Model Assignment (Learner Extract) Issued September 2012 OCR Level 3 Cambridge Technicals in Health and Social Care Unit 1: developing effective communication in health & social care Please note: This OCR Cambridge model assignment may be used to provide evidence for the unit identified above. Alternatively‚ centres may ‘tailor’ or modify the assignment within permitted parameters (see Information for Teachers). It is the centre’s responsibility to ensure that any modifications
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Unit Title: Roles‚ responsibilities and relationships in lifelong learning OCR unit number: 4 Level: Level 3 Credit value: Guided learning hours: 3 12 Unit reference number: M/503/1229 Unit purpose and aim The purpose of the unit is to enable the learner to understand the role and responsibilities of a teacher in lifelong learning and the relationship between different professionals in lifelong learning. It includes responsibility for maintaining a safe and supportive
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Unit Title: Use office equipment OCR unit number 221 Sector unit number H/601/2493 Level: 2 Credit value: 4 Guided learning hours: 18 Unit expiry date: 31 December 2013 Unit purpose and aim This unit is about using a variety of different office equipment following manufacturer’s and organisational guidelines. Learning Outcomes Assessment Criteria The Learner will: The Learner can: 1. Know about different types of office equipment and its
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University Press. Cross‚ K. Patricia; & Angelo‚ Thomas A. (1993). Classroom assessment techniques: A handbook for college teachers (2nd Ed.). San Francisco: Jossey-Bass. (2012‚ 07). Ptlls Assignment. StudyMode.com. Retrieved 07‚ 2012‚ from http://www.studymode.com/essays/Ptlls-Assignment-1039403.html 2010‚ 12). Ptlls Assignment 1. StudyMode.com. Retrieved 12‚ 2010‚ from
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Confirm the individual’s identity and obtain valid consent 3.2 Communicate with the individual in a manner which: provides relevant information provides support and reassurance addresses needs and concerns is respectful of personal beliefs and © OCR 2010 Exemplification Valid consent must be in line with agreed UK country definition 1 Learning Outcomes The learner will: Assessment Criteria The learner can: preferences 3.3 Select and prepare appropriate equipment for obtaining the venous blood
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Gravells A (2011) Preparing to Teach in the Lifelong Learning Sector (4th Ed) Exeter: Learning Matters Gravells A (2012) Passing PTLLS Assessments‚ (5th ed) London: Learning Matters Gravells A and Simpson S (2010) Planning and Enabling Learning in the Lifelong Learning Sector‚(2nd ed.) Exeter: Learning Matters Ltd Williams J and Gravells A (2010) Study Skills for PTLLS‚ Exeter: Learning Matters Ltd Huddleston P and Unwin L (2007) Teaching and Learning in Further Education‚ Diversity and Change
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Model Assignment Issued September 2012 OCR Level 3 Cambridge Technicals in Health and Social Care Unit 1: developing effective communication in health & social care Please note: This OCR Cambridge model assignment may be used to provide evidence for the unit identified above. Alternatively‚ centres may ‘tailor’ or modify the assignment within permitted parameters (see Information for Teachers). It is the centre’s responsibility to ensure that any modifications made to this assignment
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numeracy (and where relevant) ICT skills in the learning sessions. • How you are using assessment to support learning and encourage learners to progress according to potential. Section 3 • References Glossary of terms PTLLS Preparing to Teach in the Lifelong Learning Sector AVA Assessing Vocational Achievement ICT Information‚ Communication‚ Technology SOW Scheme of Work SP Session Plan C&G City and Guilds CoP Communities of Practice
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Vocabulary List General and Topic Areas 1 to 5 GCSE French OCR GCSE in French: J730 OCR GCSE (Short Course) in French Spoken Language: J030 OCR GCSE (Short Course) in French Written Language: J130 This Vocabulary List is designed to accompany the OCR GCSE French Specification for teaching from September 2009 © OCR 2010 Contents Contents French GCSE Vocabulary List French Vocabulary List General 2 3 5 12 12 21 28 28 31 36 36 37 40 40 42 48 48 51 Topic Area 1 Home and local area Life in the home;
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dealing with incidents of challenging behaviour 1.6 Describe safeguards that must be in place if restrictive physical interventions are used Understand how legislation‚ frameworks‚ codes of practice and policies relate to positive behaviour support © OCR 2010 Exemplification Challenging behaviour may include behaviours that are: Repetitive/obsessive Withdrawn Aggressive Self-injurious Disruptive Anti-social or illegal Verbally abusive 1 Learning Outcomes The learner will: Assessment
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