Childhood and Young People

Topics: Childhood, Young, Youth Pages: 8 (771 words) Published: August 28, 2013
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Learner NameEvidence

Assignment 301Communication and professional relationships with children, and young people and adults

Assignment overview

Introduction

This assignment is intended to provide evidence of a candidate’s knowledge and understanding of communication and professional relationships with children, young people and adults. By completing all tasks within the assignment, you will provide evidence that meets the Learning Outcomes and assessment criteria of Unit 301.

Tasks

There are three tasks to this assignment.

AComplete diagram, report and table

BComplete table

C Complete table, question and prepare presentation

This is a summary of the evidence required for the unit.

|Task |Evidence required |Unit coverage | | | |Understand the principles of developing positive relationships with children, young | |A |Complete diagram, report and table |people and adults. | | | |1.1, / 1.2, / 1.3 | | | |Understand how to communicate with children, young people and adults. | |B |Complete table, questions |2.1 / 2.2/ 2.3/ 2.4/ 2.5 | | | |Understand legislation, policies and procedures for confidentiality and sharing | |C |Complete table, question and prepare |information, including data protection | | |presentation |3.1/ 3.2/ 3.3 |

Assignment 301Communication and professional relationships with children, young people and adults.

Task AComplete diagram, report and table

You need to complete the answers to the following:

Identify the features of a positive relationship with children and adults and explain how this can be achieved. Provide notes in a spider diagram as set out below.

Using the spider diagram notes, prepare a brief report explaining why effective communication is central to developing positive relationships. 1.1

The table below list six methods by which a school might communicate with parents.

What are the main factors to consider ensuring that the communication is as effective as possible? The first method in the table has been completed as an example.

|Form of communication |Factors to consider | |Formal meeting with the head |Set clear expectations for the meeting, dress appropriately, be punctual, maintain respect, balance | | |formality with friendliness, and agree actions to be taken.ng with the headample. | | |er to ensure that the communcation is as effectice as possible? | | |The first method in the table | |Informal conversation before/after school | | |Parent’s evening |...
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