Unit 5 session 1 - 14

CACHE Level 2 Intro to Early Years Education© Hodder & Stoughton Limited

CACHE LEVEL 2 INTRODUCTION TO

EARLY YEARS EDUCATION AND CARE

Unit 5 Understand how to work in partnership

Session 1

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCNbw3pLkoMcCFQW3FAodQEoFBA&url=http://www.fareham.ac.uk/business-development/employers/&ei=M8nJVZaLJYXuUsCUlSA&bvm=bv.99804247,d.d24&psig=AFQjCNENMUMPhLmO_hB1bO3Qoy3rIyzIIw&ust=1439374000628758


Learning Outcomes

LO1 Understand the principles of partnership working in relation to current frameworks when working with children.

AC 1.1 Identify reasons for working in partnership.

AC 1.2 Describe partnership working in relation to current frameworks.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCO6otrDqoMcCFcZaFAodaM8ArA&url=http://newteachers.tes.co.uk/content/differentiation-setting-learning-objectives-and-outcomes&ei=vM_JVe7aHMa1Ueieg-AK&bvm=bv.99804247,d.d24&psig=AFQjCNHnwS9-QfIEQx_pzJeT45uCLq4Fbw&ust=1439375615558051


Starter activity

1. Understand the principles of partnership working in relation to current frameworks when working with children (1.1)

Identify the reasons why we work in

partnership with others

Board blast


• When practitioners are working in partnership it means they are working with others to meet the needs of the child.

• Working in partnership means that everyone involved can share their knowledge, views and opinions.

• Working in partnership will mean that the best possible outcomes can be achieved for the child.

• Working in partnership with everyone who works with or cares for a child will make sure there is continuity between everyone involved.


Working in partnership


Starter activity

How we work in partnership

Key Person approach

Parent partnership

Working with other

professional

Draw your own key to

help you remember the

process


Starter activity


Your experiences of how you have worked in partnership with :-• Key workers• Parents• Other professionals

Add to your board blast

Individual task


• The Early Years Foundation Stage identifies the importance of partnership working and states that it ‘underpins’ or supports children’s ability to be successful throughout the EYFS.

• Working in partnership includes working with parents/carers.

• There are many reasons for working in partnership but it is important that all information is shared effectively between all partners, as this will make sure that all children are safe, secure and developing well.

• Practitioners may involve other professionals from outside the setting if they feel a child is not meeting their expected milestones.

1. Understand the principles of partnership working in relation to current frameworks when working with children

(1.1, 1.2)



• Partnership working can involve working with others to meet the specific needs of a child, for example a child who needs support to communicate with others.

• Working in partnership can also involve working with others to discuss the progress of the child or to identify what the child has been doing while in their care.

• This is particularly important if a child were to be cared for by a range of people in any one day, as this will ensure continuous provision under the EYFS.


(1.1, 1.2)



https://www.youtube.com/watch?v=CRAH9Kv_Ifs

Early Years Foundation Stage Parents

Ensure you are making notes




Starter activity

Team Activity

Meeting additional

needs

safeguarding

Supporting transitions

Using your hoops sort the roles of the

professionals into the three categories

Extension can you think of any other

professionals?


Group activity

Time: 15 minsLucy is 3 years old and attends your setting every morning. Lucy is brought to the setting by her mother, and at lunchtime, a childminder collects her. Lucy stays with the childminder until she is picked up at the end of the day. Lucy visits a physiotherapist regularly as she needs support when walking.

Consider:• How could information be shared between everyone who works with

Lucy?• What information will need to be shared?• How will partnership working support Lucy’s development?


(1.1, 1.2)

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPHVksajj8gCFce5FAod2R0JDw&url=https://undeniableme.wordpress.com/2012/07/27/online-customer-communications-are-you-committing-social-media-suicide/&psig=AFQjCNGD-rXX0iYI2zu9uGdIqIKnylLkug&ust=1443170586158873





Session 2



Learning Outcomes


AC 1.1 Identify reasons for working in partnership.

AC 1.2 Describe partnership working in relation to current frameworks.



Starter activity


Confidentiality Game

Please write down your biggest secret that you have only told one other person or you may have never told anyone else before

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCMmV9budj8gCFUHAFAodZA8EDw&url=http://m4rea.deviantart.com/art/shhh-mum-68637282&bvm=bv.103388427,d.d2s&psig=AFQjCNEOYSOQVo42H_Rez4DWyED1NR3Eow&ust=1443168954254386


Practitioners will have to work closely with others when preparing children for transitions.

• Transitions could include?

Lets thrown the teddy to answer

1. Understand the principles of partnership working in relation to current frameworks when working with children (1.1, 1.2)


http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://whatisengineering.com/author/admin/&bvm=bv.103388427,d.d2s&psig=AFQjCNGtlK23_oUCmhfYLZu0kZyA-4yMnA&ust=1443169111088149


Classroom discussion activity

Time: 15 minsDiscuss your heading on your table and outline why it would be important to work in partnership and who you would need to work with in order to support children through a range of changes in their lives.

Headings:• Moving up to ‘big school’• A child who is new to the setting and new to the country, and joins

partway through the term• A 4-year-old only child who now has a baby brother.


(1.1, 1.2)

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCLaAze6jj8gCFcu7FAodjR4LDw&url=https://linked4ministry.wordpress.com/tag/linkedin-groups/&psig=AFQjCNGD-rXX0iYI2zu9uGdIqIKnylLkug&ust=1443170586158873


• The EYFS supports transition to Key Stage 1.

• Practitioners will complete an EYFS profile for each child and this will support Key Stage 1 staff to plan for the individual needs of the child.

• Working in partnership will support a smooth transition and this will help each child feel safe, secure and happy.

Lets find in it the framework

1. Understand the principles of partnership working in relation to current frameworks when working with

children (1.1, 1.2)



Match up activity

Work in pairs to match the professionals to

the explanations

Take photographs on your mobile devise or take notes to support assignment task 2.1

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIXbrqijj8gCFYLFFAodHBoMEA&url=http://123learnonline.blogspot.com/2011/07/zoo-fun-beginning-letter-match-up-cards.html&psig=AFQjCNGh0pAAr0GjdgiOrLGAO6pU6xMxRg&ust=1443170523516910


Extension activity

Time: 15 minsHow you would explain the benefits of working in partnership to a parent/carer?

Add your ideas onto your thumbs up and stick it to the A3 paper

1. Understand the principles of partnership working in relation to current frameworks when working with

children (1.1, 1.2)





Session 3



Learning Outcomes

LO2 Understand how to work in partnership.

AC 2.2 Explain benefits of working in partnership with parents/carers.



Starter activity

2. Understand how to work in partnership (1.1, 1.2)

The object is to flip the carpet back upright without anyone stepping off the magic carpet.

Because you are up in the sky, if someone were to step off they would fall into the never ending abyss. So, somehow you have to flip the carpet over while everyone is still standing on top of it. You can use your hands, just make sure no one steps off the carpet.

Good luck, and happy flying.

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCNWk0fCrj8gCFUkTGgodqcEC_A&url=http://www.comicvine.com/magic-carpet/4005-39432/&psig=AFQjCNGk7PGczfDyGgvjJyuYdGy5Ud0NGw&ust=1443172825657409


• Early years practitioners will work with many different professionals.

• When working in partnership with other professionals, everyone has an important part to play, but it is crucial that everyone involved understands the roles and responsibilities of all the members of the team.

• Working in partnership with others will make sure that practitioners can share and gain knowledge and information.

2. Understand how to work in partnership (2.1)

Role of others

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https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=https://www.edgehill.ac.uk/eprc/homepage/collaborative-partners/&psig=AFQjCNFtc37__H4G4gi2qT5Orajl76M6rg&ust=1443172914979088



Work in partnership

with ..

Parents/carers Speech & language therapist

Physio

Social workerHealth visitor

Childminder

Key worker

After school care



https://www.youtube.com/watch?v=EOa92PSKrKY




• Health professionals may be involved in partnership working, and they will work with parents/carers to explain how they are working with their child. For example:

• Speech and language therapist – may be working with a child to improve their communications skills

• Physiotherapist – a child who has difficulty walking may need regular visits to work on exercises to strengthen their muscles

• Dietician – may work with a child and their family if the child is unable to eat certain foods.

• Early years practitioners will need to work in partnership to continue to meet the individual needs of the child.


Role of others


• Social services may be involved with a child and their family, and this could could be for a variety of reasons, for example:

• A family may have a specific problem and another professional has referred them for support

• If a family member is disabled, then social services can provide help and support

• If there is a concern that a child might be at risk of harm• If a child is taken in to short- or long-term care.

• Early years practitioners will work closely in partnership with everyone involved to support continuity of care.


Role of others


The modern grandparent and their role in today's family

https://www.youtube.com/watch?v=r6La4FwX1tk

https://www.youtube.com/watch?v=r6La4FwX1tk


• Early years practitioners will work closely with everyone involved in the child’s day-to-day care, for example:

• Meeting and greeting parents/carers at the beginning and at the end of the day, as this will make sure important information is shared

• Involving others who may collect a child, i.e. childminders and grandparents

• Working closely with other colleagues when the child is going to change rooms in the setting, or when they move on to school.

• Working in partnership in these situations will make sure that children feel settled and that important information is always passed on.


Role of others


Reflection activity

What might stop you personally working in partnership with all parents/ carers?

Consider:• Differing views or opinions• Lack of information about individual needs• Communication difficulties• Time.


https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCM6-nPu6j8gCFULUGgodk-QESQ&url=https://endtimebibleprophecy.wordpress.com/2015/08/15/stop-take-the-time-to-think-about-eternity/&psig=AFQjCNHDhzE220hDRMy-mPXkJ0gC1n6CTw&ust=1443176865865669


Extension activity

Time: 15 minsCreate a leaflet welcoming parents/carers to an open event to share what the children have been doing recently in the setting, ensure that you outline how you will work in partnership with them to support their child, stating the benefits of partnership working with parents/carers.

Add in your template of your daily log sheet that you create in 1.3

Consider:• How you could make all parents/carers feel welcome• The importance of parents/carers being involved in what their child is doing• What the practitioners will be doing during the event to support partnership

working.



Learning Outcomes








Session 4



Learning Outcomes





Starter activity

Activity

In small groups …….

List opportunities you may have to communicate with parents/carers to work in partnership

Discussion

http://www.crbm.cnrs.fr/index.php/en/science-communication


Open evening

At the shops

Collecting and dropping off at school

A note homeA phone call In a homework book

Home book

Parent helper

School trip

Awards

Special Assembly

Visits

EventsAccident slips

SEN targets Workshops

Parents Evening

ProspectusSchool Reports


Welcome Diane Amey

Partnership working to meet children’s additional needs

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Good practice

What is good practice?

Share information with parents/guardians about their children.

Share the care of children with their parents/guardians

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKzb4I21j8gCFUMyGgodEnAM-g&url=http://www.studyhungary.hu/index.php?pageID%3D16&psig=AFQjCNGHKxQ9NS3-nYIqgPdnQaLGfgdsPA&ust=1443175256419396


Starter activity

Addressing Parents

The parent has been contacted in early January to participate in a conference regarding Tyler's academic performance. The teacher is concerned about his academics, preparation for school, and social interactions. Tyler is in year 5 and is struggling with reading, and is below the national average.

Tyler often struggles with his behavior. He is frequently disruptive and seems to have trouble controlling his responses to other students and some teachers. He does not seem to have friends within the classroom.

Tyler is frequently late for school and class (more than one hour 2 to 3 days per week). He comes to school unprepared as evidenced by the lack of homework, frequently his clothes are unclean, and he seems to be hungry in the morning, because he is late he frequently misses breakfast.

Paired role play task – Background information


Starter activity

Addressing Parents – Did you consider?

Consider:

Preferred names If the parent has an additional need English as an additional languageThe individuals home situation Confidentiality Being understanding about others feelings

Parents/carers need to be kept up to date at all times

Paired task

http://www.brettsymesphotography.co.uk/portraits/


Starter activity

Good Practice of communicating with parents

Make sure you greet parents and are approachable Smile!!!!! Encourage parents to come in and help in the setting Ensure the correct form of address Always do whatever you can to help Check contact books Be aware of cultural norms

Reflections notes


Learning Outcomes








Session 5



Learning Outcomes

LO3 Understand challenges to partnership working.

AC 3.1 Identify barriers to partnership working.

AC 3.2 Explain ways to overcome barriers when working in partnership.

.



Starter activity

3. Understand challenges to partnership working (3.1, 3.2)

Draw round the smallest person in the group

- What makes a good practitioners?- How can you communicate with

parents/carers?- What are the benefits to partnership

working?- What could be a barrier to

partnership working?

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://www.eonline.com/news/597722/spoiler-bomb-this-beloved-female-tv-character-is-transitioning-into-a-man&bvm=bv.103388427,d.d24&psig=AFQjCNGDtAiHEaT6H8zhD2LQUBYd_2ewOg&ust=1443556970926906


• There are a variety of factors that could cause barriers to partnership working.

• It is important to identify these barriers so that everyone can work together to overcome them.


Barriers to partnership working



Possible barriers

Lack of time

Communication

Information sharing

Understanding roles

Lack of knowledge

Confusing information



• Time may be a barrier to partnership working as everyone needs to find a convenient time to get together.

• There needs to be time for everyone to be able to discuss any issues or concerns that may come up during meetings.

• If a meeting is planned for 2pm on a Monday and not everyone can attend, then it is important that the next meeting is held on a different day and at a different time to give everyone a chance to attend.

Barriers to partnership working


Starter activity


Add to your practitioner outline, with the information you have learnt about Barriers to partnership working



Pairs activity

• When and why might your setting hold meeting?

• Do these meeting support partnership working?



• It is very important that everyone understands the roles and responsibilities of everyone in the team.

• Simple introductions will help everyone to understand each other’s roles where necessary.

• Sharing information is vital to make sure that everyone has all the facts and can work in partnership to meet the individual needs of the child.

• The team needs to discuss the best method of sharing information to make sure everyone is kept informed.


Overcoming barriers to partnership working

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCP_MgbfPmsgCFcK8Ggodok0JiA&url=http://communicationandemployabilty.blogspot.com/2013/03/barriers-to-communication_4.html&bvm=bv.103388427,d.d24&psig=AFQjCNEk73kF9Ztm9ke4KfXhN6gx52EwvQ&ust=1443559653447286


Group activity

Time: 20 minsYou are going to be given a scenario to discuss. One member of the group will take notes and at the end of the ‘meeting’, the note-taker will read back what they have heard and written down. The group will then discuss how effective the ‘meeting’ was and will decide whether all of the information written down was accurate. You will need:• One note-taker who cannot speak during the meeting• One nursery manager• One key worker• Practitioners from the setting• One other professional• Parents/carers.



Group activity

Note taker please leave the room



Group activity

(Continued)The note-taker should not see the following notes.

Scenario:• The team are meeting to discuss how to support a child who is constantly

displaying unwanted behaviour in the setting.• The nursery staff will describe what they see on a day-to-day basis.• The parent/carer will describe the child’s behaviour at home.• The professional will describe ways of dealing with this child’s behaviour.



Group activity

I will now give the note taker their instructions



Group activity

Feedback on activity

• How effective the ‘meeting’?

• Was all of the information written down accurate.?


https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIb6ufTRmsgCFcE3FAodfnMONw&url=https://veronicapacheco.wordpress.com/2011/03/08/feedback-contribui-para-o-aprimoramento/&bvm=bv.103388427,d.d24&psig=AFQjCNHJAflXWnb8m50n0eEBPMofKZ_B1g&ust=1443560991775179


Learning Outcomes


AC 3.1 Identify barriers to partnership working.


.






Session 6



Learning Outcomes



AC 3.3 Give examples of support which may be offered to parents/carers.



Starter activity


Lets build a brick wall

What could be a barrier to partnership working?

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCPi82fPSmsgCFQW0FAodqsUAVw&url=https://en.wikipedia.org/wiki/Brick&bvm=bv.103388427,d.d24&psig=AFQjCNE9YPPFotktss-FNUGSmpWI6gjAkw&ust=1443561257813526


• Working in partnership can be overwhelming, particularly for parents/carers.

• Professionals may use words that the rest of the team are not familiar with.

• Parents/carers may feel that they are being spoken about rather than spoken to.

• It is important that everyone involved feels comfortable and confident to ask questions, and to ask for anything to be explained if they are unsure.


Overcoming barriers to partnership working

http://maxcommunicationmotivation.weebly.com/communication-effective-vs-ineffective.html



Time: 20 minsWhy is it important to overcome barriers to partnership working? Think back to your group activity scenario and describe how effective that was.

Consider:• Supporting the needs of the child• Teamwork• Sharing information• Feeling included and valued• What might happen if partnership working is not effective?

Add your graffiti’ed ideas to your brick wall


http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCOWGn8LTmsgCFUxuFAodLNkLBg&url=http://www.thefutureorganization.com/things-think-about-future-work/&bvm=bv.103388427,d.d24&psig=AFQjCNH_95SZGEZ8mbW2hVDe3C48pjCEww&ust=1443561395781786


• Parents/carers may ask the setting for advice or guidance with a particular issue.

• If it is a day-to-day issue, then the practitioners may be able to support the parent/carer. For example:

• They may be worried that their child is lonely at the setting, and so the practitioners can observe the child and reassure the parent/carer.

• They may be concerned about their child’s development, and so the practitioners can set up a meeting with them to show them how their child is doing.

• It is important that practitioners support parents/carers so that they can help with any minor concerns.


Support for parents/carers


• If a parent/carer has a more complex issue, then practitioners may need to refer them on to other professionals, for example:

• A speech and language therapist will support any communication, eating or swallowing concerns

• A social worker can support a family who are experiencing difficulties

• An interpreter can support a parent/carer who cannot communicate with the setting or other professionals.

• It is important to know the range of support available for parents/carers and for practitioners to refer them on where necessary.


Support for parents/carers


Reflection activity

Lets add to our practitioners,

List all the support you know of that is available for parents/carers, both within settings and from other professionals.

Consider:• Supporting daily issues• Dealing with problems within the setting• Seeking advice from other professionals.




Extension activity

Time: 15 minsThe setting has decided to invite a specialist in to talk to parents/carers about affordable healthy eating. You have been asked to create a poster to advertise this event.

Consider:• The time and location of the event• How to make the event appealing to everyone• The benefits of attending the event• How parents/carers can get further advice and support on this subject.

3. Understand how to work in partnership (3.1, 3.2, 3.3)


Learning Outcomes









Session 7



Learning Outcomes


1. Identify different signs and symbols that are used to communication2. Identify how symbols can be used and who might use them



Starter activity

Signs and symbols help us communicate

http://www.youtube.com/watch?v=lQKYCwDmGbM

Mute the sound before watch clip





Last Lesson Recap

• Please log onto Oracle • Go to unit 5 • Please complete the Google form titled “Deaf Club:

British Sign Language, overcoming barriers to communication”

• Ensure you are adding a good level of detail

Google Form


How can symbols be used?Symbols can be used to:1. Back up speech to help

understanding 2. Enable expression of needs and

wants3. Enable choices to be made4. Give information 5. Check understanding


Who uses symbols?Everybody!

Examples are computer icons, road signs, logos, etc.

Symbols from various sources (Makaton) are increasingly being used by children and adults with communication difficulties and those who come into contact with them.We rely on symbols because they are often easily recognisable. If you are learning to drive and have not yet taken your theory test, you will need to learn common road signs.

http://www.google.co.uk/url?sa=i&rct=j&q=symbols&source=images&cd=&cad=rja&uact=8&docid=NJ3pPrC1ppPKhM&tbnid=XYEKpM-kDNuVWM:&ved=0CAcQjRw&url=http://www.shutterstock.com/s/%22prohibit+symbol%22/search.html&ei=QMkZVJ-PKu7A7AbChoHgBg&bvm=bv.75097201,d.d2s&psig=AFQjCNG4I3OT4aFplsXSUYkAOQb_Q3Ez1w&ust=1411062460329278


Lets take a walk You have 15mins to walk about the college and find as many different signs and symbols as possible and upload them to this tablet page! - Remember to add your name to your uploads

padlet.com/ajb3940/003


Create you own Create your own symbols that could be used within a setting. You can use my examples below or think of your own.

Saying thank you Asking for the toilet

Saying you are thirsty Saying you have finished

Showing the hand washing area Showing where you can play with different toys

http://www.google.co.uk/url?sa=i&source=images&cd=&cad=rja&uact=8&docid=PtfDMDLUtdB74M&tbnid=5i7A-ef47kcuaM&ved=0CAgQjRw&url=http://www.pinterest.com/explore/visual-schedules/&ei=EssZVJfZO9Lfatn2gbgF&psig=AFQjCNGSPA9IsM3Jp2itVF0uPFEIppjyVA&ust=1411062931038555





Session 8



Learning Outcomes



Outline Braille




Starter activity


What message can body language give?


Starter activity

What's Braille?

Braille is a method of reading by touch that is used by many blind and partially sighted people around the world.

Each Braille character or (cell) is made up of 6 dot positions, arranged in a vertical rectangle of 2 columns of 3 dots each. The dots are numbered 1 through 6, starting in the upper left corner, going down.

The dots are raised in one of the 64 possible combinations and each combination represents a different letter or sound.


This is the basic English Braille alphabet...


Starter activity

Lets learn Braille

Using the Braille alphabet that has been put on your desks, please write you name using the buttons/coins or blue-tac provided.

Extension – if you are confident with writing your name, choose someone on another table and write them a secret message.

Individual Task

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=J1S6jvhUAnpm9M&tbnid=f4uM83OrTmXPtM:&ved=0CAYQjRw&url=http://www.china-crafts-supplies.com/bn002-bright-buttons-479.html&ei=v3kpU_vPMebH0QXBz4CwBA&bvm=bv.62922401,d.ZG4&psig=AFQjCNHhdh3kPDCUJg78-Et0l-PGktQiRA&ust=1395313458356068


Starter activity

Where is Braille used today

Can you think of Braille on everyday items?

Group Discussion


Where is Braille used today

This software creates Braille and comes in a wide range of packages,

including those to create mathematical and musical

resources, as well as text and to translate different language


Starter activity

Using your memory

Using your memory only as a table, try and decide what is written down on your piece of paper, by spelling out the letters.

Revisiting

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=qvGSQnLYMzN4WM&tbnid=TvUqXPKhKjy9NM:&ved=0CAcQjRw&url=http://www.nytimes.com/2008/04/29/health/research/29brai.html&ei=4aEYVNPlBuzA7AaX84CoDQ&bvm=bv.75097201,d.ZGU&psig=AFQjCNFdiCmpNcU4DpBnSuN5aO1Yzlm-ig&ust=1410986820721042


Starter activity

Answers

Well done you have worked hard today

Great teamwork skills today

Super Braille learnt today


Extension activity

Time: 15 minsMake your own messages for the other group to work out using the colored dots

Secret messages





Session 9



Learning Outcomes


1. Identify what BSL is2. Identify some basic BSL had signals3. Identify what finger spelling is4. Justify how we use sign language within a setting to support service

users5. Outline communication through sign6. Identify basic Makaton information



Starter activity

Starter - Famous Deaf People

See if you can you name five famous deaf people? (try to do this in pairs first, then if you need to, use the internet to help)

1.2.3.4.5.


1 2 34

Starter - Famous Deaf People

1 - Thomas Edison due to having scarlet fever when he was young2 - Shelley Beattie deaf at age three because of an aspirin overdose 3 - Heather Whitestone Miss America 1995 lost her hearing when she was just 18 months old. She was the first deaf woman to ever win the Miss America title.4 - Shoshannah Stern "Weeds" actress was born deaf

http://www.ranker.com/review/thomas-edison/2236063


What’s BSL / British Sign Language?

This is the standard two handed finger spelling alphabet used in British Sign Language.

Sign Language is a visual means of communicating using gestures, facial expression, and body language. Sign Language is used mainly by people who are Deaf or have hearing impairments.

All photographs are taken from the perspective of somebody looking at the person signing.


Question

Where have you seen BSL/ Makaton used before?


BSLhttp://www.youtube.com/watch?v=6y0e1zmFWE8

http://www.youtube.com/watch?v=6y0e1zmFWE8

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=xVXWgy7WElYuVM&tbnid=8qWdu_PjNYuodM:&ved=0CAYQjRw&url=http://www.british-sign.co.uk/bsl-british-sign-language/bsl-vocabulary-sheet-designer/&ei=T4EpU8KqOKOb0AWbrIHgDg&bvm=bv.62922401,d.ZG4&psig=AFQjCNEeBM_uGNm1k3Aan9Yv7tH57q48gQ&ust=1395314353077802


Finger Spelling This is the representation of letters and sometimes numbers by tracing the shapes of the letters in the air or on a hand.

American, French and Irish sign language are all examples of one handed finger spelling as compared to British Sign Language, which is two handed

http://www.google.co.uk/url?sa=i&rct=j&q=fingerspelling&source=images&cd=&cad=rja&uact=8&docid=nWO8aIhXw3trJM&tbnid=qyUHKdjh33-qkM:&ved=0CAcQjRw&url=http://www.ableplay.org/products/keefco-inc/fingerspelling-blocks&ei=dcMZVJTFA4iv7AbbmYGwDg&bvm=bv.75097201,d.d2s&psig=AFQjCNGZDSUcXMepKzIzUyiKWibgABhL8A&ust=1411060956450876


Now for you to learn British Sign Language

Please log onto Oracle to access this PowerPoint and work through as an individual to learn your alphabet

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=XOEDjStWZ7MSiM&tbnid=NSCE6Twg80N_qM:&ved=0CAYQjRw&url=http://www.british-sign.co.uk/bsl-british-sign-language/fingerspelling-alphabet-charts/&ei=jn0pU5PZFKSH0AWI4oGYCA&bvm=bv.62922401,d.ZG4&psig=AFQjCNEeBM_uGNm1k3Aan9Yv7tH57q48gQ&ust=1395314353077802


Lets practice our BSLUsing the skills you have gained and the BSL alphabet that you have been practicing with, please show your partner how to sign your name.

Extension – if you are confident with signing your name, use the internet to research common words/ nursery rhymes, children may use in a setting and copy images of how to sign it, on a colourful way to display.

http://www.google.co.uk/url?sa=i&rct=j&q=sign+language&source=images&cd=&cad=rja&uact=8&docid=8ZgzP1QQvfYqQM&tbnid=sCUG9jF3yctPbM:&ved=0CAcQjRw&url=http://www.mamaslatinas.com/group/18/forums/read/97572/Teaching_Sign_Language_to_your_Baby_Follow_This_Tips&ei=fHcZVO-dIZTeauv5gvAI&bvm=bv.75558745,d.d2s&psig=AFQjCNH1rVrFdo3VH3Rt7qO8Ykn-NITz-w&ust=1411041486727712

http://www.google.co.uk/url?sa=i&rct=j&q=sign+language&source=images&cd=&cad=rja&uact=8&docid=8ZgzP1QQvfYqQM&tbnid=sCUG9jF3yctPbM:&ved=0CAcQjRw&url=http://www.mamaslatinas.com/group/18/forums/read/97572/Teaching_Sign_Language_to_your_Baby_Follow_This_Tips&ei=fHcZVO-dIZTeauv5gvAI&bvm=bv.75558745,d.d2s&psig=AFQjCNH1rVrFdo3VH3Rt7qO8Ykn-NITz-w&ust=1411041486727712


Makaton

Makaton is also a method of communication through using signs and symbols. Unlike British Sign Language, is

uses speech as well as actions, symbol and pictures cards. Makaton ties in facial expressions with the word to make the word more easily recognised by those with

communication difficulties

http://www.youtube.com/watch?v=H3A5ostdrJM

http://www.youtube.com/watch?v=H3A5ostdrJM


Class display – Split into 2 teams

Please make a display saying “Welcome to Early Years”

showing this in BSL




Unit 5 Understand how to work in partnershipSession 10



Learning Outcomes

LO4 Understand recording, storing and sharing information in relation to partnership working.

AC 4.1 Identify records to be completed in relation to partnership working.

AC 4.2 Explain reasons for accurate and coherent record keeping.



Starter activity

Text Tone Deaf

https://www.youtube.com/watch?v=y-iN_fPuykg Time: 15 minsHave you ever sent or received a message that has been misunderstood? What was the outcome of this misunderstanding? Discuss on your tables

Consider:• Text messages• Text speak• Emoticons• BBM• Facebook• Twitter• Written messages or notes.

https://www.youtube.com/watch?v=y-iN_fPuykg

https://www.youtube.com/watch?v=y-iN_fPuykg

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKuX6eHywcgCFUI7PgodtOUKjA&url=https://www.psychologytoday.com/blog/alternative-truths/201009/the-perils-subtle-miscommunication&psig=AFQjCNGTgIB-jQyV9rjiWIQHRJl9_TnCDQ&ust=1444909840323106


Analysis – Let write on the tables

Look at the following extracts from emails.

For each extract, decide • (a) what the writer was trying to say, and• (b) why the reader might misunderstand the message.

4. Understand recording, storing and sharing information in relation to partnership working (4.1, 4.2)

Avoiding email misunderstandings


• When working in partnership there will be records kept of all meetings.

• These records are often known as ‘minutes’ and they will be completed in line with the policies and procedures of the setting.

• Minutes will identify any action points and who is to complete them.

• Meetings may raise the need for a referral and this will need to be accurately documented.

• All of these documents will show what has been said and done and by whom.


Keeping records


• All records must be accurate and coherent.

• Coherent means that they must be clear and easy to read and understand.

• Written records will document exactly what has been said and done, and therefore need to be completely accurate.


Keeping records

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=&url=http://www.australianbusinessreview.com.au/&bvm=bv.104819420,d.cWw&psig=AFQjCNEdGPv30YeVricHGDMlaOuh_JxNzg&ust=1444909874128697


• If records are handwritten, then the writing must be legible and contain accurate spellings and information.

• If possible, it is always good practice to type up handwritten notes after the event. The handwritten and typed notes can then be kept together if necessary, but the typed version will be easier to share.


Keeping records

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCO3Y8IPzwcgCFSXxcgodWE0IJQ&url=https://www.ablebits.com/office-addins-blog/2013/10/10/remove-duplicate-emails-outlook/&bvm=bv.104819420,d.cWw&psig=AFQjCNEdGPv30YeVricHGDMlaOuh_JxNzg&ust=1444909874128697


Please watch the clip and complete the accident form.

We will share and compare our reports

Lets complete an accident form

https://www.youtube.com/watch?v=EPTMf_Gkwz4

https://www.youtube.com/watch?v=EPTMf_Gkwz4


How many different ways can we communicate with others?

Add to your practitioners

Write your message on a postcard

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCO2t4-XUwcgCFdGGGgodZrcECA&url=http://www.removables.co.uk/12_postcards_album/02_postcard.htm&psig=AFQjCNGnCDFMxS3Ex-LEUvLx4iql1cCIWQ&ust=1444901797683174


4. Understand recording, storing and sharing information in relation to partnership working (4.1)

Records

Personal details

Minutes of

meetings

Observations and

planning

Developmental

Emails Phone calls

• Text messages

• Text speak

• Emoticons

• BBM

• Facebook

• Twitter• Written messages or notes.


4 page graffiti

Using four of the examples you have given on your practitioners, please create a 4 section graffiti page, showing pro’s and con’s


Learning Outcomes


AC 4.1 Identify records to be completed in relation to partnership working.




Starter activity

Confidentiality

Write down your tables, your

understanding of confidentiality

around the image provided. You can also add examples


Learning Outcomes



AC 4.3 Explain the reasons for confidentiality when maintaining records.



Data protection

https://www.youtube.com/watch?v=vHvd6HaPq_s





• When working in partnership, records must be kept in accordance to policies and procedures, and all records must be kept in line with the Data Protection Act 1998.

• Confidentiality when maintaining records is essential, and all records must be securely stored and only shared with those who need to know.

• If records were not kept confidential then policies, procedures and legislation could be breached.

Confidentiality


Independent research activity

Time: 15 minsResearch two confidentiality policies by searching for ‘Confidentiality policies in Early Years’ on the internet.

Consider the following points:• Name of the setting• Date of the policy• Date for review• Confidentiality when record keeping

Please answer the questions • How easy is the policy to understand?• Who is the policy aimed at?• Name three types of documents or information that is covered by the policy.


Paired activity


Group activity

Time: 10 minsUsing the information from the independent research activity, pair up with another group to compare and discuss:

• Differing styles of policies• Differing content and layout• Common points raised in each policy


http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKm2jvGKxMgCFQnDFAodiFEJ5g&url=http://www.marcom-connect.com/about-marcom-connect/share-organizer/&bvm=bv.105039540,d.d2s&psig=AFQjCNGMbKD2HUEC3X9xcPQo5oB9sa2S5Q&ust=1444985015743286



Time: 20 minsThink about your discussions during the group activity.

Consider:• What makes a good confidentiality policy?• Why?• The key reasons for confidentiality when

maintaining records• Why is this important?




Confidentiality when maintaining records is important because:

• It is the law• It follows policies and

procedures• It makes for good working

practice• It builds and maintains trust

in partnership working• It shows respect.

Confidentiality

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKSW2JGLxMgCFcHbGgodxC4ABg&url=http://www.cpa.ednet.ns.ca/?attachment_id%3D3763&bvm=bv.105039540,d.d2s&psig=AFQjCNFAqTSRbZAIJJJpeCcpw9RiY8emkw&ust=1444985101939274


Extension activity

Time: 15 mins

https://www.youtube.com/watch?v=oKGtJE84wIQ

Next session you will be making your own movie, using clips, images or video to outline the importance of confidentiality, ensure you

have added information about recording, storing and sharing information

Please use the time to plan




http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKXu_aSLxMgCFUa9Ggod0N0NRg&url=http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-make-a-movie-22/&bvm=bv.105039540,d.d2s&psig=AFQjCNEpvcseEQeIGIb2t20d9VdDaOMX0Q&ust=1444985141715179


Learning Outcomes






Starter activity

Confidentiality

What are you worried about when you start placement?

Write your message on the speech bubble

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCISw4_STxMgCFULRGgodpqUBFQ&url=http://www.dreamstime.com/stock-photos-colored-speech-bubbles-girl-avatar-image17458573&bvm=bv.105039540,d.d2s&psig=AFQjCNFr-SYzbm_8be7TcPCZAWpZwP_yJw&ust=1444987457095664


Learning Outcomes


Outline what makes a good practitioner.




Classroom Confidential: Best and Worst

https://www.tes.com/teaching-resource/teachers-tv-classroom-confidential-best-and-worst-6084224





What makes a good practitioner?

Post-it attack

http://www.google.co.uk/url?sa=i&rct=j&q=person+standing+with+arms+out&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRw&url=http://www.scientificamerican.com/article/how-you-can-become-more-p/&ei=UAFBVKCLD9LaatvMgvAF&bvm=bv.77648437,d.d2s&psig=AFQjCNFeZRKBfYnNcg_35zGyN3UUrpEJZg&ust=1413632706183198


Placement reminders Hour sheets • You are required to complete hours sheets and getting weekly hours

sheets are your responsibility. • No signatures from a supervisor will mean no hours.• Your lunch is not able to be added onto your placement hours.

General information • Adhered to Health and Safety • Use appropriate language• Wear your uniform everyday • If you are unable to attend your placement you must notify the setting

and college by 9.00am.


Planning for your first observation

Lets see how you will be able to meet these targets, write notes on your dated target sheets

1. Health and safety, 2. (Unit 4 – 4.1) Interact with children in a way that values them and meets

their individual needs. 3. (Unit 8 – 3.2) Contribute to a language rich environment for children from

birth to 5 years 4. Promotes equality, diversity and inclusivity5. How the learner supports the children during the activity and models

positive behaviour 6. The use of praise and encouragement and positive reinforcement with

children


Make notes for your professional discussion

Lets make notes ready for your professional discussion

To meet the needed criteria you will need to make notes and research the following: This will discussion will be completed in college time. Points to be discussed with your observer;1. (Unit 12 - 2.1) Describe the benefits of encouraging and rewarding

positive behaviour. 2. (Unit 12 - 3.1) Identify inappropriate behaviour.3. (Unit 12 - 3.2) Describe procedures for reporting inappropriate

behaviour


Confidentiality Potato Head

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIvI96yyxMgCFQoyPgodB4gGwA&url=http://coltscounseling.blogspot.com/2012/08/meet-counselor.html&bvm=bv.105039540,d.cWw&psig=AFQjCNFqhz1RDXIqyMVEqqWIFQG-i0Sglg&ust=1444994581116372


Learning Outcomes


Outline what makes a good practitioner.




Starter activity

Are you a Cyberbully?

Complete the quiz to see if you classify as a cyber bully or not!


How did you do? Results

0 – 5 Points: Cyber SaintCongratulations! You’re a cyber saint! Your online behaviour is exemplary! Keep up the good work!

6-10 Points: Cyber RiskyWell, you’re not perfect, but few people are. Chances are you haven’t done anything terrible and were just having fun, but try not to repeat your behaviours, since they are all offenses. Keep in mind the pain that your fun might be causing others!

11-18 Points: Cyber SinnerYour online behaviour needs to be improved! You have done way too many cyber no-no’s! Keep in mind that these practices are dangerous, wrong, and punishable and try to be clean up that cyber record!

More than 18: Cyber BullyPut on the brakes and turn that PC/MAC/text-messaging device around! You are headed in a very bad direction. You qualify, without doubt, as a cyberbully. You need to sign off and think about where that little mouse of yours has been clicking before serious trouble results for you and/or your victim(s), if it hasn’t happened already!


Learning Outcomes





Extension activity


Now please make your own clips, using images or video to outline the importance of

confidentiality, ensure you have added information about recording, storing and

sharing information




http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKXu_aSLxMgCFUa9Ggod0N0NRg&url=http://www.keepcalm-o-matic.co.uk/p/keep-calm-and-make-a-movie-22/&bvm=bv.105039540,d.d2s&psig=AFQjCNEpvcseEQeIGIb2t20d9VdDaOMX0Q&ust=1444985141715179


Learning Outcomes






Starter - Read the paper

Have a look through your paper and find out an interesting article relating to

Childcare. We will feedback to

the group

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCIuw1ZbUzsgCFcJAFAodM0cFEg&url=http://www.thelondoneveningpost.com/the-lep-set-to-become-a-weekly-printed-newspaper/&psig=AFQjCNG3IsJAkl09yRfXotc2kgV66Cqmow&ust=1445348297144633


Learning Outcomes



Outline job roles within the early years setting



Information changes

You will need keep up to date with current knowledge

How will you be able to do this?

• Staff meetings• Observations • CPD

• External training courses • Reading up to date literature• In house training

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCKTCp7PVzsgCFYK8FAodaIQKmg&url=http://www.middlebury.edu/studentlife/residentiallife/files/node/251192&bvm=bv.105454873,d.d24&psig=AFQjCNHquh9aZiVT3nrEDMURTUQFoD0I4w&ust=1445348636633163


A Day In The Life of a………..https://www.youtube.com/watch?v=YJTQKiOJ1GU A Day In The Life of a SENCO

https://www.youtube.com/watch?v=ZWylTml5QukA Day In The Life of a Child Protection Officer

https://www.youtube.com/watch?v=N0Orv9pfJJ0A Day In The Life of a Social Worker

https://www.youtube.com/watch?v=8s5gjsoLZKE A Day In The Life Of A Speech Language Pathologist

https://www.youtube.com/watch?v=0oDFk5eOv5w A Day In The Life of a Health Visitor

https://www.youtube.com/watch?v=7pzNVp-1Qgo A Day In The Life of a Paediatrician

Put together your findings in a creative way to share with the rest of the group

- Think about their role- Responsibilities- How they work in partnership

with others - Qualification needed - Amount of pay expected - Include your source and at

least three key facts about the professional or service

https://www.youtube.com/watch?v=YJTQKiOJ1GU

https://www.youtube.com/watch?v=YJTQKiOJ1GU

https://www.youtube.com/watch?v=ZWylTml5Quk

https://www.youtube.com/watch?v=ZWylTml5Quk

https://www.youtube.com/watch?v=N0Orv9pfJJ0

https://www.youtube.com/watch?v=N0Orv9pfJJ0

https://www.youtube.com/watch?v=8s5gjsoLZKE

https://www.youtube.com/watch?v=8s5gjsoLZKE

https://www.youtube.com/watch?v=0oDFk5eOv5w

https://www.youtube.com/watch?v=0oDFk5eOv5w

https://www.youtube.com/watch?v=7pzNVp-1Qgo

https://www.youtube.com/watch?v=7pzNVp-1Qgo


Learning Outcomes



Outline job roles within the early years setting


Unit 5 session 1 - 14

Education

Transcript of Unit 5 session 1 - 14