4638301271344944322.doc

B-TEC Health and Social CareLevel 3 Year One.

Unit 6 – Personal and Professional Development in Health and Social

Care Unit Booklet 2011-2012

Student Name:______________________________

Please Note:

You must keep this booklet safe. It is a requirement that, at the end of the unit, you will submit this booklet as evidence of your

learning.

A second copy of this booklet will not be given so if you lose it you must reprint it at your own expense and complete every section

again.

Contents

Page 3 – Section 1 - Breakdown of the Unit

Page 5 – Section 2 - Assignment Briefs, Rules and Deadline Dates

Page 6 - Section 3 - Grade Tracking Sheet

Page 7 – Section 4 - Tutor Information

Page 8 – Section 5 - Lesson Materials

Page 9 - 1: What is learning and lets find more out about your abilities.

Page 21 - 2: How do we improve you? Action Plans and Reflective Practice.

Page 33 - 3: Health and Social Care Organisations and their careers.

Page 39 – 4: Evaluation

Page 41 – Section 6 - Feedback sheets.

Page 43 – Section 7 - Declaration that this is your own work (needs signing before final submission.

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Section 1 - Breakdown of the Unit

Aim and purpose

The first aim of this unit is to show you what processes are involved in learning. The second aim is to teach you how to take control of your development and learn how to plan, execute, monitor and reflect on it.

Learning outcomes

By completing this unit you should be able to demonstrate the following:

Understand the learning process Be able to plan for and monitor own professional development Be able to reflect on own development over time Know service provision in the health or social care sectors.

Unit introduction

This unit explores the different ways in which learning can take place and how learning from individual experiences can be used to enhance the quality of knowledge, skills and practice. You will explore concepts of learning and relate these to their preferred learning styles and other factors that influence their learning.

You will initially consider their knowledge, skills, practice, values and beliefs in relation to working in health and social care. Then you will then draw up a personal plan for self-development over the duration of their programme, as appropriate to their personal abilities, goals and career aspirations.

You will review their progress against these plans at intervals throughout the programme, adjusting them as appropriate to changing circumstances. They will develop the ability to draw on a range of sources of information to assess their personal and professional development, including their vocational experience and other relevant experiences such as their formal study, employment and/or voluntary activity.

Assessment

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The assignments for this unit will be conducted during lessons via a series of worksheets. The end results will be this booklet completed and handed in.

What you will be taught?

1 Understand the learning process

Theories of learning : theorists,

Skills for learning :

Support for learning :

Learning opportunities :

2 Be able to reflect on own professional development over time

Review at start of programme :

Knowledge :

Skills :

Practice :

Values and beliefs :

Career aspirations :

3 Be able to reflect on own development over timeMonitor and evaluate plan in terms of own development :

Professional development portfolio :

Relevant evidence :

Support for development :

Reflect on own development :

4 Know service provision in the health or social care sectors

Provision of services :

Local health or social care :

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Health and social care workers :

Section 2 – Assignment Briefs, Rules and Submission Dates

General Course Rules

Unless specified, all assignments MUST be completed on a

computer, using a suitable size 12 Arial or Comic Sans and be

1.5 or double line spaced.

All work submitted MUST have a header stating learner name,

course title, unit number and name and tutor name.

The criteria being addressed MUST be clearly identified.

EVERY source of information or picture MUST be referenced.

All Assignments must be submitted in a single poly pocket

WITH the assignment brief included.

All assignments MUST be submitted with a receipt which

must be singed and dated by the student and tutor.

Unit Specific Rules

Assignment: is a series of worksheets which are included after each topic materials. Unless specified different you must:

Type up all worksheets on a computer using the standards mentioned above, font style, size, 1.5 and header.

This must be completed during the lesson time and in the presence of a tutor to stop copying.

Worksheets must be printed off and stapled to the correct page in this booklet.

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Section 3 - Grade Tracking Sheet

Below is a tracking sheet which has been included to allow you to stay up to date with what you have completed and It is very simple to use. Simply put a tick in the empty box when you have completed that section.

o To complete the unit you must get: Pass 1 (P1), Pass 2 (P2), Pass 3 (P3), Pass 4 (P4), Pass 5 (P5) Pass 6 (P6) and Pass 7 (P7)

o To complete the unit with a merit you must get all the passes plus: (M1), Merit 2 (M2) Merit 3 (M3)

o To complete the unit with a distinction you must get all the passes plus: (M1), Merit 2 (M2), Merit 3 (M3), Distinction 1 (D1) and Distinction 2.

Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4P1 P2 P3 P4 P5 M2 M3 P6 P7 M1 D1 D2

Section 4 - Unit Tutor Information

Name:

Position:

Office:

E-Mail:

Extension Number:

Speciality:.

Other Notes:

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Section 5 - Lesson Materials

Starting on the next page will be everything you will use in the lessons. Generally this will include:

Handouts Video Links Activities to be completed in lesson Worksheets for assignment 1. References

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Section 1: What is learning and lets find out more about your abilities.

Learning is a process by which we acquire knowledge, skills and an understanding of abstract concepts. Learning starts when we are infants and continues to throughout our lives. This can include schooling, work training and learning though everyday life experiences.

What is PPD/CPD?

As we get jobs and careers it is now a requirement that we under go ongoing training and we document it correct to so show we are capable of doing our jobs. For example as a Lecturer we have to do 30 hours training a year in order to continue working. Everything needs to be typed up, logged and reflected on. It is important that we use the skills we learned and apply them to our jobs, which of course need writing up about how well it went/didn’t go.

This is called Personal and Professional Development/Continued Professional Development.

Theory, Knowledge and Experience

During this course you will gain three things:

1. We will teach you new skills and abilities.2. You will gain experience from the placements. 3. You will be taught new theories and knowledge.

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The idea is that by the end of level 3 all of these will be part of you so you can improve your learning and development, making you a better professional.

Improved Learning and Development

It is Time to Assess You.

Before we go any further it is time to assess you. It is important that you do this at the beginning of the course or else you won’t have anything to compare yourself too at the end of it. By the end of the first year you will be able to see how you have developed and grown personally and professionally.

You need to assess yourselves on the following, let’s go over them as a class and see if anyone knows what they mean.

Knowledge

Example =

Skills

Example =

Practice

Example =

Values & Beliefs

Skills Experience

Theories

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Example =

Career aspirations.

Example =

Activity: Below is a table with all the points mentioned above listed and some other headings; individually you need to complete each section of it. When it is done you will have the basic points for a good assessment.

Points What are you good at?

How would you like to improve?

Skills

Knowledge

Practice

Values and

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Beliefs

Career aspirations

Who/What has influenced your learning so far?

For better or worse our learning can be influence.

People can talk to us and either motivate us or distract us.

Health can cause us to miss lessons. People have different learning styles. Someone’s lifestyle could be very active, leaving little time to learn.

Activity: There are many more factors that can influence us. Your task is to get into groups of three and try and think of as many as possible. Write you answer in the box below.

Write answers here:

Activity: Imagine you have been doing your preferred job for 10 years. Because of your experience you have been asked to teach a small group of new recruits

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Why would knowing the things which influence their learning make your teaching experience easier?

What has influenced you?

Activity: Below is a table which has different ages down one side and some questions across the top. Think about you growing up you needs to complete this table and say what has influenced you in the past. This is needed for a later worksheet.

Age What were you learning?

What was the environment? E.G home or school

Who was teaching you

0 – 4

5 – 7

8 – 10

11 – 12

13 – 15

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What support do you have from College to help you learn?

The College has a variety of ways to support your learning. Can you think of what they are?

Your Learning Style

Honey and Mumford (1982) devised an influential self-test, which indicates whether you are predominantly an activist, a reflector, a theorist, or a pragmatist. There are websites where you can take a test — but you will probably get just as good an idea about your learning style (and those of your colleagues) by reading what each type likes and loathes.

Learn best from activities in which there are

Learn least from, and may react against, activities where

Activists new experiences and challenges from which to learn

high visibility’ tasks such as chairing meetings, leading discussions and presentations

opportunities for just ‘having a go’.

they have a passive role (lectures, instructions, reading)

they are observers they must work in a solitary

way (reading and writing alone)

Reflectors are allowed or encouraged to watch / think / ponder on activities

can carry out careful, detailed research can reach a decision

without pressure and tight deadlines.

they feel ‘forced’ into the limelight

they are asked for an instant reaction, or ‘off the cuff’ thoughts

they must act without time for planning

Theorists they are intellectually stretched, e.g. by being asked to analyse and evaluate, then generalise

they are in structured situations with a clear purpose

they can question and probe the basic methodology, assumptions or logic

have to participate in situations emphasising emotions and feelings

feel out of tune with other participants, for example when they are with lots of activists.

are asked to act or decide without a basis in policy, principle or concept

Pragmatists

there is an obvious link between the subject matter

there are no clear guidelines there is no apparent reward

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and a ‘real life’ problem. they are shown techniques for

doing things with obvious practical advantages

they are given immediate opportunities to implement what they have learned

from the learning activity, for example higher grades!

they feel people are going round in circles rather than getting to the point

Lets find out your Learning Style

Honey and Mumford: Learning Styles Questionnaire

There is no time limit to this questionnaire. It will probably take you 10-15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick. If you disagree more than you agree put a cross by it. Be sure to mark each item with either a tick or cross. When you have completed the questionnaire, continue this task by responding to the points that follow.

1. I have strong beliefs about what is right and wrong, good and bad.

2. I often act without considering the possible consequences.

3. I tend to solve problems using a step-by-step approach.

4. I believe that formal procedures and policies restrict people.

5. I have a reputation for saying what I think, simply and directly.

6. I often find that actions based on feelings are as sound as those based on careful thought and analysis.

7. I like the sort of work where I have time for thorough preparation and implementation.

8. I regularly question people about their basic assumptions.

9. What matters most is whether something works in practice.

10. I actively seek out new experiences.

11. When I hear about a new idea or approach I immediately start working out how to apply it in practice.

12. I am keen on self-discipline such as watching my diet, taking regular exercise, sticking to a fixed routine etc.

13. I take pride in doing a thorough job.

14. I get on best with logical, analytical people and less well with spontaneous, "irrational" people.

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15. I take care over the interpretation of data available to me and avoid jumping to conclusions.

16. I like to reach a decision carefully after weighing up many alternatives.

17. I'm attracted more to novel, unusual ideas than to practical ones.

18. I don't like disorganised things and prefer to fit things into a coherent pattern.

19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done.

20. I like to relate my actions to a general principle.

21. In discussions I like to get straight to the point.

22. I tend to have distant, rather formal relationships with people at work.

23. I thrive on the challenge of tackling something new and different.

24. I enjoy fun-loving, spontaneous people.

25. I pay meticulous attention to detail before coming to a conclusion.

26. I find it difficult to produce ideas on impulse.

27. I believe in coming to the point immediately.

28. I am careful not to jump to conclusions too quickly.

29. I prefer to have as many sources of information as possible -the more data to mull over the better.

30. Flippant people who don't take things seriously enough usually irritate me.

31. I listen to other people's point of view before putting my own forward.

32. I tend to be open about how I'm feeling.

33. In discussions I enjoy watching the manoeuvrings of the other participants.

34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance.

35. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc.

36. It worries me if I have to rush out a piece of work to meet a tight deadline.

37. I tend to judge people's ideas on their practical merits.

38. Quiet, thoughtful people tend to make me feel uneasy.

39. I often get irritated by people who want to rush things.

40. It is more important to enjoy the present moment than to think about the past or future.

41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition.

42. I tend to be a perfectionist.

43. In discussions I usually produce lots of spontaneous ideas.

44. In meetings I put forward practical realistic ideas.

45. More often than not, rules are there to be broken.

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46. I prefer to stand back from a situation and consider all the perspectives.

47. I can often see inconsistencies and weaknesses in other people's arguments.

48. On balance I talk more than I listen.

49. I can often see better, more practical ways to get things done.

50. I think written reports should be short and to the point.

51. I believe that rational, logical thinking should win the day.

52. I tend to discuss specific things with people rather than engaging in social discussion.

53. I like people who approach things realistically rather than theoretically.

54. In discussions I get impatient with irrelevancies and digressions.

55. If I have a report to write I tend to produce lots of drafts before settling on the final version.

56. I am keen to try things out to see if they work in practice.

57. I am keen to reach answers via a logical approach.

58. I enjoy being the one that talks a lot.

59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations.

60. I like to ponder many alternatives before making up my mind.

61. In discussions with people I often find I am the most dispassionate and objective.

62. In discussions I'm more likely to adopt a "low profile" than to take the lead and do most of the talking.

63. I like to be able to relate current actions to a longer-term bigger picture.

64. When things go wrong I am happy to shrug it off and "put it down to experience".

65. I tend to reject wild, spontaneous ideas as being impractical.

66. It's best to think carefully before taking action.

67. On balance I do the listening rather than the talking.

68. I tend to be tough on people who find it difficult to adopt a logical approach.

69. Most times I believe the end justifies the means.

70. I don't mind hurting people's feelings so long as the job gets done.

71. I find the formality of having specific objectives and plans stifling.

72. I'm usually one of the people who puts life into a party.

73. I do whatever is expedient to get the job done.

74. I quickly get bored with methodical, detailed work.

75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events.

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76. I'm always interested to find out what people think.

77. I like meetings to be run on methodical lines, sticking to laid down agenda, etc.

78. I steer clear of subjective or ambiguous topics.

79. I enjoy the drama and excitement of a crisis situation.

80. People often find me insensitive to their feelings.

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Scoring

You score one point for each item you ticked. There are no points for crossed items. Circle the questions you ticked on the list below:

2 7 1 5

4 13 3 9

6 15 8 11

10 16 12 19

17 25 14 21

23 28 18 27

24 29 20 35

32 31 22 37

34 33 26 44

38 36 30 49

40 39 42 50

43 41 47 53

45 46 51 54

48 52 57 56

58 55 61 59

64 60 63 65

71 62 68 69

72 66 75 70

74 67 77 73

79 76 78 80

Totals

Activist Reflector Theorist Pragmatist

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Plot the scores on the arms of the cross below:

Your result may show that you have a particular learning style. It may be useful to bear this in mind as you approach tasks. Was the approach you adopted the best one in the circumstances? Would adopting another learning style have improved you performance?

Activist

Pragmatist Reflector

Theorist

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Unit 6:Worksheet 1

Instructions

It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.

Write each of the questions below and type your answers below them.

When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.

Task: Answer the questions below.

1) Identify and describe your preferred learning style as found from the Honey and Mumford questionnaire.

2) Explain what can influence learning and improve it. Make sure you give at least one relevant example.

3) Explain what can influence learning and decrease it. Make sure you give at least one relevant example.

4) Write an assessment of you self covering your knowledge, skills, values and beliefs, practice and career aspirations.

What criteria will this help you meet?

P1 “Explain key influences on the personal learning processes of

individuals”P2 “Assess own knowledge, skills, practice, values, beliefs and career

aspirations at the start of the

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Section 2: How do we improve you?Action Plans and Reflective Practice.

Over the duration of this course it is important that you set yourself personal and professional goals; without these you won’t be able to see how you are improving.Examples of Personal Goals:

I will exercise at least twice a week. I will pass my driving theory test.

Examples of Professional Goals:

I will achieve distinction grades in half of the College units. I will increase my punctuation by never being late.

Activity: Can you think of any more targets? You will be put into groups and your task it try and think of at least 3 more professional and 3 personal targets. These do not need to be related to you and can be kept general. Please write these below.

Your examples of Personal Goals Examples of Professional Goals

Now Create your Own!

Activity: Now you need to create six targets of your own that you want to meet by the end of the first year. These must be a mixture of personal and professional targets and will take a bit of thinking. Write them below.

Your Personal Goals Your Professional Goals

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Ok now you have six targets, let’s make them SMART! (Like the Pro’s do)

What are SMART TARGETS?

SMART is acronym where each letter represents a word/step. If you follow each step you will create professional targets which are easy to follow and monitor.

Activity: What does SMART mean? Try and match the words in the box with the acronym SMART. This will be guess work but it can be fun to see what people come up with.

s mart

Manageable

Appropriate

Reasonable

Targeted

Sexy

Sensible

Attainable

Specific

Achievable

Measurable

Recordable

Readable

Realistic

Truthful

Time-limited

Relevant

Tortuous

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How to Create SMART targets

Now you know what SMART means it is important to be able to make a target SMART. See below for an example.

Are these Goals SMART?

“I will lose weight”

“To improve my health, I will lose 10 pounds by August 15,

2004”

Specific? No Yes (lose 10 pounds)

Measurable?No Yes (compare weight before & after)

Achievable? Who knows? Yes (about 1 pound a week)

Relevant? Maybe Yes (lose weight to improve health)

Time-bound?

No Yes (by August 15, 2004)

Now it’s your Turn

Activity: Below are a few targets which are not SMART. In each case rewrite the target to make it more SMART.

I will be able to copy

…………………………………………………………………………………………………………………

I will be able to proof read

………………………………………………………………………………………………………………..

I will be able to follow instructions

………………………………………………………………………………………………………………..

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I will be able to add up

…………………………………………………………………………………………

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Let’s Put these Targets into an Action Plan

Action plans do exactly what is says on the tin; they are a detailed plan of action and you’re creating one for your six SMART targets.

Action required Who will do this? (You,

Tutor)

Priority(High,

Medium, Low)

Expected Completio

n Date

Comments Actual Finish

Completion Date

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Part 1: Reflect on your action plan.

Part 2: Reflect on a personal or placement experience.

How will this benefit you?

Date Number of Hours

Which points of your action plan have you worked on this month?

Describe what did you do to try and meet each of these?

Describe what, skills, knowledge or experience; you have you learned this month and where from?

Describe the event, from placement or personal life, had the biggest impact on you this month?

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Describe how the things you have learned will benefit you in the future? Such as in your job, university or your personal life?

Please describe how anything from above relates to something you learned in College. For example was it Unit 1: communication and why?

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Unit 6:Worksheet 2

Instructions




P3: Produce an action plan for self-development and achievement of own personal goals.P4: Produce evidence of own progress against action plan over the duration of the programme. P5: Reflect on own personal and professional development. M2 Assess how the action plan has helped support own development of the programme. M3: Use three examples to examine links between theory

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For this worksheet the instructions are different to any other.

Instead of printing off the work you may write this up by hand. Make sure you complete all section and take your time. If you make a

mistake you must print of the relevant pages and staple them over the originals.

Everything must be completed in lesson time with a tutor to support.

Task: Over the duration of the unit you must do the following ONLY IN LESSON TIME:

1) Create an action plan which contains at least six SMART targets.

2) Every month, for three months, you need to reflect on your action plan. You must complete all sections of “step 1” of each monthly reflection.

3) Every month, for three months, you need to reflect on a personal or professional experience. This could be something that has happened on placement, college or in your personal life. Make sure you complete all sections of “Step 2 and 3” of each monthly reflection.

4) You must relate each monthly reflection to something you have currently learned in class. For example can you relate talking with a service user with Unit 1?

Section 3: Health and Social Care Organisations and their careers.

One important thing you need to do is learn how to identify organisations and how they work.

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What is an organisation?

“An entity where two or more persons work together to achieve a goal or a common purpose”

Examples of Organisations:

Colleges. Hospitals.

Fast food chains Bars and clubs

Charities. Factories.

Sports clubs.

Activity: You will be put into groups and asked to name as many Health and Social Care organisations as possible. Try and think of big ones like the NHS, charities like NSPCC or even local care homes or nurseries. Write them in the box below.

Different Types of Providers

All organisations belong to one type of provider. Below are just a selection of the major ones. We will present this and you must make notes below each one. You need this for your next worksheet.

Primary Care Trusts (PCT’S)

Hospital Trusts

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Ambulance Trusts

Private Hospitals.

Children’s Services

Adult Services

Childs Services

Activity: In groups of three you need to go and research one Health and Social Care organisation. It would be easiest to go to that organisations website rather then the actual place. You can pick one that has been mentioned during the lesson or one another one of your choosing. It is important that you answer all the questions below and elaborate on your answers. One line answers will not do.

1) What is the name of the organisation?

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2) Why were they set up?

3) Describe the provision they are part of? See above.

4) What type of service users do they see and how do they help them? EG mentally ill.

5) Describe the roles of three of its employees? EG Doctors, Councillors.

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Time to Research some Careers

In order to pass the unit you must research at least three jobs within Health and Social Care. This is also important as you need to have a good idea of where you want to go after College.

Activity: Below are three worksheets. You must follow the instructions below and answer each question. Make sure you fill in everything and describe your answers. One line answers are not enough.

1) visit www.prospects.ac.uk 2) Click the search bar and enter the job name, E.G Nurse.3) You should be given a list of links to different sites about that job, such as “salary”.4) After clicking this page you should see a list of links on the left. Each one directs you to different pieces of

information about that page.

Job Title Job Description Average Salary

Entry Requirement

s

Career Progression

Typical Employers

1.

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http://www.prospects.ac.uk/

2.

3.

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Unit 6:Worksheet 3

Instructions

For this worksheet the instructions are different to any other.

Instead of printing off the work you may write this up by hand. Make sure you complete all section and take your time. If you make a

mistake you must print of the relevant pages and staple them over the originals.

Everything must be completed in lesson time with a tutor to support.

Task: You must complete the following:

1) Research and describe one health and social care organisations. You must make sure you describe each of the points below.

i. What is the name of the organisation? ii. Why were they set up? iii. Describe the provision they are part of? iv. What type of service users do they see and how

do they help them? v. Describe the roles of three of its employees?

2) Research and describe three jobs/careers within the Health and Social Care sector. Make sure you describe each of the points below.

i. Job Titleii. Job Descriptioniii. Average Salaryiv. Entry Requirements v. Career Progression vi. Typical Employers


P6: Describe one local health and social care service provider identifying its place in the national provision.

P7: Describe the roles, responsibilities and career pathways of three health and social care workers.

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Section 4: Evaluation

Unit 6:Worksheet 4

Instructions

It is important you follow these instructions carefully. You must open up a new word document and put a header which includes your name, unit number, and worksheet number.

Write each of the questions below and type your answers below them.

When a tutor has looked over your answers you must print them off, complete a receipt and staple the answers to this sheet.

Tasks: You are almost at the end of this unit; but there is a couple of last minute things to complete. If you want you’re Merits and Distinctions it is important that you complete this section. By doing this you are demonstrating your ability to evaluate yourself, your placements and your impact on the community. Complete the correct sections below; they will be marked with their correct criteria in case you are only working to merits.

To gain an overall merit you must complete this task.

Over the year many factors have had an influence, both good and bad, on your development. You need to describe what these factors are, how they impacted you and how they have changed you. Remember these can be positive or negative factors.

Notes:


M1: Assess the impact of key influences on the personal learning processes on own learning. D1: Evaluate how personal learning and development may benefit others. D2: Evaluate own development over the duration of the programme.

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To gain an overall Distinction you must complete both of these and the merit task.

Evaluate your own development over the year.o You must explain how you have developed in a good

way, what made you develop and how this will benefit you in the future.

o Explain your current weaknesses and how you intend to improve them.

o Using at least three examples; demonstrate how your development has helped other people.

o Describe three examples of how your new skills, knowledge or experience has helped other people. This could be on placement, college or in life away from these.

o Explain what the skills were and how they helped that person

o Explain what skills you think you need to gain to make you a better worker and why they would help other people.

Notes:

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Section 6 – Feedback Sheets for Assignment 1: Worksheet 1 - 8

A copy of all feedback sheets for assignment 1: worksheets 1 - 5 will be attached here for you to read. This needs to be kept safe and must be submitted at the end of the unit.

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Section 6 – Feedback Sheets for Assignment 2: Presentation

A copy of all feedback sheets for assignment 2 will be attached here for you to read. This

needs to be kept safe and must be submitted at the end of the unit.

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Section 7 – Declaration

Please read the following statement.

I hereby state that the work completed int his booklet is entirely my own from research and study performed whilst at Doncaster College and I submit this course work for assessment. I have completed the activities throughout the booklet to the best of my ability, referenced any work and included it at the appropriate sections.

Signed……………………………………………………………………………………………..

Name………………………………………………………………………………………………

Date ………../……../………./……………..

Final Check List. Please

Tick

Completed Worksheet 1 and staple in the correct page of the booklet.




Placement booklets are completed and signed.

Time sheets, within placement booklets, are up to date.

Attached placement booklets which are completed

Complete all sections of the booklet and sign the declaration

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4638301271344944322.doc

Documents

unit page

learning opportunities

learning outcomes

concepts of learning

social care unit booklet

unit aim

preferred learning styles

unit introduction