M1 Help improve own and team practice in schools TDA 2.6 3.2 Describe the purpose and objectives of the team in which you work. The purpose and objective in the team in which I work is to provide a safe learning environment to the pupils as well as the staff‚ We also help each and every child reach their full potential we do this in our class by dividing the children into groups of ability. Once class work is underway we will go to the group and assist them in the days topic or task
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TDA 2.2 / 2.1 Task 2 Identify the signs and symptoms of common childhood illnesses. ILLNESS | INCUBATIONPERIOD | SYMPTOMS | ACTION | TREATMENT | Common Cold | 1-3 days | Running or blocked nose‚ headache‚ temperature | Contact parents/carers. Use disposable tissues | Rest‚ plenty of fluids | Chicken Pox | 10-14 days | Fever‚ very itchy rash‚ with blister –like appearance | Contact Parents/carers isolate the child away from other children | Tepid bath containing bicarbonate of soda and
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and let them practice their religion at their new home and also respect their culture and the way they do things. If the foster carer didn’t know about the child’s culture and religion then they are unable to respect it and may find it difficult to understand if the child is practicing their religion in the home. If the foster carer knows about the child’s religion and culture then they are able to make changes to the home in order to make it more comfortable for the child to practice their religion
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The ACA code of ethics call this unacceptable business practices. According to the ACA 2014 code A.10.b‚ debates how professional counselors do not partake in any fee sharing or receive compensation when referring clients to other clinicians. When this clinician looks at the issue of administering assessments. In the same code of ethics code E.1.b takes note that clinicians do not misuse assessment and protect the results of those assessments for the welfare of the client. In the same code of ethics
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The legislation Is the school leaving age changing? A law was passed by the New South Wales Parliament in May 2009 to increase the school leaving age from 15 years of age in 2009 to 17 years of age. This law operates from 1 January 2010. Leaving age aims Why has the government increased the minimum school leaving age? The minimum school leaving age is being raised to ensure that school-leavers have the opportunity to maximise their preparation for further education or training or employment
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TDA 3.2: Schools as organisations 1. Know the structure of education from early years to post-compulsory education. 1.1 Summarise entitlement and provision for early years education. The government has set the provision that all three and four year olds are entitled to free education of fifteen hours in a nursery for thirty eight weeks in the year. This is in effect up to the compulsory age of going to school which is usually the term after their fifth birthday. These free hours are available
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Equality diversity and inclusion in work with children and young people: Alison Brooks Assessment of how own attitude values and behaviour could impact on work with young people and children. 2.3 All those working in the school have a legal duty to protect the rights of children and young people. It is important that you examine your own attitudes and values critically; to consider how these may impact on the way you work with children Rigid and divisive views from adults can be reflected
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In her article written on ethnic equality and diversity in universities‚ Vikki Boliver raises concerns regarding the lack of ethnic diversity in Britain’s tertiary institutions. Ethnic minorities have lower university admission rates‚ poorer university experiences‚ lower degree results and more uncertain graduate job prospects. Boliver also raises concerns about the low priority given to implementing ethnic equality and diversity policies within Britain’s tertiary institutions. Throughout this article
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TDA 2.14 4.3 Demonstrate ways of encouraging children and young people’s personal hygiene at meal and or snack times. 1. Get them involved If you involve kids in planning meals‚ going grocery shopping‚ and preparing food‚ they will become invested in the process and more likely to eat. Even toddlers too young to make grocery lists can help you make choices (pears or nectarines? cheddar or swiss?) along the way. Simple‚ no-cook recipes like frozen yogurt popsicles or fruit parfaits are an
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Active promotion of equality & individual rights in health and social settings Unit 2 – Task 1b The care value place is the foundation of effective anti-discriminatory practice. The three main principals of CVB are as follow: confidentiality of information e.g. following the right procedures when recording someone’s personal details‚ equality and diversity among people e.g. understand how labelling and stereotyping someone can affect them‚ and people’s rights and responsibilities e.g. understand
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