| |This unit is a mandatory unit of the following qualifications: | | | |Level 3 Award in Support Work in Schools | |Level 3 Certificate in Supporting Teaching and Learning
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P2 – Describe the main employability‚ personal and communication skills required when applying for a specific job role. • Experience in the job - if they already have experience they have a better advantage as they don’t need training and they have the knowledge they need to complete the job. For example - if applying to be an administrative assistant experience is preferred as you know what the overview of the job is and you will not need as much‚ if any training for the position • Research
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The character I chose is Jess. In the movie Bend it Like Beckham‚ she is faced with many cultures. These cultures pull her mind in two conflicting directions. On the one hand‚ she wants to play soccer‚ but‚ on the other hand‚ she wants to please her family. The movie follows her internal and external conflicts‚ as she struggles to make a decision regarding her life. Similarly‚ the main conflict Jess faces is her love for soccer versus her family’s expectations. Soccer is everything to Jess and
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Unit 2 Assignment 2 TRACE Analysis Today I read “TWITTER GOES TO COLLEGE” by Zach Miners. This is about how different professors at different colleges around the country are incorporating the social media site “Twitter” into their classrooms. Essentially “Twitter” uses 140 character maximum blurbs that can be viewed by anyone. This is easy for classrooms to use when they have too many people in the classroom. This allows the students to send in their opinion of the topic without being shut out by
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on a hospital food menu not having a choice of food to cater for everybody’s dietary needs as some people may vegetarian‚ allergic or have religious reasons. Rights – Everybody has rights and this is what they are legally entitled to. An example of this is that patients are entitled to privacy; if a nurse or doctor is telling them information they should be taken to a private room where people can’t overhear the conversation and they still have dignity. Opportunity – Everybody either working
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Identify the current legislation‚ guidelines‚ policies and procedures for safeguarding the welfare of children and young people including e-safety Children Act 1989 This Act identifies the responsibilities of parents and professionals who must work to ensure the safety of the child. This Act includes two important sections which focus specifically on child protection. Section 47 states that the Local Authority has ‘a duty to investigate when there is a reasonable cause to suspect that a child is
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creativity of children and young people 1.1 Explain evidence‚ approaches and theories about the benefits of creativity for the well being of children and young people Nature or nurture This approach refers to whether creativity is something which comes naturally to some people or whether it is something that can be taught. Creativity as a process Graham Wallas proposed this five-stage model about how we solve problems. 1. Preparation – initial thoughts about a problem 2. Incubation –
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Nation for safeguarding children The United Nations Convention on the Rights of the Child 1989 was approved by the UK on the 16th December 1991. This includes: • Children’s rights to protection from abuse • The right to express their views and be listened to • The right to care • Services for disabled children • Services for children living away from home This convention is used as guidance and is not a part of U.K law. There is no one set legislation that covers safeguarding children
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Unit 516 Understand safeguarding of children and young people. – Explain the policies‚ procedures and practices for safe working with children and young people. All adults who come into contact with children and young people in their work have a duty of care to safeguard and promote their welfare. The Children Act 2004‚ through the Stay Safe outcome of the Every Child Matters Change for Children programme‚ places a duty on organisations to safeguard and promote the well-being of children and
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Mass Percent & Empirical and Molecular Formulas Unit 2 Lecture 3 Mass Percent The percentage by mass of an element in a compound or a component in a substance Mass % element = (# of atoms) (element’s atomic mass) x100 formula weight of compound Mass % component= ( mass of component ) x100 total mass of substance A component could be a compound or an element in a substance or mixture (for example‚ water in a hydrate). Example 1: 1. What is the mass percent of each element in Ilmenite (FeTiO3)
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