• communication
    communication with C & YP for a) the age of child or young person b) the context of the communication c) communication differences 2.3 Explain the main difference between communicating with adults and communicating with children and young people 2.4 Explain how to adapt communication to meet different...
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  • Understand the Principles of Developing Relationships
    developing relationships- confidentiality Please complete the following questions relating to confidentiality 1. Please summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information within your school. The main points of my schools Confidentiality...
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  • Supporting Teaching and Learning
    Understand legislation, policies and procedures for confidentiality and sharing information, including data protection. 3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and disclosure of information. Working within school there are three main pieces...
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  • Communication and Professional Relationships with Children, Young People and Adults
    Summarise the main points of the following legislation and procedures within your school covering confidentiality, data protection, disclosure of information and safeguarding. (3.1 and unit 333, 1.5) • Data Protection Act 1998 ...
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  • Teaching and Learning in Schools
    that we demonstrate strong and effective communication skills and good relationships with others. Communication is the giving and receiving of information. Therefore, the way in which we approach others is important, but also the way in which we respond to them. If communications are not effective...
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  • L3 Supporting Teaching and Learning in Schools
    we must remember the importance of building trust, being understood and being able to express ourselves to others in imparting with the relevant information. 2.2 Explain the principles of relationship building with children, young people and adults. There are a number of skills required in...
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  • Communication and professional relationships with children, young people and adults
    build a wall between you. When you have a positive relationship there is much more understanding and people can be more open and receptive to information. It is important to demonstrate effective communication skills at all times otherwise it may send out conflicting messages and cause confusion...
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  • Supporting Teaching and Learning 301
    situations which may make the learner distressed are avoided. Patience is also a fundamental point when building relationships | | |in our school. Some learners require a lot of time to process information, and therefore staff need to take the time to let the learners | | ...
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  • TDA 3.2 organisation in schools
    the child or young person  the context of the communication 2.3 Explain the main differences between communicating with adults and communicating with children and young people. 2.4 Explain how...
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  • Nvq Iii 301
    Communication involves: * The sending of information (verbally or non-verbally) * The receiving of information * The interpretation of information * The understanding of information. Communication is the process of sharing information, thoughts and feeling between people through speaking...
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  • Tda 3.1 Communication and Professional Relationships with Children, Young People and Adults
    children I use the level that the child I’m talking to can understand as some of them you have to use short sentences as they can’t handle to much information. When talking to adults I always speak clearly and use positive body language like smiling. I’m always friendly to all member of staff or anyone...
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  • Tda3.1
    relationship with * Children * Young People * Adults Communication is the basis of any relationship, without it we could not obtain or relay information to overcome any conflicts or get anything done. To have effective communication we must treat everyone as individuals and adapt accordingly. Not...
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  • Communication and Professional Relationships with Children and Young Adults
    age or developmental stage of the person they are interacting with. The unit also covers the legislation, policies and procedures concerned with confidentiality, data protection and the disclosure of information. Learning outcomes After completing this unit, learners should: 1 2 3 4 know how to interact...
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  • TDA 3.1
    In a school environment relationships are being built everyday with different people without giving it a conscious thought. However, there are a few main principles which can be put into place which will encourage a positive relationship between children, young people and adults. For example effective...
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  • Effective Communication
    assistant through effective communication, children, especially those whom have safeguarding issue, are more likely to divulge potentially sensitive information. Primarily, Key stage 1 children learn through exploration and play and such learning opportunities are available through continuous provision...
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  • 301 communication and professional relationships with children, young people and adults
    do. Summarise the main points of the following legislation and procedures within your school covering confidentiality, data protection, disclosure of information and safeguarding. (3.1 and unit 333, 1.5) Data Protection Act 1998 Schools...
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  • 5.2 Summarise the Policies and Procedures Schools May Have Relating to: • Staff • Pupil Welfare • Teaching and Learning • Equality, Diversity and Inclusion • Parental Engagement.
    1. Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. • Working together to safeguard children (2006-2010) • Children act (2004) • Education act(2002) • Disability discrimination act...
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  • 3.1:1: Understand the Principles of Developing Positive Relationships with Children, Young People and Adults.
    the need for flexibility, honesty, and work hard to support one and other. We communicate well together and share information where appropriate (recognising the need for confidentiality). Concerns are dealt with promptly and openly so preventing misunderstandings or ill feeling. I believe the children...
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  • Tda 3.1
    just asked/said to them. | | |2.3 explain the main differences between communicating with adults and communicating with children and young people. When| | |communicating...
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  • Unit 301 Communication and Professional Relationships with Children, Young People and Adults
    young people and adults. | |Understand legislation, policies and procedures for confidentiality and sharing information, including data protection. | Please note: Learning Outcome 3 may be covered in units 302 and 333. Before...
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