Definition and Examples of Display Question

Definition and Examples of Display Question A presentation question is a kind of non-serious inquiry to which the examiner definitely knows the appropriate response. Likewise called aâ known data question. Not the same as erotesis questions, show questions are frequently utilized for instructional purposes. Theyre used to decide whether understudies can show their insight into accurate substance. Models and Observations So as I have recently illustrated, youngsters, he was stating now, grass is ideal to sit on, yet be cautious since it can tickle. Now,â can anybody tell meâ the name of this attractive animal over here?Is it a rhino, sir? said a young lady called Caroline.Very close, Caroline, said Alan Taylor merciful. All things considered, it is known as a subterranean insect. Presently who can let me know (Andy Stanton, Mr. Gum and the Cherry Tree. Egmont, 2010)In 1930, the Republican-controlled House of Representatives, with an end goal to mitigate the impacts of theanyone? anybody?- the Great Depression, passed theanyone? anybody? The tax bill? The Hawley-Smoot Tariff Act? Which, anybody? Raised or brought down? Brought taxes up with an end goal to gather more income for the central government. Accomplished it work? Anybody? Anybody know the impacts? It didn't work, and the United States sank further into the Great Depression. Today we have a comparative discussion over this. Anybody know w hat this is? Class? Anybody? Anybody? Anybody considered this To be Stein as the financial aspects educator in Ferris Buellers Day Off, 1986) The [drivers education] class was instructed by an old and disenthralled veteran of the New York City government funded educational system who had the looks and the disposition of, on second thought, me nowadays. His type of guidance was Socratic, tenaciously so.What is the motivation behind the directing wheel? he asked.The older Jewish women took a gander at their shoes. The Chinese gazed into space. The dark folks kept slanging each other.What is the motivation behind the controlling wheel? the instructor asked again and got a similar reaction. . . .Thus it went for a month and a half. The instructor posed an agonizingly straightforward inquiry. No one said anything. The educator rehashed the agonizingly straightforward inquiry. No one said anything.(P.J. ORourke, Driving Like Crazy. Atlantic Monthly Press, 2009) The Purpose of Display Questions Something that the media meet and the study hall cooperation share for all intents and purpose is the utilization of show questions. . . . The reason for a showcase question is to put information or data out there for anyone to see. In the study hall, this is a significant method of transmitting and testing information for educators and understudies. In these showcase question circumstances, for example, study halls and tests, the examiner follows up the appropriate response by expressing whether it is the right one or not. In any case, in media interviews, . . . the follow up is frequently left to the audience or viewer.(Anne OKeeffe, Michael McCarthy, and Ronald Carter, From Corpus to Classroom: Language Use and Language Teaching. Cambridge University Press, 2007) The Lighter Side of Display Questions Texas Ranger: The educator solicited me what was the capital from North Carolina. I said Washington, D.C.Cal Naughton, Jr.: Bingo.Ricky Bobby: Nice.Texas Ranger: She stated, No, youre wrong. I stated, You got an uneven butt. She got frantic at me and hollered at me and I peed in my jeans and I never changed my pee-pants throughout the day. Im as yet sitting in my grimy pee-pants.Cal Naughton, Jr.: I wet my bed until I was nineteen. Theres no disgrace in that.(Talladega Nights: The Ballad of Ricky Bobby, 2006)

Curriculum Evaluation Essay

The report remembered a weakening of execution for perusing, language and math because of poor instructional strategies, huge class sizes, and deficient oversight Presidential Commission to Survey Philippine Education (PCSPE) 1. Dissect execution of the instructive framework and its significance to national formative objectives 2. Discover the proficiency of the framework 3. Distinguish territories which need progressively point by point examination. 4. The report remembered discoveries for : a. Confound between instructive administrations and labor necessities b. Befuddle between training needs and the national advancement needs c. Discriminatory circulation of instructive offices and assets over the locales d. Absence of methodical arranging and assessment Overview OF OUTCOMES OF ELEM EDUCATION (SOUTELE) 1. Battery of accomplishment tests intended to gauge the results of basic instruction 2. General mental capacity trial of non-verbal sort intended to quantify affiliation 3. Student’s mentality stock expected to gauge full of feeling goals 4. Polls so as to set up the profiles of students, educators, school heads, and so forth 5. The investigation uncovered lacks of basic training regarding inputs (assets), forms (educational program and guidance), and yields (students’ accomplishment). These are influenced by financial, school types, nature of instructing. The Household and School Matching Survey (HSMS) 1. The overview conjectured that learning is predicated on the precursor scholarly, social, physiological factors. 2. The discoveries of the examination demonstrated that home-related and network related factors have more noteworthy effects on learning than school related factors, for example, cost per understudy and quantities of course books per understudies. The Congressional Commission on Education Study (EDCOM) 1. Improving the interior capacity of the framework to acceptably actualize the sacred arrangements on instruction 2. Furnishing the framework with fundamental budgetary and other foundation bolster 3. Fortifying the system’s linkages with all divisions worried in human asset advancement 4. Helping the framework to accomplish its sectoral objectives and focuses through techniques that are steady with the nation’s advancement objectives. The National Evaluation and Impact Study of PRODED 1. Educator factor is critical in the achievement of the instructing learning process 2. There is a need to improve the pre-administration and in-administration preparing of educators that ought to remember the advancement of abilities for study hall the executives, instructor student connection, and the utilization of instructional guides, and so on. Observing and Evaluation of RBEC 1. Characterizes what levels of realizing understudies of schools and divisions meet at different phases of the fundamental training cycle dependent on the national educational plan. 2. Setting of least national guidelines for capacities, structures, procedures and yield dependent on a layout for school improvement forms from intending to usage to checking and assessment 3. Broadly normalized understudy appraisal, results estimation and revealing of fundamental school measurements Presidential Commission on Educational Reform (PCER) 1. Made through E.O. in 1988 to characterize a spending plan attainable program of change, and recognize official need approach suggestions and things for an administrative motivation on instruction. 2. Contained multi sectoral gathering 3. Proposed the foundation of National Education Evaluation and Testing System (NEETS) that accepts accountability for instructive appraisal all things considered, including specialized and aptitudes improvement CURRENT TRENDS AND ISSUES BILINGUAL EDUCATION 1. Article 14, organization 7 of 1987 constitution †â€Å"for the motivations behind correspondence and guidance, the official dialects of the Philippines are Filipino and until in any case gave by law, English.† 2. DECS Order 52, s. 1987 †the strategy of bilingual training plans to make each Filipino skillful in both Filipino and English at the national level 3. DECS characterizes bilingual as â€Å"separate utilization of Filipino and English as media of guidance in explicit subjects.† Early Childhood Care and Development (ECCD) 1. Craftsmanship 15, Sec 2, 1987 Phil. Cons. †perceives the â€Å"right of kids to help, including appropriate consideration and nourishment, and exceptional security from all types of disregard, misuse, pitilessness, abuse and different conditions biased to their development.† 2. UN Convention on the Rights of Child 3. Instruction for All (EFA) plan of DECS, 1990 imagined 90% in 2000 of youth care and advancement either locally established administrations or kindergarten/nursery classes Other issues 1. Access to pre-school training 2. Private Pre-school training 3. Worldwide training 4. Ecological training The K to 12 Program The K to 12 Program covers kindergarten and 12 years of fundamental training (six years of essential instruction, four years of middle school, and two years of senior secondary school [SHS]) to give adequate time to authority of ideas and abilities, create deep rooted students, and get ready alumni for tertiary training, center level aptitudes improvement, business, and enterprise. The appropriation of the program is because of the need to improve the seriousness of our country’s graduates as the ten-year essential instruction cycle is viewed as lacking for work and advanced education. Truth be told, abroad Filipino specialists are not naturally perceived as expert in different nations that see the ten-year training program as lacking. The Philippines is the main nation in Asia and is one of just three nations on the planet with a ten-year essential instruction cycle. 1. All inclusive Kindergarten Education. 2. First language Based Multilingual Education. 3. Center Academic Areas 4. Specializations. Sorts OF CURRICULUM (PHILIPPINE SETTING) Plain, unequivocal, or composed educational program Is essentially that which is composed as a component of formal guidance of tutoring encounters? It might allude to an educational program report, writings, films, and strong instructing materials that are plainly picked to help the purposeful instructional plan of a school. Consequently, the plain educational plan is typically bound to those composed understandings and bearings officially assigned and surveyed by executives, educational program chiefs and instructors, frequently on the whole. Cultural educational plan As characterized by Cortes (1981). Cortes characterizes this educational plan as: the enormous, progressing, casual educational plan of family, peer gatherings, neighborhoods, places of worship associations, occupations, mass, media and other mingling powers that â€Å"educate† we all for the duration of our lives. The covered up or clandestine educational program That which is suggested by the very structure and nature of schools, a lot of what rotates around every day or set up schedules. Longstreet and Shane (1993) offer a usually acknowledged definition for this term. The â€Å"hidden curriculum,† which alludes to the sorts of learning’s kids gets from the very nature and hierarchical structure of the state funded school, just as from the practices and perspectives of instructors and overseers. Instances of the shrouded educational program may incorporate the messages and exercises got from the minor association of schools †the accentuation on: successive room courses of action; the phone, coordinated sections of formal guidance; a yearly timetable that is as yet organized to suit an agrarian age; taught messages where fixation compares to understudy practices were they are sitting upright and are ceaselessly calm; understudies getting in and remaining in line quietly; understudies unobtrusively lifting their hands to be approached; the unending rivalry for grades, etc. The shrouded educational plan may incorporate both positive or negative messages, contingent upon the models gave and the points of view of the student or the onlooker. The invalid educational program Those exercises learned through looking the Internet for data, or through utilizing e-types of correspondence. (Wilson, 2004) From Eisner’s point of view the invalid educational program is basically that which isn't instructed in schools. By one way or another, some place, a few people are engaged to settle on cognizant choices with regards to what is to be incorporated and what is to be avoided from the obvious (composed) From Eisner’s point of view the invalid educational plan is essentially that which isn't instructed in schools. By one way or another, some place, a few people are engaged to settle on cognizant choices with regards to what is to be incorporated and what is to be avoided from the unmistakable (composed educational program. Since it is truly difficult to show everything in schools, numerous themes and branches of knowledge must be deliberately avoided from the composed educational program. In any case, Eisner’s position on the â€Å"null curriculum† is that when certain subjects or points are kept separate from the unmistakable educational program, school work force are sending messages to understudies that specific substance and procedures are not significant enough to consider. Shockingly, without some degree of mindfulness that there is likewise an all around characterized certain plan in schools, school work force send this equivalent sort of message by means of the shrouded educational plan. Ghost educational plan The messages pervasive in and through introduction to a media. These segments and messages have a significant influence in the enculturation of understudies into the prevalent meta-culture, or in acculturating understudies into smaller or generational subcultures. Attendant educational plan What is educated, or underscored at home, or those encounters that are a piece of a family’s encounters, or related encounters endorsed by the family. (This kind of educational plan might be gotten at chapel, with regards to strict articulation, exercises on qualities, morals or ethics, formed practices, or social encounters dependent on the family’s inclinations.) Rhetorical educational program Components from the expository educational plan are contained from thoughts offered by pol

Clay, Lucius DuBignon

Clay, Lucius DuBignon Clay, Lucius DuBignon d?bin ´y?n, dübenyôN ´ [key], 1897â€"1978, American general, b. Marietta, Ga. A graduate of West Point and an engineering officer, he held many army administrative posts and became (1944) deputy director of the office of War Mobilization and Reconversion. Clay was (1945â€"47) deputy chief of the U.S. military government in Germany and in 1947 became commander of U.S. troops in Europe. He directed operations in the Berlin blockade as U.S. military governor (1947â€"49). Clay retired from the army as a full general in May, 1949, to enter private business. After the closing of the borders between East and West Berlin by the Communists, he served (Sept., 1961â€"May, 1962) as President Kennedy's personal representative in Berlin with the rank of ambassador. He wrote Decision in Germany (1950). The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. History: Biograp hies

Music Is The Most Influential Music - 1490 Words

Is music a way of expressing our emotions or is it just another way that people use to manipulate our minds? Music can be used for many things, in moments of sadness we listen to motivational music, in moments of happiness we listen to happy music. It just depends in the kind of mood we are into in those moments. That’s what music is, just another way that people use to express themselves. But what happen when music start teaching us lifestyle? are we ready to understand the meaning of the messages artists are sending us?. Hip Hop music is the most influential music there is in our society. Teaching young woman and man the wrong idea of what a love relationship means, by objectifying the woman and picturing the man erroneously. In the†¦show more content†¦HipHop music and lyrics teach this young man this idea in almost every single song for example Rick Ross a hiphop/ rap writer and singer says in one of his song â€Å"Put molly all in her champagne, she ain’t even know it. I took her home and I enjoyed that, she ain’t even know it† (You don’t even know it). Basically what this artist is telling all his listeners are that is okay to have sex with a girl if she is unconscious, to drug her and to have sex without her consent. This issue in other words is call rape. Young men are becoming physically abusive to women because they believe is right to do it. In the book â€Å"Pimps Up, Ho’s Down† Sharpley Whiting states, â€Å"A gifted an MC as DMX is, the lyrics to X Is Coming ( if you got a daughter older than fifteen, Ima rape her ) deeply disturb, as do Tupac Shakur’s ‘First let my nigga fuck then I fuck/ That’s how we do it (ha, ha),†Ã¢â‚¬â„¢(59). Whiting is concern with this kinds of lyrics. This hiphop artist are putting this wrong idea in the young men, that lead them to become physically abusive to women. Young man create this idea that sexually abuse toward women has no consequences because hiphop artist are making it seen this this way. HipHop culture is sending wrong messages to young men, by making them believe the wrong idea of how sex is supposed to be use in a love relationship, making young man believe that sex can be used as a form of

A Father of the Nation The sacrifice Abraham Lincoln Essay

The sacrifice Abraham Lincoln gave to the country did not just involve his time, but his life as well. Leading up to his death, Lincoln became known as many things, a leader, an orator, and a martyr. There is extensive research into his life on the type of man he was and had to become through the war. He had to change from a lawyer to a man willing to go above and beyond for his homeland. Many argue that he was a God-fearing man, others that he did not have a God to even believe in. The main idea though that stayed constant during the war was his great desire to keep the Union together. Other viewpoints had to grow and progress just as Lincoln had to up until his death. Lincoln’s call for a strong Union was seen when looking through†¦show more content†¦Lincoln already had in his mind the idea that the spread of slavery needed to be stopped where it was, but it was not his ultimate goal to remove it from the nation. He needed the support of all in the Republica n Party to gain candidacy, and calling for a full scale removal of slavery was not the route to go. Later on his speech continued to beg for the unification of the nation. He asked that the Northerners to not submit to the demands of the South, at the same time he asked the Southerners to realize that they were going against their fore fathers’ wishes. In these last two sections of the Cooper Union address it is once again seen that Lincoln truly had a sense of nationalism before he was even considered to become the president. The deep respect and love he had for the fore fathers and America was unmatched. This was seen by the Republican Party and he was chosen over Senator William H. Seward of New York to become their presidential candidate, despite having â€Å"only one undistinguished congressional term under his belt† (Anonymous). Transitioning from his time giving the Cooper Union speech to giving the Gettysburg Address, Lincoln had already grown. His wishes to keep the Union from breaking up were dashed as he was inaugurated into the presidency. Now he had to face the ultimate question on how to fix what he had tried so hard to keep from breaking. Unbeknownst to either side, theShow MoreRelatedAbraham Lincoln s The Battle Of Gettysburg984 Words   |  4 Pagesoffice, Abraham Lincoln faced an almost unsurmountable task. Not only did Lincoln try to eradicate the idea of a human owning another human, but he also had to keep unity among the country. With a civil war raging, and a divided country in anarchy, Lincoln did not have the odds in his favor. After the Battle of Gettysburg, Lincoln took a step back to show everybody, through the Gettysburg Address, the doom that America will face if it were to continue down the path that it is heading. Lincoln didn’tRead MoreAbraham Lincoln Reaffirmed the Values of Our Founding Fathers678 Words   |  3 Pagesnine years ago, Abraham Lincoln, our sixteenth President of the United States of America, set off for Gettysburg in order to consecrate Gettysburg National Cemetery. In an uncharacteristically short speech-at least for the 1860s-Lincoln was able to reaffirm the values our Founding Fathers had laid down in the Declaration of Independence as well as the Constitution, and painted a vision of a unified United States where freedom and democracy would be the rule for all citizens. Lincoln utilized variousRead MoreThe War Of Abraham Lincoln906 Words   |  4 Pageselection of Abraham Lincoln. South Caroline issued the â€Å" Declaration of the Causes of Secession† because they believed Lincoln was anti-slaver (Bartels). However during the most consequential period in American history, on November 1860 Abraham Lincoln was elected as the sixteenth president of the United States and the first Republican President. As the commander in chief the union army, Lincoln needed to bring an end to the war and reunite the nation. On November 19, 1863 Abraham Lincoln gav e one ofRead MoreThe Gettysburg Address By Abraham Lincoln1370 Words   |  6 Pagesraces including white and black. Abraham Lincoln was the president during this era and knew he had to put an end to this but didn’t have a solution to solve it. When the United States was founded everything was as simple as it could get but as the years went it started getting more complex, and Lincoln noticed that. The Gettysburg Address is a speech by Abraham Lincoln known as one of the best speeches in American history. One reason why President Abraham Lincoln did this speech was to start theRead MoreThe Slavery Of The United States1449 Words   |  6 Pages â€Å"Slavery is founded on the selfishness of man’s nature; opposition to it on his love for justice.† This saying by Abraham Lincoln tells us that people are really different when it comes to their beliefs and attitudes. Some are so focused on wealth, which is why they have slaves to work for free, and treated them as properties instead of real human beings. On the other hand, some people were against slavery because it violated the basic human rights like the right to life, liberty, and security.Read MorePolitical Characteristics of Presidents Essay1378 Words   |  6 Pagestheir myths up around Abraham Lincoln. 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He delivered The Gettysburg Address on November 19, 1863, at the dedication for the fallenRead MoreThe Gettysburg Address by Abraham Lincoln546 Words   |  2 PagesThe Gettysburg address is a very intriguing speech delivered by Abraham Lincoln. This speech touched bases on the many lives that have been lost during the civil war. This speech gained attention because it considered the impact that was made in the country’s history. Abraham did not want to forget the lives that were lost, but indeed give a dedication to the fallen soldiers. â€Å"It is for us the living, rather to be dedicated to the unfinished work which who they fought here have thus far so noblyRead MoreAbraham Lincoln And The Ab olition Of Slavery879 Words   |  4 Pagesit was not the only defining factor of Abraham Lincoln when he was president. Lincoln saw past the inequality of black and white and regarded equality and freedom above all as a basis for a united nation because he wrote the Gettysburg Address at a crucial time during the civil war to earn favor among freed slaves and to those opposed to slavery in the North and he decreed the Emancipation Proclamation as a stepping stone to achieve his ultimate goal. Lincoln had deep feelings on the subject of libertyRead MorePresident Abraham Lincoln Delivered One Of The Most Famous Speeches1698 Words   |  7 PagesNovember 19, 1863 was the day when at the time President Abraham Lincoln delivered one of the most famous speeches in the American History. Lincolns brief but was powerful, Gettysburg Address described the United States as being a pivotal crossroads. While Lincoln credited with creating the â€Å"Government of the People, by the people,† it was really for the older countries. A while after Lincoln was invited to make a few remarks at a ceremony consecrating a new cemetery for the Union Soldiers. That

Electromagnetic Radiation and Infrared Waves Free Essays

Move in ellipses d. Move perpendicular to the direction of the travel 3. The higher the frequency of wave, a. We will write a custom essay sample on Electromagnetic Radiation and Infrared Waves or any similar topic only for you Order Now The lower its speed c. Greater Its amplitude b. The shorter its wavelength d. The longer its period 4. Energy from the sun reaches the earth through a. Ultraviolet waves c. Mechanical waves b. Infrared waves d. Electromagnetic waves 5. Which of the following objects will produce sound? a. Soft object b. Radio station c. Vibrating object d. object under pressure 6. Which of the following best describe a high frequency sound? a. Low pitch b. High pitch c. Low energy d. A and C 1 OF5 sounds of a. The same pitch . Lower pitch 8. A sound wave is a c. Higher pitch d. Lower then higher pitch a. Longitudinal wave c. Standing wave b. Transverse wave d. Shock wave 9. Which of the following would most likely transmit sound best? a. Steel in cabinet c. Air in your classroom b. Water in the ocean d. Water in swimming pool 10. Which of the following is NOT an electromagnetic wave? a. Infrared b. Radio c. Sound d. X-ray 1 1 . In terms of wavelength, which of the following best compare infrared waves from ultraviolet waves? a. Infrared waves have longer wavelength b. Infrared waves have shorter wavelength . IR waves have the same wavelength as the UV waves d. IR waves is not comparable in wavelength with the UV wave 12. Among all the electromagnetic waves, which has the highest frequency? a. Infrared radiation c. Ultraviolet b. Radio wave d. Gamma rays 13. ROYGBIV is the basic component of white light, which of the following has the highest frequency? a. Blue b. Green c. Orange d. Red 14. Which of the following is true about an object that travels 5 meters to the left, 2 meters up, then 5 meters to the right? . The displacement of the object is equal to 12 meters b. he total distance travelled by the object is equal to 12 meters c. The displacement of the object is equal to 12 meters down. d. The total distance travelled by the object is equal top meters down Waves that occur when the individual particles of a medium vibrate from side o side perpendicular to the direction in which the waves travel. 4. Waves that occur when the individual particles of a medium vibrate back and forth. 5. The disturbance that travel through a medium. 6. It refers to highness and lowness of sound. 7. It is how soft or how intense the sound is. 8. Vibrational frequencies beyond 20, 000 Hz. 9. Vibrations with extremely low frequency. 11 . It is the measurement of how fast an object is moving. direction. 12. Speed with 13. It refers to the length of the entire path that the object travelled. 4. It efers to the shortest distance between the object’s two position. 15. A device used to measure the speed of a vehicle. 16. It refers to the distance between any successive identical part of the wave. 17. Distance travelled by the wave per second. 18. Number of waves that pass a particular point every second. frequency. How to cite Electromagnetic Radiation and Infrared Waves, Papers

Log book free essay sample

NVQ Edexcel Level 3 NVQ in Health and Social Care November 2005 Health and Social Care Edexcel Level 3 NVQ in Candidate guidance and logbook Edexcel Limited is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brands. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www. edexcel. org. uk Authorised by Jim Dobson Prepared by Phil Myers Publications code N015903 NVQ standards  © Crown Copyright, Skills for Care and Development and Skills for Health. Introduction, guidance and this edition:  © Edexcel Limited 2005 Contents Section 1: The Edexcel Level 3 NVQs in Health and Social Care 1 Introduction 1 National Occupational Standards and NVQs 1 Which Edexcel NVQs within Health and Social Care are available? 2 Who are these Edexcel NVQs for? 2 Section 2: Worked examples of forms 11 Collecting your evidence 11 Worked examples 13 Example 1: Index of evidence 15 Example 2: Assessment plan 17 Example 3: Unit progress record 19 Example 4: Element achievement record 21 Example 5: Knowledge evidence record 23 Example 6: Personal statement 25 Example 7: Observation record 27 Example 8: Witness testimony 29 Example 9: Record of questions and candidate’s answers 31 Example 10: Expert witness evidence record 33 Section 3: Candidate logbook Core units 35 41 Children and Young People optional units 105 Adults optional units 391 Generic optional units 499 Additional units = 1249 Section 1: The Edexcel Level 3 NVQs in Health and Social Care Introduction This document contains information specific to the Edexcel Level 3 NVQs within Health and Social Care. We will write a custom essay sample on Log book or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It should be read in conjunction with Edexcel NVQ Centre Guidance and the Edexcel NVQ Candidate Guidance. National Occupational Standards and NVQs The standards, assessment strategy and award structures for Health and Social Care are jointly owned by Topss England, the Care Council for Wales, the Northern Ireland Social Care Council, the Scottish Social Services Council, and Skills for Health, who worked in partnership to review the National Occupational Standards and Awards in Care. The NVQs have been developed from the National Occupational Standards. The Edexcel Levels 2, 3 and 4 NVQs in Health and Social Care recognise the skills, knowledge and understanding of candidates and allows them to gain a qualification in the workplace that relates to their job area and promotes good working practice. Contact details of the sector skills bodies: Topss England Albion Court 5 Albion Place Leeds LS1 6JL Skills for Health Goldsmiths House Broad Plain Bristol BS2 0JP Telephone: 0113 2451716 Fax: 0113 2436417 Email: [emailprotected] org. uk Telephone: 0117 9221155 Email: [emailprotected] org. uk Northern Ireland Social Care Council (NISCC) 7th Floor Millennium House 19–25 Great Victoria Street Belfast BT2 7AQ Care Council for Wales 6th Floor, South Gate House Wood Street Cardiff CF10 1EW Telephone: Fax: Textphone: Email: 02890 417600 02890 417601 02890 239340 [emailprotected] n-i. nhs. uk Telephone: 029 2022 6257 Fax: 029 2038 4764 Email: [emailprotected] org. uk N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 1 Which Edexcel NVQs within Health and Social Care are available? The NVQs in Health and Social Care are presently available as follows: Edexcel Level 2 NVQ in Health and Social Care Edexcel Level 3 NVQ in Health and Social Care (Adults) Edexcel Level 3 NVQ in Health and Social Care (Children and Young People) Edexcel Level 4 NVQ in Health and Social Care (Adults) Edexcel Level 4 NVQ in Health and Social Care (Children and Young People) It is important that the most appropriate level and route is selected for each candidate. The Edexcel Level 2, 3 and 4 NVQs in Health and Social Care are designed to be assessed in the workplace. However, very occasionally simulation of real working practice may be permitted. Where any simulation is to be allowed, it will be identified in the individual units within the standards. Some combinations of units are forbidden. This is because they cover similar work competencies. These forbidden combinations are stated in the unit structures and within the standards. Where more than one assessor is involved, assessment needs to be co-ordinated. One of the assessors (the MAIN assessor) should draw together all assessment decisions made by specialist assessors, and the contributions from expert witnesses, across the whole qualification. Assessors are expected to take the lead role in the assessment of observed candidate performance in relation to at least the core units of the award. Where only two of the core units are undertaken, assessors are expected to observe candidate performance in relation to at least two further units. Who are these Edexcel NVQs for? The Edexcel Level 2 NVQ in Health and Social Care This NVQ will be the required qualification for 50 per cent of the workforce in care homes for older people by 2005 as recommended in the National Minimum Standards from the Care Standards Act 2000. It is considered to be the minimum qualification required by a care worker by the sector skills bodies. It should be noted that the sector skills bodies in social care have stipulated that those candidates taking NVQ Level 2 for social care roles should select ALL four core units. The Edexcel Level 3 NVQ in Health and Social Care (Children and Young People) The Edexcel Level 3 NVQ in Health and Social Care (Adults) These NVQs will enable candidates to develop more specialist competencies for use in the health and social care sector. There are two endorsed titles — one for those whose work role is predominantly with adults and another for those whose work role is predominantly with children and young people. The units recognise the growing breadth of skills of those in the health and social care workforce. The Edexcel Level 4 NVQ in Health and Social Care (Children and Young People) The Edexcel Level 4 NVQ in Health and Social Care (Adults) The NVQs at Level 4 also have two endorsed titles, as described for Level 3. It is a requirement of the Care Standards Act 2000 that each registered care service has a registered manager who is responsible for the service. The registered managers require a Level 4 NVQ in Health and Social Care as part of their qualification profile to show evidence of Level 4 health and social care competencies. 2 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Level 3 NVQ in Health and Social Care Candidates must complete EIGHT units in total. Children and young people endorsement Select THREE units from core units A and Unit HSC34. Select FOUR units from children and young people optional units and/or generic optional units. Adults endorsement Select THREE units from core units A and Unit HSC35. Select FOUR units from adults optional units and/or generic optional units. Additional units may be selected for professional development but do not count towards this NVQ. It is important that centres provide clear guidance for the choice of optional units of their candidates. The units taken must be appropriate for their work function and setting. Core units A — select THREE units Unit number Title HSC31 Promote effective communication for and about individuals HSC32 Promote, monitor and maintain health, safety and security in the working environment HSC33 Forbidden combinations Reflect on and develop your practice Core units B — select ONE unit Unit number Title Forbidden combinations Children and young people HSC34 Promote the wellbeing and protection of children and young people HSC35 Promote choice, wellbeing and the protection of all individuals HSC34 Adults HSC35 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 3 Children and young people optional units Unit number Title Forbidden combinations Select FOUR units from chosen endorsed title and/or generic optional group HSC36 Contribute to the assessment of children and young people’s needs and the development of care plans N/A HSC37 Care for and protect babies N/A HSC38 Support children and young people to manage their lives N/A HSC39 Support children and young people to achieve their educational potential N/A HSC310 Work with children and young people to prepare them for adulthood, citizenship and independence N/A HSC311 Support children and young people to develop and maintain supportive relationships N/A HSC312 Support the social, emotional and identity development of children and young people N/A HSC313 Work with children and young people to promote their own physical and mental health needs N/A HSC314 Care for a newly born baby when the mother is unable to do so N/A HSC315 Work with children and young people with additional requirements to meet their personal support needs N/A HSC316 Support the needs of children and young people with additional N/A requirements HSC317 Prepare your family and networks to provide a home for children and young people N/A HSC318 Provide a home for children and young people N/A HSC319 Support families in their own home N/A HSC320 Support professional advice to help parents to interact with and take care of their newly born baby(ies) N/A HSC321 Support and encourage parents and guardians to care for babies during the first year of their lives N/A HSC322 Prepare, implement and evaluate group activities to address the offending behaviour of children and young people N/A HSC323 Contribute to child care practice in group living N/A HSC324 Process information relating to children and young people’s offending behaviour N/A HSC325 Contribute to protecting children and young people from danger, harm and abuse N/A HSC326 Contribute to the prevention and management of challenging behaviour in children and young people N/A HSC327 Model behaviour and relationships with children and young people which recognises the impact of crime on victims and communities N/A 4 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Adult optional units Unit number Title Forbidden combinations Select FOUR units from chosen endorsed title and/or generic optional group HSC328 Contribute to care planning and review N/A HSC329 Contribute to planning, monitoring and reviewing the delivery of service for individuals N/A HSC330 Support individuals to access and use services and facilities N/A HSC331 Support individuals to develop and maintain social networks and relationships N/A HSC332 Support the social, emotional and identity needs of individuals N/A HSC333 Prepare your family and networks to support individuals requiring care N/A HSC334 Provide a home and family environment for individuals N/A HSC335 Contribute to the protection of individuals from harm and abuse N/A HSC336 Contribute to the prevention and management of abusive and aggressive behaviour N/A HSC337 Provide frameworks to help individuals to manage challenging behaviour N/A Continued overleaf N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 5 Generic option units Unit number Title Forbidden combinations HSC338 Carry out screening and referral assessment N/A HSC339 Carry out assessment to identify and prioritise needs N/A HSC340 Carry out comprehensive substance misuse assessment N/A HSC341 Help individuals address their substance use through an action plan N/A HSC342 Assess and act upon immediate risk of danger to substance users N/A HSC343 Support individuals to live at home N/A HSC344 Support individuals to retain, regain and develop the skills to manage their lives and environment N/A HSC345 Support individuals to manage their financial affairs HSC346 HSC346 Support individuals to manage direct payments HSC345 HSC347 Help individuals to access employment N/A HSC348 Help individuals to access learning, training and development opportunities N/A HSC349 Enable individuals to access housing and accommodation N/A HSC350 Recognise, respect and support the spiritual wellbeing of individuals N/A HSC351 Plan, agree and implement development activities to meet individual needs N/A HSC352 Support individuals to continue therapies N/A HSC353 Interact with individuals using telecommunications N/A HSC354 Counsel individuals about their substance use using recognised theoretical models N/A HSC355 Counsel groups of individuals about their substance use using recognised theoretical models N/A HSC356 Support individuals to deal with relationship problems N/A HSC357 Carry out extended feeding techniques to ensure individuals’ nutritional and fluid intake N/A HSC358 Identify the individual at risk of skin breakdown and undertake the appropriate risk assessment N/A HSC360 Move and position individuals N/A HSC361 Prepare for and undertake physiological measurements N/A HSC362 Recognise indications of substance misuse and refer individuals to specialists N/A HSC363 Test for substance use N/A HSC364 Identify the physical health needs of individuals with mental health needs N/A HSC365 Raise awareness about substances, their use and effects N/A 6 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Generic option units Unit number Title Forbidden combinations HSC366 Support individuals to represent their own needs and wishes at decision making forums HSC367 and HSC368 HSC367 Help individuals identify and access independent representation and advocacy HSC366 and HSC368 HSC368 Present individuals’ needs and preferences HSC366 and HSC367 HSC369 Support individuals with specific communication needs HSC370 and HSC371 HSC370 Support individuals to communicate using technology HSC369 and HSC371 HSC371 Support individuals to communicate using interpreting and translation services HSC369 and HSC370 HSC372 Plan and implement programmes to enable individuals to find their way around familiar environments N/A HSC373 Plan and implement programmes to enable individuals to find their way around unfamiliar environments N/A HSC375 Administer medication to individuals N/A HSC376 Obtain venous blood samples N/A HSC377 Encourage and support individuals undergoing dialysis therapy at home N/A HSC378 Insert and secure urethral catheters and monitor and respond to the effects of urethral catheterisation N/A HSC379 Support individuals who are substance users N/A HSC380 Supply and exchange injecting equipment for individuals N/A HSC381 Support individuals through detoxification programmes N/A HSC382 Support individuals to prepare for, adapt to and manage change HSC383 HSC383 Prepare and support individuals to move and settle into new living environments HSC382 HSC384 Support individuals through bereavement N/A HSC385 Support individuals through the process of dying N/A HSC386 Assist in the transfer of individuals between agencies and services N/A HSC387 Work in collaboration with carers in the caring role N/A HSC388 Relate to families, parents and carers N/A HSC389 Work with carers, families and key people to maintain contact with individuals N/A HSC390 Support families in maintaining relationships in their wider social structures and environments N/A HSC391 Provide services to those affected by someone else’s substance use N/A N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 7 Generic option units Unit number Title Forbidden combinations HSC392 Work with families, carers and individuals during times of crisis N/A HSC393 Prepare, implement and evaluate agreed therapeutic group activities N/A HSC394 Contribute to the development and running of support groups N/A HSC395 Contribute to assessing and act upon risk of danger, harm and abuse N/A HSC396 Enable people with mental health needs to develop coping strategies N/A HSC397 Reinforce positive behavioural goals during relationships with individuals N/A HSC398 Contribute to assessing the needs of individuals for therapeutic programmes to enable them to manage their behaviour N/A HSC399 Develop and sustain effective working relationships with staff in other agencies N/A HSC3100 Participate in inter-disciplinary team working to support individuals N/A HSC3101 Help develop community networks and partnerships N/A HSC3102 Work with community networks and partnerships N/A HSC3103 Contribute to raising awareness of health issues N/A HSC3104 Support the development of networks to meet assessed needs and planned outcomes N/A HSC3105 Contribute to the recruitment and placement of volunteers N/A HSC3106 Plan, organise and monitor the work of volunteers N/A HSC3107 Lead and motivate volunteers N/A HSC3108 Facilitate learning through presentations and activities N/A HSC3109 Facilitate group learning N/A HSC3110 Support colleagues to relate to individuals N/A 8 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Additional units Unit number Title Forbidden combinations HSC374 Provide first aid to an individual needing emergency assistance N/A HSC3111 Promote the equality, diversity, rights and responsibilities of individuals N/A HSC3112 Support individuals to identify and promote their own health and social well-being N/A HSC3113 Support and enable individuals undergoing renal dialysis to contribute to their own health and well-being N/A HSC3114 Promote the needs, rights, interests and responsibilities of individuals within the community N/A HSC3115 Receive, analyse, process, use and store information N/A HSC3116 Contribute to promoting a culture that values and respects the diversity of individuals N/A HSC3117 Conduct an assessment of risks in the workplace N/A HSC3118 Respond to work-related violent incidents N/A HSC3119 Promote the values and principles underpinning best practice N/A HSC3120 Support competence achieved in the workplace N/A HSC3121 Contribute to promoting the effectiveness of teams N/A N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 9 10 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Section 2: Worked examples of forms Collecting your evidence Your evidence is normally kept in a file, normally called a portfolio, which may be stored electronically. We produce a document called Generic candidate guidance, which provides all the forms you need to record your progress and to help index your evidence. This section explains how and when you, assessors and internal verifiers use the recording forms in the logbook and provides worked examples. Example 1: Index of evidence The index of evidence should be placed at the front of your portfolio. As you produce pieces of evidence, you should give each piece a unique number. You should then complete the index of evidence so the evidence can be located easily. Every piece of evidence should be numbered and referenced on the index, including evidence that is not located in the portfolio, such as confidential material which has been left in situ in the workplace. The final column of the sheet should be completed by the internal verifier if your evidence is sampled. Example 2: Assessment plan Before you begin to collect any evidence it will be helpful for you to compile, with your assessor’s help, an assessment plan. The plan should identify normal work routines, defining the tasks to be carried out, how long the tasks will take and the evidence that will be generated. The tasks should be ‘normal working activities’ and part of your day-to-day job role, or ‘activities needing to be performed’, which means opportunities to carry out the tasks need to be generated. Producing an assessment plan will help to identify suitable opportunities for integrating assessment of different units. Example 3: Unit progress record This form enables you and your assessor to see at a glance what stage you are at in this qualification. Each time you achieve a unit of your NVQ, you should put your signature and the date next to the relevant unit title ensuring that your evidence can be easily located. Before signing next to a unit title, you will need to make sure that the assessor has completed the recording documents correctly. Example 4: Element achievement record This lists the performance criteria and scope in an element you need to prove competence for. Each time you meet the requirements of an outcome, you should write the date in the relevant box. N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 11 On completion of each element, your assessor will give you feedback about your performance, informing you if you have been successful in achieving the required level of competence for individual outcomes. There is space on the back of the form for your assessor to make comments and/or notes from the feedback session. Make sure that you are clear about the assessment decision and fully understand what has been said. You and your assessor should both then sign and date the form before filing it into the relevant section of your portfolio. Example 5: Knowledge evidence record This lists all the knowledge and understanding requirements you need to demonstrate for a unit. While working through individual elements, you should tick the appropriate boxes on the form to show which type(s) of evidence you have collected to prove that you have the required level of knowledge and understanding. Once you are satisfied that you have achieved the knowledge and understanding requirements for the whole unit, your assessor should, as with the element achievement record, note his/her comments from the feedback session on the form. You and your assessor should then sign and date the form before filing it in the portfolio. Remember that on completion of the unit your assessor should complete your unit progress record. Example 6: Personal statement You should use a personal statement to record your experience of something, such as how you handled a specific situation. You should describe what you did, how you did it and why you did it. You can refer to other people who were present. This might provide you with a ‘witness testimony’ (see example 8), which should be noted in the ‘Links to other evidence’ column on the statement form. You might also use the personal statement to put a piece of evidence in context for your assessor so that he/she can help you decide if it is relevant to your NVQ. For example, you may refer to paperwork that is used in the organisation to pass information to a colleague. It may not be clear to your assessor why you are communicating in this way and a brief explanation from you of its relevance may be required. Example 7: Observation record Your assessor should record his/her observations of you as you work, and: †¢ describe the skills you use †¢ describe the activities you perform †¢ specify the units or parts of the units that are covered by the observation †¢ provide details of the knowledge and understanding apparent from your performance and the ensuing questions †¢ list the other units/elements to which the evidence may contribute (integration of assessment). Your assessor should keep a note of his/her comments and feedback to you. Once completed, the record of the observation should be referenced as evidence and included in your portfolio. 12 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 8: Witness testimony There may be occasions when your assessor is not able to observe you carrying out certain aspects of your job. In such instances, it may be appropriate for another person to comment on your performance by completing a statement called a ‘witness testimony’. Witness testimony should only be used to support other forms of evidence such as a product. It should: †¢ be provided by a person who is not related to you and is in a position to make a valid comment about your performance, eg a supervisor, line manager, a client or customer †¢ contain comments that specifically relate your performance to the NVQ standards †¢ be authenticated by the inclusion of the witness’s signature, role, address, telephone number and the date. Example 9: Record of questions and candidate’s answers This form is used to record any questions your assessor asks you to establish you have the underpinning knowledge and evidence required by a unit. Your answers, or a precis and/or bullet points regarding the issues discussed should also be noted. Both you and your assessor should sign and date the form. Example 10: Expert witness evidence The use of expert witnesses is encouraged as a contribution to the assessment of evidence of your competence, where there are no occupationally competent assessors for occupationally specific units. Expert witnesses must have: †¢ a working knowledge of NOS for the units on which their expertise is based †¢ current expertise and occupational competence, ie within the last two years, either as practitioner or manager, for the units on which their expertise is based. This experience must be credible and clearly demonstrable through continuing learning and development. The training centre must retain records of the CV and continuing professional activities of expert witnesses. Expert witnesses must either hold any qualification in assessment of workplace performance, such as L20 from the Learning and Development suite, Support Competence Achieved in the Workplace, or a professional work role which involves evaluating the everyday practice of staff. In due course the implementation of regulatory requirements may mean that expert witness will need to hold appropriate health/health and social care qualifications. Worked examples To give you a clearer picture of how to compile your portfolio, you will find worked examples in below. You should ask your assessor for further advice and support if you are still unsure about how to use the forms and who should complete them. N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 13 14 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 1: Index of evidence NVQ title and level: Edexcel Level 2 NVQ in Health and Social Care Evidence number Description of evidence Included in portfolio (Yes/No) If No, state location 1 Personal statement Yes Units/elements evidence links to (give specific numbers, eg Unit HSC21 Element 2. 1) Internal verifier signature and date of sampling HSC21d HSC25a, b, c HSC218 b, c 2 Direct observation and questioning Yes HSC25a HSC21a, b, c, d HSC218 b, c 3 Witness statement from line manager Yes HSC25 b, c 4 Questioning Yes HSC25 a, b, c 5 Expert witness statement Yes HSC218a 6 7 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 15 16 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 2: Assessment plan Units/elements to be covered: Units HSC 21-23 Candidate: Ann Example Assessor: Ann Assessor Normal working activities performed Typical evidence Work area Expected completion date Links to other units/elements Unit/element: HSC25a Carry out specific plan of care activities Observation, reflective account or discussion questioning Resident living areas HSC21, HSC218 Unit/element: HSC25b Provide feedback on specific plan of care activities Observation, reflective account or discussion, questioning Resident living areas and office HSC21 HSC218 Unit/element: HSC25c Contribute to revisions of specific plan of care activities Observation, reflective account or discussion questioning Resident living areas and office HSC21 HSC218 Activities to be performed Unit/element: HSC25a Carry out specific plan of care activities Collecting information about a person’s plan of care and following this plan Unit/element: HSC25b Provide feedback on specific plan of care activities Providing information about a person’s plan of care to others Unit/element: HSC25c Contribute to revisions of specific plan of care activities Contribute to ongoing and planned review of care plans Additional comments Our first observation for these activities will take place through assessment of assisting an individual with washing and dressing on Tuesday morning. This will also provide evidence for several other units including HSC21 (Communication and Record Keeping) and HSC218 (Personal Care). Assessor’s signature: Date: Candidate’s signature: Date: N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 17 18 N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 Example 3: Unit progress record Qualification and level: Health and Social Care Level 2 Candidate: †¢ Candidates who are working the health sector must select TWO core units, TWO optional units and TWO units from either core or optional units. †¢ Candidates who are working in the social care sector, MUST take the FOUR core units in order to satisfy registration/regulatory requirements, and two optional units. Unit checklist: circle the reference number of each unit as you complete it. Core HSC21 HSC22 Optional HSC214 HSC218 HSC23 HSC24 Circle the reference numbers as you complete each unit. You can then easily see what stage you have reached in your NVQ. Core units Unit number Title Assessor’s signature HSC21 Communicate with, and complete records for individuals HSC22 Support the health and safety of yourself and individuals HSC23 Develop your knowledge and practice HSC24 Date Ensure your own actions support the care, protection and well-being of individuals This section of the form is for your assessor to sign each time you successfully achieve a unit. Continued overleaf N015903 – Candidate guidance and logbook – Level 3 NVQ in Health and Social Care – Issue 2 – November 2005 19 Optional units Unit number Title HSC214 Help individuals to eat and drink HSC218 Support individuals with their personal care needs 20 Assessor’s signature Date N015903 – Candidate g