Learning Partnerships, Unit Catalogue 2011/12 |
|
 Credits:
| 5 |
| Level:
| Certificate (FHEQ level 4) |
| Period: |
Semester 1 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: * Select and use appropriate methods of communication for particular circumstances and purposes. * Evaluate the quality of information used to support their decision-making. * Develop and present a reasoned case based on the analysis of information gathered. * Examine and analyse different family structures and parenting styles, values and attitudes. * Identify family and professional support for families. Skills: The professional practice for this module is that the learner must demonstrate whilst working as a Senior Practitioner that they can: * Obtain information for decision making; * Record and store information; * Analyse information to support decision making; * Advise and inform others. Content: 1. Significant and emerging theories and principles of: a) communication b) continuous improvement c) involvement and motivation 2. Methods, techniques and processes relating to: a) analytical techniques b) communication c) continuous improvement e) involvement and motivation f) organisational context 3. Information and facts about: a) organisational context. To obtain information for decision making the learner will need to know and understand about: Analytical techniques * how to judge the accuracy, relevance and sufficiency of information required to support decision making in different contexts * how to identify information which may be contradictory, ambiguous or inadequate and how to deal with these problems. To analyse information to support decision making the learner will need to know and understand about: Analytical techniques * different approaches to, and methods of, analysing information and how to select methods appropriate to decisions which they have to make * how to analyse information to identify patterns and trends * how to draw conclusions on the basis of analysing information * the differences between fact and opinion, how to identify these and present them accordingly. Communication * how to develop and present a reasoned case based on the outcomes of an analysis. Information handling * the importance of the effective analysis of information; their role and responsibility in relation to this * types of information, both qualitative and quantitative, which they need to be able to analyse * how to select information relevant to the decisions they need to make and ensure such information is accurate and relevant * the importance of record keeping to the analysis of information and how such records should be kept and used. To advise and inform others the learner will need to know and understand about: Communication * how to communicate advice and information effectively both through speaking and in writing * how to develop and present a reasoned case when providing advice to others * the importance of confirming the recipient's understanding of information and advice provided, and how to do this * the importance of providing advice and information and their role and responsibilities in relation to this * the types of advice and information which people may require * how to identify information needs * situations in which it is appropriate to act on one's own initiative in giving information and advice * the importance of seeking feedback on the quality and relevance of the advice and information they provide and how to encourage such feedback. Organisational context * organisational policies, procedures and resource constraints which may affect advice given to others. 1. Significant and emerging theories and principles of: a) children's learning and development b) children's behaviour and the factors that can affect it c) parental and child welfare, rights and legislation d) parental attitudes and belief systems and their effect upon cchildren's behaviour e) parental involvement in group settings f) bonding between parent and child g) valuing parents' knowledge of their child h) variations in family values and practices across cultural and other groupings, and awareness that individual practices also vary within such groups i) parental rights of access to records. 2. Methods, techniques and processes relating to: a) family and other values, beliefs and attitudes and how they may affect behaviour, self-reliance, self-image and identity b) immaturity and how it affects behaviour, self-reliance, self-image and identity c) the learner's own experiences, values, beliefs and attitudes and how they can affect their own behaviour and objectivity d) the system of values, beliefs and assumptions with reference to race, culture, disability and gender and how they affect the way people perceive and interpret the behaviour of others, and how this could influence observations and assessments and explanations of child development e) how to involve parents in their child's learning and development f) how to present information in appropriate ways g) how to recognise and challenge prejudice and discrimination and how to support those who are the object of it and those who perpetrate it h) how to positively promote diverse views. 3. Information and facts about: a) the curriculum for under fives b) record keeping c) local contacts for translating literature and information into parents' first languages d) policies on confidentiality e) data protection and confidentiality and security of information. |
| Programme availability: |
AS10055 is Compulsory on the following programmes:Learning Partnerships
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