Provisions and Contingencies Scenario 1 Fact: Energy Inc. (Energy‚ or the Company)‚ which operates in the oil industry‚ is a U.S. subsidiary of a U.K. entity that prepares its financial statements in accordance with IFRS and U.S. GAAP. A draft law in a country where Energy operates in‚ which requires a cleanup of land already contaminated‚ will possibly be enacted shortly after the year-end. Issues: Should Energy recognize a provision‚ (i) in reporting under IFRSs‚ and (ii) in accordance
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TDA 3.1 Communication and professional relationships with children‚ young people and adults. Area 1 Principles A Effective communication is extremely important within the development of a positive relationship with children‚ young people and adults. Communication may be ’verbal’ or ’non verbal’. Sometimes ’non verbal’ communication has a more powerful impact than ’verbal’ communication. ’Non-verbal’ communication includes all kinds of emotional expressions‚ actions‚ and body language. Communication
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CACHE Qualification Specification Optional Units CACHE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (QCF) CACHE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools (QCF) © CACHE 2013 All rights reserved worldwide. Except as allowed by law‚ or where specified in the text‚ no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care‚ Health and Education
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Consider the assessment frameworks used within placement and discuss how it is used to monitor the progress of children. Include: observation; standard measurements and information from carers and colleagues (CYP 3.1.3.1 & TDA 3.7.1.2 & TDA 3.7.1.3 & TDA 3.7.1.4) There are many ways in which a childs progress is monitored and assessed within my setting‚ both formative and summative assessments are carried out. The differences between these is that formative assessments are governed and are
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Develop professional relationships with children‚ young people and adults. TDA 3.5 1.3 Making choices is like any other skill. Unless it is practiced‚ it will not develop. The choices given should match the skill level of the child. For instance‚ you might ask whether a child wants to use the puzzles or the blocks. If the child chooses to use the clay instead of either of the choices you have given‚ that is a choice‚ too. There are too many possibilities for giving choices to even list them
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Unit 12 Assessment and planning with children and young people 1. Understand how to place children and young people at the centre of assessment and planning…… 1.2 – Explain how to identify the needs of children and young people… 1.3 – Explain the importance of working with others to assess the needs of children and young people to inform planning… The best way to go about identifying the needs of children and young people are through observation and information received from all the avenues
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TDA2.8 Support children and young peoples health and safety Pg 1 TDA2.8-1.1 Health and Safety Legislation is there to protect everyone within a setting‚ (everyone being pupils‚ staff and visitors) through policies and procedures for preventing and controlling risk of accidents. All those working in school have a duty to ensure the Health and Safety of children in their care along with their own health and safety and that of colleagues and visitors. Children and Young people need to be allowed
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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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TDA 2.4 1.2 It is important to support participation and equality of access in order that every child has the same opportunities offered to them regardless of personal background. All children have the right to an education with a broad and balanced curriculum without being discriminated against. “In 1989‚ governments worldwide promised all children the same rights by adopting the UN Convention on the Rights of the Child (CRC). These rights are based on what a child needs to survive‚ grow‚ participate
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|Unit |Assessment | | | |Criteria | |TDA 2.4 Equality‚ diversity and inclusion in work with children and young people. |TDA 2.4 | | | | |2.1‚2.2‚2.3‚2.5 | |Please
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