Unit 4222-302 Engage in Personal Development in health‚ social care or children’s and young people’s settings (SHC 32) Outcome 1: Understand what is required for competence in own work role 1‚ Describe the duties and responsibilities of own work role. On a day to day basis the daily jobs are as follows: Daily weekly jobs Am Check money tins Visual check of home and exterior Support clients in Breakfast Support Clients in getting up and showering if needed Medication at 9am Handover
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UNIT 4222-302 Engage in personal development in health‚ social care or children’s and young people’s settings OUTCOME 1 Understand what is required for competence in own work role 1. Describe the duties and responsibilities of own work role To assist service user or individual in the care home with everyday tasks such as washing‚ toileting‚ dressing‚ eating‚ drinking. To assist with mobility and disability. To help in the promotion of mental and physical activity through talking and reading
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ON THE FRONT LINES THE GROWTH OF CONTEMPORARY CHRISTIANITY IN INDIA History of the Christian Church II May 6‚ 2013 The growth of Contemporary Christianity in India is a vast and complicated topic. India is a web of culture and religion and oppression. “India has been the home of many and different civilizations.” It is vast and tangled in adaption and inclusion of cultures. “India is a huge‚ sprawling‚ chaotic‚ colorful and energetic country. With more than 1.2 billion people‚ it is the
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Working in social care we are required to follow the Code of Practice which lays out the duties and expectations for everyone who works in this sector. Having Codes of Practice is important in social care‚ because in this sector we work with some of the most vulnerable people in society. They have a right to expect a certain standard of work and a certain standard of moral and ethical behavior. Currently I am working in a 43 beds Care Home. I know the layout and understand the local policies and
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words about some of the most important legislations that comply with in order to become a good teacher. Calin Rusu Confidentiality and Data protection Act (1998) are very important legislations for a teacher being linked to the Domains A and E from LLUK standards. Learners expect us to respect and protect confidentiality. This duty extends to any information relating to a learner which we acquire in the course of our work. Confidential information includes personal details. “Confidentiality can be
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times and in various locations with its goals towards employment and personal fulfilment. Lifelong learning also traverses many sectors‚ encouraging learning beyond the ranges of traditional academia and throughout adult life. Lifelong Learning UK (LLUK) for example‚ was one of a collective twenty-five Sector Skills Councils which go on to complete the UK’s
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The Minimum Core Unit 2 Theory Assessment Question Introduction. As teachers there are lots of skills that we require to support individuals and groups in learning‚ these are known as Literacy Language Numeracy and ICT (LLN/ICT) (Assessing Learning in the Lifelong Sector Jonathan Tummons). We use these skills in everyday life; this creates confidence‚ effectiveness and independence. These elements of basic learning and social development are known as the minimum core (lifelong learning sector
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information services; and work-based learning. (Since January 2005‚ LLUK has taken over the work of three former national training organisations‚ FENTO‚ PAULO and isNTO‚ together with the NTO responsibilities of HESDA.) The role of Lifelong Learning UK (LLUK) is to increase the skills of all those who deliver learning in a post-school context throughout the United Kingdom with the ultimate aim to create an inclusive and prosperous UK. LLUK is a company limited by guarantee incorporated in June 2004 which
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reflective teacher‚(pg88) Josey – Boss‚ San Francisco Howell‚ W.S Kolb‚ D. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs‚ NJ: Prentice-Hall. LLUK (2006) Professional standards for teachers‚ tutors and trainers in the lifelong learning sector ’. London: LLUK Maister‚ D Mezirow‚ J. (1994). Understanding transformation theory. Adult Education Quarterly. 44(4)‚ 222-232. Schon‚ D. (1991)‚ The Reflective practitioner‚ (pg276-278 ) Ashgate Publishing Limited;
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are entitled to work in a safe environment where risks are properly controlled. Teachers must also adhere to the Every Learner Matters Agenda created by the government. The IFL devised Codes of Professional Practice which teachers must follow. The LLUK (Lifelong Learning UK) suggest Professional Standards for teachers‚ tutors and trainers in the lifelong learning sector. The Local Authority and Education recruiters follow the Department for Education (DFE) quality mark guidelines. Setting specific
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