"Task 3 3 Describe How Inclusion Works In Own Sector Of The Children S Workforce" Essays and Research Papers

  • Task 3 3 Describe How Inclusion Works In Own Sector Of The Children S Workforce

     Task 1 Produce an individual reflective report that includes descriptions of: Current legislation and codes of practice The importance of participation and equality of access for all children and young people and how this supports their rights The importance of valuing and promoting cultural diversity How children and young people experience prejudice and discrimination The impact of prejudice and discrimination on the wellbeing and learning of children and young people An assessment of how...

    Ableism, Affirmative action, Ageism 998  Words | 4  Pages

  • Equality, Diversity and Inclusion in Work with Children

    Unit 204 Outcome 3 What is meant by Inclusive and Inclusion Practice? Inclusive practice is identifying and understanding any barriers that are stopping children from completing the activity. We have to make sure that whatever the child’s background they are able to fully join in with everything within the school. This will make the children feel valued and have a sense of belonging. Inclusion does not mean that we view each other the same or provide the same work, it is about making sure we...

    Child, Disability, Education 1275  Words | 4  Pages

  • Children and Young People Workforce Development Level 3

    Children and Young People’s Core Unit CYP M3.5: Develop positive relationships with children, young people and others involved in their care |Title |Unit 3.5: Develop positive relationships with children, young people and others involved in their| | |care | |Level |3 ...

    Childhood, Developmental psychology, Learning 474  Words | 5  Pages

  • task 1 ERR

     Task 1- know the statutory responsibilities and right of employees and employers within own area of work. 1.1– list the aspects of employment covered by law. You willl have a contract with your employer which both of you will sign, this means that you both have agreed on the terms of the work you will do. this contract also covers the aspects of employment, these aspects are: your minimum wage the hours you are working discrimination health and safety your holidays your entitled to your...

    Disability, Disability Discrimination Act 1995, Employment 2008  Words | 8  Pages

  • Level 2 Certificate For The Children And Young People Questions 1

    2 Certificate for the Children and Young People’s Workforce UNIT 001 Knowledge Questions Outcome 1 1.1.1 What are the different reasons people communicate and why? People communicate so that you can tell people how you feel and what you need. You communicate to find out information. 1.1.2 Explain how effective communication affects all aspects of your work Communication from my room leader and manager needs to be clear in order for me to undertake the tasks I am asked to do. Effective...

    Affirmative action, Childhood, Disability 1559  Words | 12  Pages

  • Work effectively in the community sector

    CHCCS411C - Work effectively in the community sector: Assignment 2 What you have to do Choose a Community Services organisation and research the current issues influencing service delivery by answering the questions below based on your research. The organisation should belong to one of the following sectors:    Home and community care Disability services, or Aged care Tip: Refer to the Assessment Tips document on the OLS under Assessment Information (you will locate this next...

    Community, Community service, Following 544  Words | 4  Pages

  • Equality, Diversity and Inclusion in work with children and young people

    Equality, Diversity and Inclusion in work with children and young people Question 1 Case Study 1 1 Who is being discriminated against? The whole family is being discriminated against. 2 What kind of discrimination is taking place? Racial discrimination. 3 How might the child experiencing the discrimination feel? Dominic might be feeling excluded, lonely, confused and have low self esteem as he could feel that the children he sees attending the school have a higher status in society as...

    Adultism, Child, Discrimination 1973  Words | 6  Pages

  • Learning Outcome 3

    Learning outcome 3.1 Describe what us meant by inclusion and inclusive practices? The social model of disability The social model starts with the assumption that the way a school operates, the barriers present and different attitudes can prevent individuals from participating in society. This view of disability works to empower children and young people. Inclusive practice is based upon the social model of disability. Legislation requires schools to make reasonable adjustments and remove barriers...

    Childhood, Disability, Education 905  Words | 3  Pages

  • Department of Care and Professional Studies Edexcel Level 3 for Children and Young People’s Workforce Unit 13 Promoting Children’s Learning and Development in the Early Years Assignment Task 1 Direct Observation

    of Care and Professional Studies Edexcel Level 3 for Children and Young People’s Workforce Unit 13 Promoting Children’s Learning and Development in the Early Years Assignment Task 1 Direct Observation and Professional discussion Assessment Criteria (Unit 13) 1.3 explain how the documented outcomes are assessed and recorded 2.2 engage effectively with children to encourage the child’s participation and involvement in planning their own learning and development activities. 3.2 prepare...

    Activity, Developmental psychology, Knowledge 613  Words | 3  Pages

  • shc 32 work booklet questions

    Level 3 Diploma for the children and young people’s workforce SHC 33 Introduction to equality and inclusion in health, social care or children’s and young people’s settings ASSESSMENT BOOK Name of Student CACHE PIN CACHE Level 2/3 Certificate/Diploma for the Children and Young People’s Workforce Learner Achievement Log Record of Assessment Cycle Purpose: an on-going record of planning and feedback between Assessor and learner ...

    Ableism, Affirmative action, Ageism 518  Words | 4  Pages

  • level 3 supporting teaching learning

    Tasks to do in school Assignment 2 Task 5: explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. Assignment 3 Task 5: demonstrate how to identify potential hazards to health, safety and security of children or young people, families and other visitors and colleges. Task6: demonstrate ability to deal with hazards in the work setting or in off site visits. Task 11: give example from own practise of...

    According to Jim, Developmental psychology, Learning 1174  Words | 4  Pages

  • Children & Young Peoples Workforce

    |Title |Introduction to equality and inclusion in health, social care | | |or children’s and young people’s settings | |Unit ref |SHC 23 | |Level |TWO ...

    Affirmative action, Culture, Discrimination 295  Words | 3  Pages

  • Describe How Current Health and Safety Legislation, Policies and Procedures Are Implemented in the Setting

    diversity and inclusion in work with children and young people 1. Understand the importance of promoting equality and diversity in work with children and young people. 1.1. Identify the current legislation and codes of practice relevant to the promotion of equality and valuing diversity. Disability Discrimination Act 1995 Disability Discrimination Act 2005 Special Educational Needs and Disability Act 2001 Race Relations Act 2000 Human Rights Act 1998 Children Act 1989 Children Act 2004 ...

    Ableism, Affirmative action, Ageism 1033  Words | 4  Pages

  • level 3 childcare

    Diploma in Children and Young People’s Workforce : How to Safeguard the well being of Children and Young People Assignment 4 Task A (025.1.1 067.2.1; 025.2.4) Produce an information document detailing the major pieces of legislation, regulations and codes of practice that affect a child care setting. Indicate throughout how they are applied in relation to children and young people’s rights, equality and inclusion in your child care setting. You must include:- UN Convention on the Rights of...

    Abuse, Bullying, Childhood 1077  Words | 5  Pages

  • Assignment 3

    time” (Sansom, A. 2008. Page 26). He wrote about the way that children’s play and drama were linked and then he showed how they were very important in a child’s early lives. Slade wrote this book in 1954 while he was a British drama educator and advisor (Sansom, A. 2008. Page 26). He grew his ideas by observing children – from infants to toddlers, gaining an understanding of how play “contributes to the child’s holistic development” (Sansom, A. 2008. Page 26). The research found has shown that all...

    Childhood, Early childhood education, Kindergarten 2220  Words | 6  Pages

  • Shc 32: Understand What Is Required for Competence in Own Work Role.

    is required for competence in own work role. 1.1 Describe the duties and responsibilities of own work role. As a professional child carer, my day-to-day role adheres to the CACHE values, by ensuring that the child is at the centre of my practice, and their needs are paramount [Bruce & Meggitt, 2012]. It is my role therefore to use the right skills and attitudes to create a safe, happy, positive, stimulating, multicultural learning environment in which children are cared for. I intend to achieve...

    Caregiver, Child, Childcare 924  Words | 3  Pages

  • inclusion diversity equality

    E50097040.CU1532 - CU1532 - Promote equality and inclusion in health, social care or children.s and young people.s settings Performance Criteria (PC) 1. Understand the importance of diversity, equality and inclusion 1.1 Explain what is meant by 1.1i Diversity 1.1ii Equality Children all have the right to access all different chances that will support their present and future needs. We cannot make all children equal as they all have different needs and are different from one another but...

    Affirmative action, Child, Childhood 707  Words | 3  Pages

  • Unit 1 Nvq 3

    NVQ 3 : Unit 6 – Working Together for the Benefit of Children and Young People 1. Explain the importance of multi-agency working and integrated working | When working with children it involves close working with different agencies. When children are growing up they require the use of different services, it is important for these services to work together so that they can help promote the child’s development and other life skills. Multi-agency working is an effective way of supporting children...

    Child, Childhood, Humans 760  Words | 3  Pages

  • Nvq 3

    201 Understand employment responsibilities and rights in health, social care or children’s and young people’s settings Task A – Short Answer Questions Ai: Imagine you are a newly appointed supervisor/manager within your service. You need to update your staff handbook to reflect current employment law. Identify three different sources of information you could use to enable you to do this. The existing hand book, changes in the law since the last update, latest health and safety requirements...

    Employment, Law, National Vocational Qualification 887  Words | 4  Pages

  • The Tasks Ask You to Describe the Meaning of Terms, Potential Effects and How Your Practice Supports Diversity. It Is Always Useful to Add Examples You Have Seen and Can Reflect on Which Confirm How You Apply Learning.

    L3 DCYPW - SHC 33 The tasks ask you to describe the meaning of terms, potential effects and how your practice supports diversity. It is always useful to add examples you have seen and can reflect on which confirm how you apply learning. 1. Explain what is meant by:  Diversity: Stated in a dictionary, Diversity means “difference, unlikeness, variety, and multi-formity - a point of difference”. It literally means difference and is about recognising people as individuals no matter there...

    Activity, Affirmative action, Discrimination 589  Words | 3  Pages

  • Assessment Task Shc 23 – Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings.

    Assessment task SHC 23 – Introduction to equality and inclusion in health, social care or children’s and young people’s settings. 1.Understand the importance of equality and inclusion. 1.1 Explain what is meant by: diversity, equality, inclusion, discrimination. The concept of diversity encompasses acceptance and respect. It means understanding that each individual is unique, and recognizing our individual differences.  These can be along the dimensions of race, ethnicity, gender, sexual orientation...

    Ableism, Affirmative action, Disability 1864  Words | 6  Pages

  • Let1 Task 3

    RLET TASK 3 Patrick R Selamy According to a 2013 Wikipedia article entitled “French and Raven's five bases of power”, the five bases of power are “Coercive, Reward, Legitimate, Referent, and Expert.” (French and Raven's five bases of power, 2013) This article goes on to describe the many different ways one can go about attaining power. The behaviors exhibited by the employees in the given scenario are indicative of several bases of power. Power has been sought after since the dawn of time...

    Dependency, Dependency theory, Employment 1420  Words | 5  Pages

  • Equality, diversity and inclusion in work with children and young people

    Schools Unit 204 Equality, diversity and inclusion in work with children and young people Name: Date: 7th February 2014 This assignment covers all outcomes for Unit 4 1.1 What are the laws and codes of practice that relate to the promotion of equality and the valuing of diversity? (Make a list). Disability Discrimination Acts 1995 & 2005 Special Educational Needs and Disability Act 2001 Race Relations Amendment Act 2000 Human Rights Act 1998 Children Acts 1989 & 2004 Education Act 1996 ...

    Ableism, Cultural diversity, Culture 837  Words | 4  Pages

  • equality and inclusion

    Unit 003- Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings Outcome 1 Understand the importance of equality and inclusion Explain what is meant by: 1a) Diversity Diversity means valuing and celebrating the differences between people, so, treating people as individuals. This could be based on a person’s background and personality. Diversity needs to be strongly thought about when it comes to people’s needs and requirements and...

    Affirmative action, Ageism, Disability 709  Words | 3  Pages

  • GKE Task 3

    Running Head: GKE1 task 3 GKE Task 3 Melissa Holley Western Governors University GKE1 task 3 SECTION A: IMPERIALISM OR COLONIALISM The “Scramble for Africa” was a movement by the every European power during the Industrial revolution to claim as much land as possible in resource rich Africa, with a goal of expanding its wealth and empire. During the Berlin Conference of 1884, the Europeans established that individual countries could lay claim to African land simply by setting up government offices...

    American Revolution, American Revolutionary War, Congo Free State 823  Words | 5  Pages

  • children care

    communication Title Support children’s speech, language and communication Level 3 Credit value 4 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the importance of speech, language and communication for children’s overall development 1.1 Explain each of the terms: Speech Language Communication Speech language and communication needs 1.2 Explain how speech, language and communication skills support each of the following areas in...

    Communication, Developmental psychology, Environment 713  Words | 5  Pages

  • l 3 diploma children/yp workforce

    designed to provide learners with a basic understanding of what communication is, and how it is used to support people who need help. It provides with learners an increased understanding of why effective communication is important as well as the required knowledge to overcome barriers to communication. On completion of this course learners will be able to: Understand why effective communication is important in the work setting Be able to meet the communication and language needs, wishes and preferences...

    Communication, Following, Nonviolent Communication 426  Words | 3  Pages

  • 3

    Alexandria Hayford Honors Physical Science Instructor Durbin 03/06/15 3.03 Build Your Own Circuit Wokrsheet Part 1: Answer the following questions (20 points) 1. Name and describe the components needed to make a complete circuit. In order to make a complete circuit, you must include a voltage source and an unbroken path. The voltage source is typically a battery, and it is where the electric current is first created by the moving electrons. The unbroken path is generally made out of wire, and...

    Electric current, Electrical resistance, Electricity 764  Words | 3  Pages

  • Assessment Task 3 2

    site Assessment date/s Time/s The Assessment Task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor. Submit this document with any required evidence attached. See specifications below for details. Performance objective You will demonstrate skills and knowledge required to advise applicants of interview outcomes and induct a successful applicant. Assessment description Across three assessment tasks you will support the...

    Employment, Employment compensation, Jonathan Frakes 1407  Words | 13  Pages

  • Shc 31-3

    SHC 31 1. Understand why effective communication is important in the work setting 1. Identify the different reasons people communicate People communicate for different reasons, to portray their feelings, emotions, pain, opinions, etc. The communication could be professional (formal), or personal (informal). It is important within a social work environment that information is recorded, as it may be called upon for legal reasons. All communications are confidential, and on a “need to know”, basis...

    Child, Childcare, Childhood 1066  Words | 4  Pages

  • Unit 9 O3 5 Understand how to manage own performance

    Assignment title Understand how to manage your own work Learner Assessor Wyn Quinn Date issued Interim Deadline Final deadline Duration (approx) 10 hours Qualification suite covered BTEC Level 3 Certificate in Principles of Business and Administration Level 3NVQ Diploma in Business and Administration Units covered BTEC unit 9: Principles of personal responsibilities and how to develop and evaluate own performance at work NVQ Level 3 Diploma: Unit 1: Manage own performance in a business...

    Activity, Business, Business And Technology Education Council 882  Words | 3  Pages

  • 5 3 Work File

    5.3 Time Management – Work File Read the course resources in order to complete the following tasks. Read the following quotations. In your own words, explain what each quotation means. (10 points each) 1. "The amount of time available to you never changes." I believe that this means that we have a lot of time on our hands; we just have to manage it wisely. 2. "Learning to manage time is an investment in the future." This quotation is saying that managing time wisely is very important...

    Activity, Following, Future 474  Words | 2  Pages

  • Multi Agency and Intergrated Working - Children and Youngpersons Workforce Diploma Level 3

    services and professions come together to provide integrated support for children and families with additional needs. Integrated Working – this is where different services, agencies, professional and practitioners work together to put the child at the centre to help improve their lives and met their needs and offer effective care for the child. Integrated working and multi-agency working delivers better outcomes for the children and families as there is a broad range of knowledge, skills and professions...

    Child, Childhood, Need 1211  Words | 4  Pages

  • Improve Own Performance in a Business Environment

    Unit Title: OCR unit number Sector unit number Level: Credit value: Guided learning hours: Work with other people in a business environment 205 Y/601/2474 2 3 10 31 December 2013 Unit expiry date: Unit purpose and aim This unit is about working within a team, sharing responsibility with others to make sure that a team can achieve agreed goals and objectives. Learning Outcomes The Learner will: 1. Understand how your role fits with organisational values and practices Assessment Criteria...

    Assessment, Learning, Management 1068  Words | 5  Pages

  • UNIT 3

     UNIT 3 1.1 Explain what is meant by diversity, equality and inclusion. Diversity; this is the difference in people’s culture, color, race, background, moral believes and religion. In other for diversity to be effective, people need to accept others for who they are in the society such as people who do not share the same values. In health care, the diversity range from elderly, mental health, disabilities and race. Care assistants meet different types of people from different background during...

    Affirmative action, Disability, Discrimination 958  Words | 4  Pages

  • Employment and Job Description Task

    8/7/13 Louise Preston Task one: 1.1 The aspects that are covered by the UK law are things like minimum wage, hours work, discrimination, health and safety, holiday entitlement, redundancy and dismissal, training and others like disciplinary procedures, union rights and consultation. The laws of labor cover the things between the employee and the employer. The health and safety laws cover the work conditions, minimum wage and other laws set basic compensation levels. The UK also has the disability...

    Data Protection Act 1998, Discrimination, Employment 628  Words | 3  Pages

  • Introduction to Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings Unit3: Shc 23

    1 Understand the importance of equality and inclusion Diversity: differences between individuals and groups eg culture, nationality, ability, ethnic origin, gender, age, religion, beliefs, sexual orientation, social class. Equality: individual rights; giving choices; respect; services in response to individual need Inclusion: placing individuals at the centre of planning and support; valuing diversity Discrimination: direct discrimination; indirect discrimination; treating some individuals...

    Ableism, Affirmative action, Disability 1065  Words | 4  Pages

  • Diploma 3 Hsc

    Reflective Account (Candidate Review) No 1 Children & Young People’s Workforce Diploma Level 3 Candidates Name: Please write a reflective account ensuring that you include the following: |Please tick once you have covered the following areas in your reflective account on how you……. |√ | |2.1 describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights (unit 11) ...

    Care of residents, Childhood, Children Youth and Environments Journal 682  Words | 4  Pages

  • Unit 3 Example Assignment

     Assignment: Learner information OCR Level 3 Health and Social Care Unit 3: Health, Safety and Security in Health and Social Care Assessor: CANDIDATE NAME: General Information for Learners Q Do I have to pass this assignment? A Yes. You must pass this assignment to achieve the full qualification. Q What help will I get? A Your tutor will help you when completing the OCR assignment and will make sure that you know what resources/facilities you need and are allowed...

    AirTrain Newark, Evaluation, Hazard 1686  Words | 10  Pages

  • Equality,diversisty and inclusion in work with children and young people

    Equality, diversity and inclusion in work with children and young people Legislation and codes of practice Disability discriminations act 1995 Disability discriminations act 2005 Special educational needs and disability act 2001 Race relations 2000 Children’s act 1989 Children’s act 2004 Educations act 1996 Equality act 2010 Importance of supporting the rights of children and young people to participation and equality of access Every pupil has a right to a curriculum that is broad, balanced...

    Ableism, Affirmative action, Ageism 970  Words | 4  Pages

  • Cypop 7 Children's and Young Peoples S Workforce Level 3

    CYPOP 7 – Promote creativity and creative learning in young Children CACHE Level 3 Diploma for the children and young people’s workforce – Jacqueline Monks Analyse the differences between creative learning and creativity. Creative learning is about how children are actively involved in their own learning, where they are given the opportunity to make choices and decisions which develops their problem solving skills and imaginative thinking.  It can be achieved through providing a creative environment...

    Childhood, Creativity, Educational psychology 829  Words | 4  Pages

  • Assignment 034 Understand the Needs of Children and Young People Who Are Vulnerable and Experiencing

    Assignment 034 Understand the Needs of Children and Young People who are Vulnerable and Experiencing Poverty and Disadvantage Assignment overview Introduction The assignment forUnit 034 asks you to demonstrate your knowledge and understanding of the needs of children and young people who are vulnerable and experiencing poverty and disadvantage. The assignment is designed to ensure that by completing all the tasks, you will meet the Learning Outcomes and assessment criteria for Unit 034...

    Candidate, Outcome, Task 754  Words | 4  Pages

  • Childrens And Young Peoples Workforce NVQ QCF Level 2 Certificate

    Childrens and Young Peoples Workforce (NVQ QCF) Level 2 Certificate Work-based Location Overview This qualification is for students who wish to work with children age 0 – 19 years. This may include: • early years worker • early years assistant • child minder • assistant youth support and community worker Key facts Childcare (General) NVQ and relevant components CACHE Certificate Childrens and Young Peoples Workforce (NVQ QCF) - Level 2 Business Development Awarded by About this course What's...

    Child, Childhood, Developmental psychology 477  Words | 2  Pages

  • Raising Children

    Phase 3 IP Colorado Technical University Online Four Points 1. I have learned that my topic is very controversial and can take on different arguments with the changing of one word. I wasn’t aware of all the information and articles related to this subject. When I brainstormed this interest, I felt that I would be hard-pressed to find information supporting or opposing. Researching my information has taken six to seven hours at a time to come up with the right viewpoints...

    Child, Childhood, Developmental psychology 811  Words | 3  Pages

  • 093 How Unicef Works

    potentials: 093.1.1/2 1. UNICEF works for children in more than 190 countries. We believe that every child, no matter who they are or where they live, has the right to grow up safe, happy and healthy. In 1989, the world's leaders officially recognised the human rights of all children and young people under 18 by signing the UN Convention on the Rights of the Child. The Convention is the basis of all our work. UNICEF is the only organisation working for children recognised by the Convention. The...

    Communication, Educational psychology, Human rights 1626  Words | 5  Pages

  • Understand employment responsibilities and rights in health, social care or children and young people's settings

    201: Understand employment responsibilities and rights in health, social care or children and young people's settings 1.1 - List the aspects of employment covered by law. Disability Discrimination Act Sex discrimination Health & Safety Right to work Minimum wage Equal employment opportunity Harassment Time off work Notice of dismissal Holiday & Holiday pay 1.2 - List the main features of current employment legislation. Disability Discrimination Act Health & Safety Other relevant...

    Disability Discrimination Act 1995, Discrimination, Egalitarianism 1313  Words | 5  Pages

  • Worksheet 3 Role play LO1

    1.2, 1.3, 1.4 a, b and Outcome 3, 3.5a In your group discuss the following situations and choose one to write a short role play to share with the rest of the class. You are on playground duty when a little girl from class 4d runs up to you apparently very upset. She is trying to tell you about an argument that has developed between a group of children from her class over in the nature...

    Play, Psychology, UCI race classifications 435  Words | 5  Pages

  • Pttls level 3 Assignment No1: Explain how you would go about the task of promoting inclusion, equality and diversity

     Level 3 Award in Education & Training Assignment No1: Explain how you would go about the task of promoting inclusion, equality and diversity faced by a new group of learners enrolled for the first class of your specialist subject, as well as summarising ways to establish ground rules with them. Firstly we need to understand the difference between equality & diversity which is well covered by Gravells reference: Equality refers to the learners’ rights to attend and participate regardless of...

    Education, History of education, Intelligence 972  Words | 3  Pages

  • 33 The Principles Of Equality And Inclusion In Social Care Settings

     Title Principles of diversity, equality and inclusion in adult social care settings Ref 33 Level 3 Credit value 2 Learning outcomes The learner will: Assessment criteria The learner can: 1. Understand the importance of diversity, equality and inclusion 1.1 Explain what is meant by Diversity Differences in choices, character or style. All individuals are different and unique. They all have the right to be supported by this concept. Equality Being equal to all no matter what life situations...

    Disability, Discrimination, Wheelchair 2020  Words | 6  Pages

  • Diploma level 3

    Unit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings Understand the importance of diversity,equality and inclusion 1.Explain what is meant by- Diversity Diversity can be defined as differences in mental capabilities, personal appearance, race, heritage, beliefs etc. Understanding that everyone is an individual and everyone has different needs.In the care setting i work in, clients have their own personal experiences and preferences...

    Ableism, Affirmative action, Bullying 587  Words | 3  Pages

  • Level 3 Diploma

    Unit 030 Outcome 1: . 1.1. Describe the social, economic and cultural factors that will impact on the lives of children Look at the factors below how will could they affect a child’s life; * Education; poor education could effect future goals and aspirations * Disability; unable to access certain services or activities * Poverty; poor health and hygiene, lack of activities and experiences being accessed * Housing; poor health, unable to develop fully. * Offending behaviour;...

    Disability, Educational psychology, Health care 1004  Words | 5  Pages

  • Unit 3 Cypw

    Unit 3 1.1 List the aspects of employment covered by law. These are all covered by law so that no one is taken advantage of and also so that both Parties are covered to a certain point and makes sure everyone is treated fairly i.e. * Minimum wage * Hours worked (working time directive) * Discrimination * Health and safety * Holiday entitlements * Redundancy and dismissal * Training * Disciplinary procedures * Union rights and consultation, etc. These apply to all Work environments...

    Childcare Act 2006, Early Years Foundation Stage, Employment 1348  Words | 7  Pages

  • Finished BSBRSK501B Assessment Task 4

    ID number Assessor’s Name Assessment Date/s Time/s Instructions to Students 1. You must accurately complete the Student Assessment Pack. 2. Your Assessor may want to discuss written answers with you to get further evidence of your understanding and to check that it is your original work 3. You need to submit Assessment Cover Sheet for each assessment. 4. You are permitted to use dictionaries and to seek support, as required. 5. Where your work has been deemed as unsatisfactory, you will be...

    Contract, Risk management 1624  Words | 15  Pages

  • Equality and Inclusion

    Equality and Inclusion 1. What do we mean by the following terms?  a) Equality-  b) Diversity c) Inclusion d) Discrimination   A) Equality: is a legal framework to protect people against discrimination. The Equality Act [2010] sets out the new public sector Equality Duty replacing the three previous duties for race, disability and gender. The Duty now covers the following ‘protected characteristics': Age Disability Gender reassignment Pregnancy and maternity Race (including...

    Affirmative action, Discrimination, Egalitarianism 745  Words | 4  Pages

  • FXT2 Task 3 Webinar

    Response Overview – TASK 3 To complete this task, you may need to do outside research beyond the Learning Resource provided. At the Master’s Degree level, you will be challenged to perform research of multiple collections to draft a conclusion/response. 1. Task 3 – Competency Competency 427.1.7: Continued Assessments During a Disaster - The graduate assesses needs, threats, and solutions prior to and during a network disaster. 2. Task 3 – Introduction to the Rubric  You can check your work by comparing...

    828  Words | 3  Pages

  • Unit 3 Task 3 Assignment

    Wendie Lunn Unit 3 Health and Safety and Security Task 3 Risk Assessments A risk assessment is something that will be written up before an outing, the assessment covers what the risks are, who can be put at risk, where the risk could take place, when the risk is most likely to happen and how the risks will harm the service users. A risk assessment is always done before an activity so the service users and myself are kept safe and the service providers have a written step-by-step plan if anything...

    Decision theory, Evaluation, Hazard 692  Words | 3  Pages

  • 3

    of food. Meats, vegetables or sweets - whatever your diet, that’s 40,000 pounds! Our digestive system works to turn this enormous amount of food into substances that the body can use for energy and for growth and repair. But what actually happens to these foods once they enter our bodies? How does the body process each tasty bite and harness the power locked in the food? The digestive system works like an assembly line in reverse. Carbohydrates, fats and proteins are progressively broken down into...

    Abdomen, Digestion, Digestive system 1178  Words | 4  Pages

  • unit 6 task 3

    Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience). 2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding). 3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept). 4. Active Experimentation (the learner applies them to the world around them to see what results). Kolb's learning theory (1975)...

    David A. Kolb, Education, Educational psychology 1888  Words | 5  Pages

  • task 3

    Task 3 for GKE 1 March 25, 2014 Western Governors University Page 2 In 1615 the East India Company acquired its first territory in Bombay, India. The East India Company was a British company that traded for goods, services, and raw materials with India. What initially started as a trading company became a company ruling a country with Brittan’s backing. The company established an army in India comprised mostly of local citizens called Sepoys. With help from the British...

    American Revolution, American Revolutionary War, British Empire 1185  Words | 4  Pages

  • Task 3 and 4

    DIVERSITY, INCLUSION, EQUALITY & PARTICIPATION SHC 33 (1.1), CYP Core 3.7 (4.1) & EYMP 4 (3.1) • Diversity is the differences between individual and groups in society such as culture, belief, faith, background, skills, gender, ethnic origins, sexuality, family structure, appearance, social, values, knowledge, attitudes and life experience of a person from any group or community. When it is conjoined with equality it is about understanding an individual and group differences and instilling peace...

    Affirmative action, Child, Culture 1029  Words | 3  Pages

tracking img