARING FOR AN APPRENTICESHIP.

Answer: An apprenticeship consists of many components and within each component are different ways in which we will be assessed. By following these...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 1130
  • Date submitted: September 10, 2017
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 8120

Question: 4223-316 Understand the process and experience of dementia

1.1, 1.2 & 1.3 – Describe a range of causes of dementia syndrome. Describe types of memory impairment commonly experienced by individuals with dementia. Explain the way that individuals process information with reference to the abilities and limitations of individuals with dementia.

1.4 & 1.5 – Explain how other factors can cause changes in an individual’s condition that may not attribute to dementia. Explain why the abilities and needs of an individual with dementia may fluctuate.

2.1, 2.2, 2.3 & 2.4 – Describe the impact of early diagnosis and follow up to diagnosis. Explain the importance of recording possible signs and symptoms of dementia in an individual in line with agreed ways of working. Explain the process of reporting possible signs of dementia within agreed ways of working. Describe the possible impact of receiving a diagnosis of dementia on: The individual and their family and friends.

3.1, 3.2, 3.3 & 3.4 – Compare a person centred and a non-person centred approach to dementia care. Describe a range of different techniques that can be used to meet the fluctuating abilities and needs of the individual with dementia. Describe how myths and stereotypes related to dementia may affect the individual and their carers. Describe ways in which individuals and carers can be supported to overcome their fears.

Answer: 1.1, 1.2 & 1.3 – Dementia occurs when there is a build-up of proteins in the brain and the cell structure becomes...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 1519
  • Date submitted: September 10, 2017
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 8119

Question: 4223-307 Principles for implementing duty of care in health, social care or children’s and young people’s settings.

1.1 & 1.2 – Explain what it means to have a duty of care in own work role. Explain how duty of care contributes to the safeguarding or protection of individuals.

2.1, 2.2 & 2.3 – Describe potential conflicts or dilemmas that may arise between duty of care and an individual’s rights. Describe how to manage risks associated with

3.1 & 3.2 – Describe how to respond to complaints. Explain the main points of agreed procedures for handling complaints.

Answer: 1.1 / 1.2 – Explain what it means to have a duty of care in own work role. Explain how duty of...


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  • Subject: Health and Social Care
  • Course: Health and Social Care
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 755
  • Date submitted: September 10, 2017
  • Date written: Not available
  • References: No
  • Document type: Essay*
  • Essay ID: 8118

Question: Principles of Leadership and Management: Unit 10 Assessment – Understanding leadership:

ILM Level 3 Principles of Leadership & Management
Written Sept 2016
Grade: Distinction


Content
- Understand leadership styles:
- 6 different emotional leadership styles:
- Understand leadership qualities and review own leadership qualities and potential:
- The self-assessment tool:
- Date to be undertaken by:

Answer: Understand leadership styles: Within any business or any organisation there are many different ways to define leadership and also many different leadership...


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  • Subject: Business and Management
  • Course: ILM Level 3 Principles of Leadership and Management
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 6312
  • Date submitted: September 07, 2017
  • Date written: September, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8114

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