Learning Partnerships, Unit Catalogue 2011/12 |
|
 Credits:
| 10 |
| Level:
| Certificate (FHEQ level 4) |
| Period: |
Academic Year at Wiltshire College |
| Assessment:
| CW 100% |
| Supplementary Assessment: | Like-for-like reassessment (where allowed by programme regulations) |
| Requisites:
| |
| Description:
| Learning Outcomes: On completion of this unit the learner will be able to: * Define the roles of other professionals in the field of Early Years Care & Education. * Describe the theoretical basis for effective teamwork and group dynamics. * Demonstrates understanding that stereotypical assumptions can influence the effective functioning of multi disciplinary teams. * State the aims, structures and policies of their own organisation. * Recognise their own role in the organisation and the scope and boundaries of their competence and responsibilities. * Apply the principles of inclusive education, demonstrating awareness of the legislation and regulations about equal opportunities and anti-discriminatory practice. * Identify and apply the principles of confidentiality and data protection. Skills: Work within a team and individually to complete a relevant and agreed project or tasks; Improve own performance through critical self-reflection, the implementation of evidence- based practice, and continual professional development activities. The professional practice for this module is that the learner must be able to demonstrate whilst they are working as a Senior Practitioner that they can: * Develop working relationships with other professionals; * Share information and skills with other professionals. Content: 1. Significant and emerging theories and principles of: a) the roles of other professionals in the field of Early Years care and education b) group dynamics and multi-disciplinary team working c) stereotypical assumptions which may be made about responsibilities which can be undertaken based on gender, racial origins, disability, work role and age. 2. Methods, techniques and processes relating to: a) group dynamics and working with other professionals b) recognising and avoiding stereotypical assumptions c) identifying different role positions and expectations there are of the worker. 3. Information and facts about: a) the aims, structures and policies of own organisation b) the role of self in the organisation and the limitations of own competence and area of responsibility c) the scope, boundaries and requirements of confidentiality. To record and store information the learner will need to know and understand about: Communication * different formats which may be required for presenting qualitative and quantitative information * how to select a format appropriate to different purposes and recipients of information. Continuous improvement * how to assess the effectiveness of current methods of collecting and storing information and the procedures to follow in order to make recommendations on improvements. Information handling * different methods of recording and storing information and their advantages and disadvantages * how to ensure that information is organised in a way that makes it readily accessible * principles of confidentiality - what information should be made available to which people. Involvement and motivation * the importance of providing opportunities for team members to make recommendations on improvements to systems and procedures * how to encourage and enable team members to make recommendations. Organisational context * the organisational policies and legal requirements which have a bearing on the recording and storage of information and how to interpret these. Information handling * the importance of checking the validity of advice and information provided to others * how to ensure accuracy, currency, sufficiency and relevance of advice and information * the principles of confidentiality when handling information and advice - what types of information and advice may be provided to what people. |
| Programme availability: |
AS10053 is Compulsory on the following programmes:Learning Partnerships
|