Learning Partnerships, Unit Catalogue 2008/09 |
AS30237 Effective professional practice |
| Credits: 6 |
| Level: Honours |
| Semester: 2 at Swindon College |
| Semester: 2 at Wiltshire College |
| Assessment: CW 100% |
| Requisites: |
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Aims: This unit will be delivered and assessed to enable learners to provide evidence that they reflect on their skills as independent, critical practitioners, to develop their own practice, and lead and support others in effective professional practice.
Those working with children 0-5 may also use this as evidence for assessment in order to gain the Early Years Professional Status for Effective Practice after completing their Honours Degree. If so, they must show that they are working at Level 6 with Children 0-5 and to meet the relevant EYPS Standards. Learning Outcomes: On completion of this unit the learner will be able to: * Describe, analyse and evaluate the standards of effective professional practice. * Reflect on the application of standards to their work role. * Critically assess, analyse and synthesise the implications of standards for their own practice and that of other practitioners. * Evaluate the positive and negative outcomes for children and other stakeholders in settings or services where standards are, or, are not applied. * Provide evidence of skills to lead and support others in effective professional practice. Skills: Intellectual skills: * Critical analysis and evaluation of the relevant practice standards * Reflection of the applications of standards to their work role. * Critical analysis and synthesis of the implications. * Sound and balanced evaluation of the outcomes. Professional & Practical skills: with reference to the relevant practice standards the student will show: * the ability to make decisions on the basis of sound judgement; * the ability to lead and support others; * the ability to relate to, and communicate with others; * that the learner practises and models the behaviours they promote to others. Evidence will be drawn from: * Activities that demonstrate how the candidate leads and supports other practitioners to implement the curriculum relevant to the age group in their work setting. * Experiences of promoting, implementing and monitoring the curriculum in their setting. Content: This unit concentrates on the following areas: That learners - * Have high expectations of all children and commitment to ensuring that they can achieve their full potential * Establish and sustain a safe, welcoming, purposeful, stimulating and encouraging environment where children feel confident and secure and are able to develop and learn. * Provide balanced and flexible daily and weekly routines that meet children's needs and enable them to develop and learn. * Use close, informed observation and other strategies to monitor children's activity, development and progress systematically and carefully, and use this information to inform, plan and improve practice and provision. * Plan and provide safe and appropriate child-led and adult initiated experiences, activities and play opportunities in indoor, outdoor and in out-of-setting contexts, which enable children to develop and learn * Select, prepare and use a range of resources suitable for children's ages, interests and abilities, taking account of diversity and promoting equality and inclusion. * Make effective personalised provision for the children they work with. * Respond appropriately to children, informed by how children develop and learn and a clear understanding of possible next steps in their development and learning. * Support the development of children's language and communication skills. * Engage in sustained shared thinking with children. * Promote positive behaviour, self-control and independence through using effective behaviour management strategies and developing children's social, emotional and behavioural skills. * Promote children's rights, equality, inclusion and anti-discriminatory practice in all aspects of their practice. * Establish a safe environment and employ practices that promote children's health, safety and physical, mental and emotional well-being. * Recognise when a chiild is in danger or at risk of harm and know how to act to protect them. * Assess, record and report on progress in children's development and learning and use this as a basis for differentiating provision. * Give constructive and sensitive feedback to help children understand what they have achieved and think about what they need to do next and, when appropriate, encourage children to think about, evaluate and improve on their own performance. * Identify and support children whose progress, development or well-being is affected by changes or difficulties in their personal circumstances and know when to refer them to colleagues for specialist support. * Are accountable for the delivery of high quality provision. Additional content may be required in order to meet the current EYPS Standards. |