• Level 3 Tda 3.4 Promote Children and Young People's Positive Behaviour
    TDA 3.4 – Promote children and young people’s positive behaviour 1 Understand policies and procedures for promoting children and young people’s positive behaviour 1.1 Policies and procedures of the setting relevant to promoting children and young people’s positive behaviour We take great
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  • Tda 2.2 Childcare Nvq Level 2
    TDA 2.2 Safeguarding the welfare of children and young people Different agencies involved in safeguarding the welfare of children and young people and their roles: • Local safeguarding children board- they look into the death of children who have been abused or neglected. And how different profe
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  • Communication and Professional Relationships with Children, Young People and Adults Tda 3.1
    Communication and Professional Relationships with Children, Young People and Adults TDA 3.1 1.1 Effective communication is vital when dealing with children and young people, in particular within the working environment, as it helps establish and maintain clear boundaries for the adolescents who a
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  • Tda 2.2
    TDA 2.2 Task 1 1.1 * Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety. These are as follows Children’s act 1989/2004 Education act 2002 ECM/EYFS E safety 2008 Human rights act Equal op
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  • Tda 3.1 Communication and Professional Relationships with Children, Young People and Adults
    Jennifer Turner DSTL3 TDA 3.1 Communication and Professional relationships with children, young people & adults 1 Explain why effective communication is important in developing positive relationships with children, young people and adul
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  • Tda 3.7 Unit 1.1
    TDA 3.7 Unit 1.1 Both teachers and TAs play an important role in monitoring and assessing the children’s learning. Assessments are carried on daily, throughout the day. It is the responsibility of the teacher to know how each child in the class is progressing, how to ‘push’ the children to
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  • Tda 2.5 Schools as Organisations
    TDA 2.5 Schools as organisations Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1.1, 1.2, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2 and 6.3. • Identify the main types of state and independent schools • Describe the characteristics of the differe
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  • Tda 2.9support Children and Young People's Positive Behaviour
    TDA 2.9 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people's positive behaviour. St Oswald's Catholic Primary School aim to create an environment which encourages and reinforces good behaviour and positive attitudes, and this is done thro
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  • Tda 2.2 Safeguarding the Welfare of Children and Young People
    Lorraine Bale TDA 2.2 Safeguarding the welfare of children and young people 1.1 United Nations convention protection of children’s act- when was the 1st legislation impacted. It was drawn up in 1989, but the United Kingdom decided on 16th December 1991 formally agreed to make sure that every c
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  • Tda 2.4 Task 2
    Unit number TDA 2.4 2.1 When you work in a school environment it is very important to know the ways in which children can suffer prejudice and discrimination. Very often they can happen due to ignorance, such as assuming that all people in wheelchairs have learning difficulties. It is a sad fact
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  • Tda 2.8
    TDA 2.8 Support children and young people’s health and safety While the children were lining up in class waiting to go to assembly, Pupil Z’s nose started to bleed heavily. I quickly alerted the class teacher and she asked me to stay with him while she took the other children to assembly and
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  • Tda 2.1
    Margaret Boyce TDA 2.1 Identify how different aspects of development can affect one another. Physical development and learning new skills allow children to do things for themselves and develop their independence. This in turn increases their confidence which leads to trying new things and le
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  • Tda 2.1 Child and Young Person Development. 1.1 & 1.2
    TDA 2.1 Child and young person development. 1.1 & 1.2 Age Physical development Communication and intellectual development Social, emotional and Behavioural development Birth to 3 months Looks at hands. Plays with fingers. Cla
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  • Tda 3.2 Assignment Schools as Organisations
    TDA 3.2 Schools as Organisations 1. Know the structure of education from early years to post compulsory education. 1.1 Summarise entitlement & provision for early year’s education. Every child who on the term commencing after their 3rd Birthday is entitled to a free part time place in ear
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  • Tda 2.2 Safeguarding
    Michelle Peat TDA 2.2 Safeguarding In England the law states that all practitioners working with children have a duty to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. It is important that everyone working
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  • Tda 2.5 2.1
    TDA 2.5 2.1 School governor’s work together to form a governing body which works with the school & do not intervene in the day to day running of the school unless something is seriously wrong. Their responsibilities & powers have to have the backing & co-operation of the head teacher
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  • Tda 3.6 1.3
    TDA 3.6 1.3 Explain the importance and benefits of valuing and promoting cultural diversity in work with children and young people. Culture can have many different meanings and the way the word is used has changed over time. Culture can cut across nationalities and religions. It is what giv
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  • Tda 2.2
    TDA 2.2 Safeguarding the welfare of children and young people Legislation, guidelines and policies place a duty on all those working in schools to ensure the health, safety and security of children in their care. You need to have the necessary knowledge and confidence to take the correct action
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  • Tda 2.1
    Assessment task – TDA 2.1 Child and young person development. Task 1 Links to learning outcome 1, assessment criteria 1.1 and 1.2 Produce a display to include a timeline that will: Describe the expected pattern of children and young people’s development from birth to 19 years, to include
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  • Level 3 Teaching Assistent Tda 3.5
    Develop professional relationships with children, young people and adults. TDA 3.5 1.3 Making choices is like any other skill. Unless it is practiced, it will not develop. The choices given should match the skill level of the child. For instance, you might ask whether a child wants to use the p
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