School Placement. Describe the policies and procedures of the setting relevant to promoting children and young peoples behaviour.
TDA 2.9 - Support children and young people's positive behaviour Unit 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people's behaviour. St Mary's school has and uses many different ways of promoting and encouraging good behaviour. In the KS1 class I work in they have a display on the class wall of "what makes a good class". This is a list, which goes through different things to make a good class by demonstrating behaviour in a "recipe" style list for example it says "mix in 30 children" and "sprinkle in good manners". The teacher will remind the class of this "recipe" if ever behaviour is not up to standard. The school does not tolerate bullying and operates a "Buddy bus stop" every playtime. Children from a couple of the classes are on a rota. They have to wear a sash and look out for anyone that might not have anyone to play with. This encourages children to look out for each other and encourages different age groups to mix. Every week the school has a "Fab assembly" in which one person from each class is chosen to be "star of the week" and this is presented by the head teacher and a certificate is given out. There are also special mentions given out and star lunches for children who have eaten well at lunch time. They get to sit on a special table the following week and are given treats like biscuits/breadsticks
The process of child development and factors that may affect it.
Unit TDA 2.1 Task 1 Age Gross Motor Skills Fine Motor Skills Effective Practice Birth to 2 years Becoming aware of themselves - First start to roll over, then sitting, crawling, standing then walking. Tries to kick. Interested in the environment and surroundings. Can walk up the stairs - assisted or holding on. Palmer and pincer grip Becoming more aware of their own likes and dislikes. Looking around and pointing. Smiling. Block building. Talking Singing Reading Giving choice 2-5 years Can now run and climb. Pedal a bike on their own. Can stand on tiptoes. Is able to jump. Ball skills are constantly improving and so is ball coordination. Is able to take themselves to the toilet. Starting to get good control of a pencil. By the latter years they are starting to write in sentences. Is able to count and can colour in pictures. Can get dressed and undressed unassisted. Can complete simple jigsaws Reading Encourage them to try new things. More independence 5-7 years Fluent speech Can balance on apparatus with no or little help. Is able to skip with a rope. Can hop. Has growth spurts. Good ball control. Much better coordination. Draws with detail. Knows left and right. Is aware of sexual differences. Encourage Drawing Reading Writing 7-11 years Good at throwing. Balancing Good body control Is more active -
unit 2 the developing child - cache level 2 . Stages of development, influences and transitions.
Unit 2- The developing child D1. The expected social stage of social development for a 4 year old is that they are more aware to talk to new people; the children are more friendly and caring towards others. Children are a lot more confident in these ages. Children are more understanding and can engage in a conversation and understand how to share and co-operate with one another. According to this website: http://www.greatschools.org/special-education/health/724-developmental-milestones-ages-3-through-5.gs (11/05/2011) children show anger verbally instead of physically. Children understand the concept of past present and future. Tassoni, P (2007) page 43 explains how children are more affectionate towards family, friends and careers. D2. The expected social stage of development for a five year old is, he or she is very co operative. Engages in conversation, A 5 year old can speak clearly and use different connectives properly in a sentence. Children can also choose their own friends. Meggitt, C (2004) Page 86 explains how children ask about abstract words (for instance, what does "beyond" mean?) http://www.education.com/reference/article/Ref_Social_Emotional_End/ according to this website by the end of 5 years children want to please friends, agree to rules , likes singing, dancing. At the age of 5 children should be able to be more independent and they also like to
Antenatal screening tests
Antenatal screening tests There are many antenatal tests that can be carried out during pregnancy which will offer reassurance to the parents. They involve monitoring the health of the mother and the baby throughout the pregnancy until the birth. As well assessing both the health of the mother and the unborn baby antenatal screening tests also detect any diseases which may affect the foetus or even any diseases which may cause complication with the baby once they are born. It is also important for these antenatal tests to take place as unborn babies are more at risk from developing diseases because they rely on their mother for protection as their immune systems are weak. Any problems that may occur during labour, before and after the birth of the baby as a result of a disease may be helped by these screening tests to solve any potential problems. Factors which could possibly increase the risk of an abnormality within the pregnancy include the age of the mother and her medical history as well as a family history of genetic conditions. The two main types of antenatal screening tests which detect abnormalities or problems with the foetus include amniocentesis and blood tests. An amniocentesis test is carried out to detect genetic disorders which include muscular dystrophy, haemophilia and sickle cell disorders. Blood tests are done to check for anaemia, spina bifida and blood
Legislation to prevent Adult Abuse
Safeguarding Vulnerable Adults Act 2006 This legislation was first bought out in 2006. It was bought out so that the protection of adults was put into place. The legislation requires anybody working with adults to be registered. The legislation works alongside The Independent Safeguarding Authority (ISA) they are responsible for deciding who should be barred fromw orking with the vulnerable. This would be done from any illegal action which they have undertaken and been, cautioned, reprimanded or even sent to jail for. Rehabilitation of Offenders Act 1974 The Rehabilitation of Offenders Act 1974 enables some criminal convictions to become 'spent', or ignored, after a 'rehabilitation period'. A rehabilitation period is a set length of time from the date of conviction. After this period, with certain exceptions, an ex-offender is not normally obliged to mention their conviction when applying for a job or obtaining insurance, or when involved in criminal or civil proceedings. The Act is more likely to help people with few and/or minor convictions because of the way further convictions extend the rehabilitation period. People with many convictions, especially serious convictions, may not benefit from the Act unless the last convictions are very old. Criminal Records A person's offence will still remain on the Police National Computer even after it has become spent - it will
Cache level 3 unit 3- The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children.
Unit three- Supporting children The Children Act 1989 came into effect in 1991 in England and Wales, it attempted to bring together various pieces of legislation. It is wide ranging and covers child protection, parental responsibility and the inspection of settings. It is especially known for its stance that children's welfare is of paramount importance. It also made clear that children and young people's views had to be taken into consideration when decisions about their future were being made. There has been a subsequent Children Act which provided for a Children's Commissioner and also allowed the government to provide a legal framework for the Every Child Matters programme. The Children Act 2004 is designed to ensure that difference services for children and young people work more effectively together. The Children Act 1989 has influenced setting by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The Act requires that settings work together in the best interests of the child and that they form partnerships with parents /carers. It requires settings to have appropriate adult: child ratios and policies and procedures on child protection. This Act has had an influence in all areas of practice from planning a curriculum and record keeping. The Every Child
Investigating Diseases. I will be looking at and comparing communicable and non communicable diseases. HIV and lung cancer.
Unit 9 investigating diseases Introduction For my unit 9 assignment I will be looking at and comparing communicable and non communicable diseases. A dictionary definition of disease is "A disease is an unhealthy condition in a person which is caused by bacteria or an infection". Looking at how diseases affect individuals will be an important part of my assignment. Communicable Diseases are illnesses caused by microorganisms and transmitted from an infected person or animal to another person. Some diseases are passed on by direct or indirect contact with infected persons or with their excretions. Most diseases are spread through contact or close proximity because the bacteria or viruses are airborne, i.e., they can be expelled from the nose and mouth of the infected person and inhaled by anyone in the vicinity A non communicable disease (NCD) is a disease which is not infectious. Such diseases may result form genetic or lifestyle factors. Those resulting form lifestyle factors are sometimes called diseases of affluence. Examples include hypertension, diabetes, cardiovascular disease, cancer and mental health problems. Diseases can be categorised in a number of ways, however I will be using P.I.E.S to show how some diseases are categorised: * Physical disease or physical illness * Psychological disease, usually known as mental health disorders * Social disease, or
Promoting a healthy environment for children. Legislation aimed at promoting emotional and physical health.
Unit 6 Assignment- Promoting a healthy environment for children E2/B1 The Children Act 2004 (Every Child Matters) As a practitioner we need to listen& obey to what the law tells us. The programme 'Every Child Matters', which has been put into law since 2004 in the 'Children Act 2004', has outlined some goals which I, as practitioners should take into consideration especially in the first years of a child's life. These goals are: Five outcomes What the outcomes mean . Being healthy Physically/Mentally/Emotionally and Sexually healthy Live healthy lifestyle where healthy choices are promoted i.e. healthy food (5 a day), balanced diet and good exercise 2. Staying safe Safe from maltreatment, neglect, violence and sexual abuse Safe from accidents, injury and death Safe from discrimination and bullying Safe from crime and anti social behaviour Being cared for appropriately by parent or carer 3. Enjoying& achieving Be ready for school Make sure children achieve social development Make sure children attend and enjoy school Parents, Carers and teachers support learning 4. Making a positive contribution Ensure children do right and don't get onto anti social behaviour/ crimes/bullying Develop positive relationships with people around you Develop self confidence and learn to adapt to changes in life Take decisions and support the community 5. Achieve
Produce a written assignment showing an understanding of the four main tissue types (epithelial, muscle, connective and nervous) and what they do in the heart and the intestine.
Unit 5- Anatomy and physiology Task 1 P2- Outline the structure of the main tissues of the body. Produce a written assignment showing an understanding of the four main tissue types (epithelial, muscle, connective and nervous) and what they do in the heart and the intestine. Tissues are groups of cells with a common structure and function. There are four main tissues in the body - epithelium, muscle, connective tissue and nervous tissue. Epithelial tissue- Epithelial tissue covers external surfaces and internal cavities and organs. Glands are also composed of epithelial tissue. It is made up of cells closely packed and ranged in one or more layers; compound epithelia is made up of several layers of cells and Simple epithelia is a single layer of cells. Simple epithelial includes four different types; squamous, cuboidal, ciliated and columnar. Epithelial tissue, regardless of the type, is usually separated from the underlying tissue by a thin sheet of connective tissue; basement membrane. The basement membrane provides structural support for the epithelium and also binds it to neighbouring structures. As a group, epithelial tissues perform a variety of functions, including protection, absorption, excretion, secretion and lubrication. It is surface tissue so capacity for growth and repair is greater than any other tissue. In the Intestines- The apical surface of
The Main Body Systems
The cardiovascular system The key features of the cardiovascular system are the heart, blood, and blood vessels such as veins, arteries and capillaries. It provides pulmonary circulation where blood is sent to the lungs to be is oxygenated; and systemic circulation so the oxygenated blood can be delivered to the rest of the body. Blood consists of plasma, red blood cells, white blood cells, and platelets. in pulmonary circulation Oxygen deprived blood travels to the heart by the vena cava after being used by the body. The blood then enters the right atrium of the heart and flows through the tricuspid valve into the right ventricle, from which it is then pumped through the pulmonary semilunar valve into the pulmonary artery to the lungs. Gas exchange occurs in the lungs, whereby CO2 is released from the blood, and oxygen is absorbed. The pulmonary vein returns the now oxygen-rich blood to the heart. Following this it is pumped around the rest of the body as systemic circulation. The respiratory system The respiratory system is responsible for the gaseous exchange that takes place between the circulatory system and the external environments. Air is inhaled through the upper airways, such as the nasal cavity, through the trachea and into the small bronchioles and alveoli within the lung tissue. While inhaling the external intercostal muscles contract, moving the ribcage up
