OCR UNIT 22 Disabled children and young people with special educational needs are entitled to access to children’s services‚ an education‚ health services‚ housing and Equality and non-discrimination entitlement. (The Disability Discrimination Act DDA) These arise when one or more public body has a relevant duty – whether this duty is owed to all disabled children or only to some‚ for example those with a certain level of need or those in a certain age group. It is vitally important ant that recognition
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SHC31 2.2 Describe five factors you consider when promoting effective communication: (remember to describe is more than just identifying‚ this requires a sentence for each one) There are a number of factors to consider in making sure that I can promote effective communication. Statistics show that we only listen to 7% of what is verbally said‚ 38% the way they are said and 55% non-verbal i.e. our body language‚ eye contact‚ gestures. So it is not so much of what we say that is important but
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Task SHC 31 PROMOTE COMMUNNICATION IN HEALTH‚ SOCIAL CARE OR CHILDREN’S AND YOUNG PEOPLE’S SETTINGS. 1.1. Identify the different reasons people communicate. Communication is a way of exchanging information either verbally‚ in written or non-verbally. As early years practitioners we need to make an effective communication. It may be to a child‚ to a parent‚ to a staff or to visitors. Communication takes many different forms‚ from talking through letters and memos. There are many different
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Topic 11a – Group 7‚ the Halogens Revision Notes 1) Trends in physical properties of the elements • At room temperature‚ Cl2 is a pale green gas‚ Br2 is a brown liquid‚ I2 is a blue-black solid. • In Group 7‚ boiling point increases down the group because the molecules have more electrons and‚ therefore‚ stronger van der Waal’s forces which require more energy to overcome them • Electronegativity is the ability of an atom to attract the electrons in a covalent bond • Down
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----------------------- ‘Of all the emotions that drive us‚ fear is the strongest.’ ‘Vanity drives us‚ and can all too easily destroy us.’ wrongdoing mockery and humour risk and chance the search for happiness ‘Irony exposes the gap between the way things appear and the way they are.’ ‘The pleasures of pursuit are greater than the thrill of conquest.’ ‘It is the processes of argument and persuasion which most strongly engage us.’ the power and effects of love the power
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An identification of the different reasons people communicate. In a pre-school setting it is necessary for three main groups of people to communicate; • Practitioners and parents‚ • Practitioners and children‚ • Practitioners and other professionals. Each of these groups have different reasons and circumstances to communicate and different ways in which they do so. Practitioners and parents Practitioners in the setting need to have a good rapport with parents as everyone needs to feel
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SHC31: Promote communication in health‚ social care or children’s and young people’s setting. 1.1 Identify the different reasons people communicate. Effective and consistent communication with a setting is vital; it ensures the needs of all parties within the organisation may be catered for according to their unique and individual sets of requirements. For instance if we were to adopt the ‘catch all’ philosophy it is evitable that may children would be sidelined and their particular set of needs
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Support Material Exemplar Starter Pages GCE Chemistry B (Salters) OCR Advanced GCE in Chemistry B (Salters): H435 Unit: F336 Chemistry Individual Investigation This Support Material booklet is designed to accompany the OCR Advanced GCE specification in Chemistry B (Salters) for teaching from September 2008. Contents Contents 2 Support Materials 3 Choice of investigation topic 4 Health and Safety 33 Other forms of support 35 Support Materials These support materials should
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EAST SUSSEX QUALIFICATION & ASSESSMENT CENTRE (ESQAC) QCF Health and Social Care Level 3 SHC 31 Promote communication in health‚ social care‚ children’s and young people’s settings (Unit J/601/1434) This workbook focuses on the Assessment Criteria of the above unit. Your assessor will need to check your answers meet the standards and sign below I confirm that this workbook is a true representation of my own work/knowledge NAME OF LEARNER: _Kama Gasson___________ DATE:
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In the scenario the following property offences have arisen‚ these include theft and burglary. These offences come from the Theft Act 1968. In both of the offences the burden of proof is on the prosecution and the standard of proof is beyond reasonable doubt. Theft carries a maximum sentence of seven years and for burglary it is a maximum of fourteen years. Susan may have committed three offences of theft and possible a burglary. Theft is defined in section 1 of the Theft Act 1968‚ and the definition
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