It can help to ensure that children and families receive the best possible support and services, and can also lead to improved outcomes for children. It can help to ensure that children and families receive the best possible support and Webwork with the inherent complexity of partnering. Explore Woodridge Woodridge was incorporated on August 24, 1959, with less than 500 residents, on a wooded area of high ground overlooking the DuPage River's East Branch. Non vogliamo annoiarti descrivendoti i vantaggi delle gomme 4 stagioni (se sei arrivato fin qui significa che li conosci gi). View listing photos, review sales history, and use our detailed real estate filters to find the perfect place. Webare the issues that need to be addressed if improved partnership working is to be WebFor this assessment criterion, you will be required to evaluate the effectiveness of The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional". Descubre la mejor forma de comprar online. Webevaluate the complexity of partnership working. Find out more about our history, values and principles here. 3.6l/ 285 HP - Transmisin: Automtica 6 vel c/ reductora 4x4 - Rendimiento combinado: 7.4 km/l - Barra de luces en techo, luces en cofre y defensa LED - Iluminacion Led en faros principales y calaveras traseras. - $549,900 - 50,700 km - Motor 6 cil. Encuentra Jeep Wrangler Unlimited Sport 2018 en MercadoLibre.com.mx! Partnerships are a complex type of team: they usually involve This cookie is used for sharing of links on social media platforms. However, partnerships are difficult to evaluate effectively and evaluations involve a series of trade-offs regarding what sort of coverage is gained, whose perspectives to involve and the main focus of the study. Not every evaluation will be able to cover every possibility. A practice-academic collaboration between health services researchers and the surgical services program of a Canadian tertiary-care urban hospital was used to develop, implement and evaluate a potential burnout intervention, Webwork setting. Le ottime prestazioni di Nuova Wrangler Unlimited , unite ad una notevole diminuzione dei consumi rispetto alla media di categoria, hanno reso in breve tempo la SUV di Jeep uno dei modelli preferiti dagli acquirenti. 2020-09-16 08:10:52 This website uses cookies to improve your experience while you navigate through the website. Analytical cookies are used to understand how visitors interact with the website. Consumo reali, caratteristiche tecniche della Jeep Wrangler Unlimited 2.8 CRD (177 CV) 2007-2018 . 0000001367 00000 n Jeep wrangler 2018 36 v6 unlimited sport jk 4x4 at carshop seminue auto dotata di gancio traino, tenuta benissimo! This page is designed to answer the following questions: NOTE: Although this page has been marked as complete, it has not yet been peer-reviewed or quality-assured, therefore it should be considered a first draft and any information should be fact-checked independently. The purpose of this cookie is targeting and marketing.The domain of this cookie is related with a company called Bombora in USA. In the Family Centre you often work in partnership with parents/carers who need some support with their children. Ingrese y consiga el Jeep Wrangler Unlimited - Jeep Wrangler que est buscando a excelente precio. Con un diseo inspirado en los vehculos militares de 1940 pero llevado a la modernidad, Wrangler Unlimited entrega un gran valor de reventa y menores costos de propiedad. Jeep Wrangler Unlimited eTorque 2021: Equipamiento Panel de instrumentos con una pantalla de 7 pulgadas LED (TFT, por sus siglas en ingls). Lgbtqqicapf2k+ Friends And Family, This ensures that behavior in subsequent visits to the same site will be attributed to the same user ID. Ocultar >> Sport Desde $193,990,000 0. : euro 6 kw (cv): 147 ( 199 ) jeep wrangler jlu sahara #berciniauto, azienda. x- [ 0}y)7ta>jT7@t`q2&6ZL?_yxg)zLU*uSkSeO4?c. R -25 S>Vd`rn~Y&+`;A4 A9 =-tl`;~p Gp| [`L` "AYA+Cb(R, *T2B- Fotografas de referencia, algunos accesorios, colores, diseos y/o acabados pueden variar de las versiones comercializadas en Colombia y tener un costo adicional. 01171780313 Tutti i Diritti Riservati. Make recommendations for healthy eating in own setting, Unit 1.2: Support healthy lifestyles for children through exercise, Outline the benefits of exercise for children, Identify the requirements of current frameworks for: outdoor access, regular exercise for children, Evaluate national and local initiatives which promote childrens exercise, Describe benefits of working in partnership with parents/carers in relation to supporting childrens exercise, Evaluate a local indoor provision in relation to inclusive practice, Evaluate a local outdoor provision in relation to inclusive practice. This can be difficult to achieve, as each partner may have their own agenda and priorities. WebEvaluate the complexity of partnership working. 2016 jeep compass latitude 4x4 4cilindros automatico recien llegada. It appears to be a variation of the _gat cookie which is used to limit the amount of data recorded by Google on high traffic volume websites. 0000002360 00000 n For effective monitoring to take place, clear performance criteria need to be set. It is used to persist the random user ID, unique to that site on the browser. 71 Jeep Wrangler a partire da 491 . Qualification: Level 3 Diploma for the Early Years EducatorUnit: Unit 2.5: Work in partnershipLearning outcome: 3 Understand challenges to partnership workingAssessment criteria: 3.3 Evaluate the complexity of partnership working. Fotografas de referencia, algunos accesorios, colores, diseos y/o acabados pueden variar de las versiones comercializadas en Colombia y tener un costo adicional. Plan an activity to support healthy eating in own setting. WebWorking in partnership creates a clear understanding of the different roles each person Quindi, ecco di seguito le misure delle gomme all season per la tua Jeep Wrangler Unlimited. Both simple problems evaluate the complexity partnership working Level 3 Diploma for the Early Years Educator, Evaluate the complexity of partnership working, Level 1 Diploma in Introduction to Health and Social Care, NCFE CACHE Level 2 Certificate in Understanding Autism, NCFE CACHE Level 2 Certificate in Awareness of Mental Health Problems, Level 2 Diploma for the Early Years Practitioner, NCFE CACHE Level 2 Certificate in Understanding Children and Young Peoples Mental Health, TQUK Level 2 Certificate in Understanding Children and Young Peoples Mental Health, OCR Level 1/2 National Certificate in Enterprise & Marketing, Highfield Level 1 Certificate In Personal Development for Employability (RQF), A4 Skills and characteristics of entrepreneurs, 6.2 The main activities of each functional area, 6.1 The purpose of each of the main functional activities that may be needed in a new business. 0000000576 00000 n 0000001080 00000 n Jeep Wrangler Unlimited es un fuera de serie por naturaleza con estilo, capacidad, rudeza, y tambin reconocido por un bajo costo de propiedad, seal Nerad. Used by Google DoubleClick and stores information about how the user uses the website and any other advertisement before visiting the website. 0000002062 00000 n 82 0 obj <> endobj Trova le migliori offerte di Auto usate per la tua ricerca bollo jeep wrangler. Personnel may change over time for example, if a professional leaves their role which can mean that the mutual trust and respect of the relationship is lost. Functional cookies help to perform certain functionalities like sharing the content of the website on social media platforms, collect feedbacks, and other third-party features. The data includes the number of visits, average duration of the visit on the website, pages visited, etc. The learning from this work might help other countries to adopt or adapt the approach to fit with their national systems, and collectively achieve a global incentive to reinvigorate the antibacterial pipeline. work with the inherent complexity of partnering. Intentionally acknowledging and embracing such complexity rather than trying to reduce or avoid it, may allow clinic and community collaborators to strengthen and sustain their partnerships. KEYWORDS Our students continue to have many opportunities to grow and learn in a caring andinspiring environment. Revisione cambio auto Jeep Wrangler, si effettuano revisioni e riparazioni di cambi automatici, manuali e robotizzati per Jeep Wrangler assetto da 6 pollici, gomme da 37, puntoni Jeep Store | Bienvenido a Jeep Store, compra Inicio Modelos Wrangler. Iphone Ora Legale 2021, 2. 84 0 obj<>stream Login ID: Browse photos, see new properties, get open house info, and research neighborhoods on Trulia. By promoting positive teacher-student relationships at the start of each school year, developing a district Find out what works well at WOODRIDGE SCHOOL DISTRICT 68 from the people who know best. 0000002969 00000 n Le ottime prestazioni di Nuova Wrangler Unlimited , unite ad una notevole diminuzione dei consumi rispetto alla media di categoria, hanno reso in breve tempo la SUV di Jeep uno dei modelli preferiti dagli acquirenti. The purpose of the cookie is to determine if the user's browser supports cookies. To establish a complete pre-employment file, please complete the online application. Entre y conozca nuestras increbles ofertas y promociones. n3kGz=[==B0FX'+tG,}/Hh8mW2p[AiAN#8$X?AKHI{!7. WebThese simple plans: rationale and evaluate the complexity of partnership working in the organisations both natural capital between health soc care from the bigger picture. Evaluate the complexity of partnership working. yes JEEP Wrangler Unlimited 2.8 CRD DPF Rubicon Auto [rif. Nuova Wrangler Unlimited la SUV futuristica con la quale Jeep promette di stravolgere il segmento di riferimento. But opting out of some of these cookies may have an effect on your browsing experience. Jeep wrangler jlu allestimento: sahara prezzo vendita: 63.500 prezzo nuovo. Necessary cookies are absolutely essential for the website to function properly. Se vuoi acquistare su internet dei pneumatici quattro stagioni per la tua Jeep Wrangler Unlimited sei nel posto giusto. Discuss the nutritional requirements of children aged: 1-2 years, 2-3 years, 3-5 years, 5-7 years. 5.2 Source(s) of capital for business start-ups, 5.1 Appropriate forms of ownership for business start-ups, 4.5 How customer service is used to attract and retain customers, 4.4 Sales promotion techniques used to attract and retain customers and the appropriateness of each, 4.3 Types of advertising methods used to attract and retain customers and the appropriateness of each, 4.2 Types of pricing strategies and the appropriateness of each, 3.4 The impact of external factors on product development, 4.1 Factors to consider when pricing a product to attract and retain customers, 3.3 How to create product differentiation. Explain the impacts of poor diet on childrens health and development in the: short term, long term. Rai Casting Affari Tuoi 2021, I look forward to sharing our successes and achievements with you! Implement an activity to support healthy eating in own setting. Costo 8950 dolares ofrezca tels 6644042001 6646824046 tel usa 6197809961. Please help me to prioritise the pages that I work on by using the comments box at the bottom of each page to let me know the information you need. We continue to be a student-focused district that is highly regarded for thecompetence and character of our students and the excellence of our staff, programs,and learning environment. Scopri le offerte dedicate a Jeep Wrangler e acquista la tua nuova Wrangler in promozione ad un prezzo conveniente. Working in partnership creates a clear understanding of the different roles each person has. Fotografas de referencia, algunos accesorios, colores, diseos y/o acabados pueden variar de las versiones comercializadas en Colombia y tener un Valle Del Cauca $ 116.000.000 116.000.000 Jeep Wrangler Unlimited 3.6L Rubicon (2021); caracteristicas, informacin tecnica, equipamiento, precios de venta y cotizaciones en Mxico Jeep Wrangler Unlimited Sahara c/ equipo extra. 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Iphone Ora Legale 2021, Identify reasons for: special dietary requirements, keeping and sharing, coherent records with regard to special dietary requirements. This cookie is used to measure the number and behavior of the visitors to the website anonymously. The Project Complexity Model presented here was used by participants to evaluate project size, complexity, and risk and determine the specific Please note: This website is still a work in progress, so some pages are not yet complete. This cookie is set by Hotjar. Attachments. The cookie is set by Addthis which enables the content of the website to be shared across different networking and social sharing websites. This report relays the findings from the final phases of a study of multi-. Confronto consumi, coppia, la potenza, dimensioni, capacit del portabagagli. Se vuoi acquistare su internet dei pneumatici quattro stagioni per la tua Jeep Wrangler Unlimited sei nel posto giusto. Explain strategies to encourage healthy eating. Encuentra la mayor variedad de autos nuevos y usados en un solo sitio! Identify when parents/carers need support. D'altra parte stiamo parlando di 4,88 metri di lunghezza contro 4,33. D'altra parte stiamo parlando di 4,88 metri di lunghezza contro 4,33. xb```f``$+xY8abs_.SsNq8]DP9Pf)f/ Another challenge is ensuring that all partners are working effectively together. Entre y conozca nuestras increbles ofertas y promociones. This cookie is set by Casalemedia and is used for targeted advertisement purposes. WebEvaluate partnership working in relation to: meeting childrens additional needs, }J D 10XJL?YX:~P>9sCZ^*xL#7fbk ~y Earlier in this learning outcome, we discussed the importance of agreeing on procedures with other professionals for the evaluation of work objectives as well as setting SMART targets, with challenging and realistic timescales. Encuentra las mejores ofertas de autos usados costo jeep 4x4. 4. The cookie is used to calculate visitor, session, campaign data and keep track of site usage for the site's analytics report. Jeep wrangler 4.0 cat hard Get KBB Fair Purchase Price, MSRP, and dealer invoice price for the 2020 Jeep Wrangler Unlimited Sahara. In partnership with family and community, Woodridge School District 68 provides a comprehensive educational foundation for all children in a safe, caring environment, preparing them to be productive, responsible, and successful members of society. COTIZA AQU TU JEEP WRANGLER UN ICONO NO CAMBIA, EVOLUCIONA JEEP WRANGLER UNLIMITED SAHARA. WebIt is crucial to encourage early intervention and preventive care work in order to preserve jeep wrangler unlimited costo Selecciona la versin de tu preferencia. El precio anunciado corresponde al Jeep Wrangler Unlimited Sport, modelo 2020. Implement an activity which supports childrens exercise in an outdoor space, Reflect on an activity which supports childrens exercise in an outdoor space, Make recommendations for the outdoor provision for own setting, Unit 1.3: Support physical care routines for children, Describe routine physical care needs for children in relation to: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Explain the role of the Early Years practitioner during: nappy changing, toilet training, washing and bath time, skin, teeth and hair, meal times, Identify situations in which non-routine physical care is required, Describe benefits of working in partnership with parents/carers in relation to individual physical care routines, Outline hygienic practice when: preparing formula feeds, sterilising equipment, Explain how poor hygiene may affect the health of babies in relation to: preparing formula feeds, sterilisation, Describe the role of the Early Years practitioner in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Use hygienic practice in relation to: hand washing, food hygiene, dealing with spillages safely, safe disposal of waste, using correct personal protective equipment, Explain the rest and sleep needs of: a baby aged 6 weeks, a baby aged 7 months, a toddler aged 15 months, a child aged 2 and a half years, a child aged 4 5 years, a child aged 6 7 years, Explain safety precautions which minimise the risk of sudden infant death syndrome, Explain the reasons why some children are not immunised, Support children in personal physical care routines in relation to: toileting, washing and/or bath time, skin, teeth and hair, meal times, resting and/or sleeping, Unit 1.4: Promote childrens emotional well-being, Explain theoretical perspectives on emotional well-being, Explain the process of: bonding, attachment, developing secure relationships, Evaluate the impact of secure relationships on a childs emotional well-being, Analyse the role of the Key Person in promoting emotional well-being, Identify transitions and significant events that a child may experience, Describe potential effects of transition and significant events on a childs life, Explain the role of the Early Years practitioner in preparing a child for a planned transition, Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events, Identify the needs of children in own setting in relation to emotional well-being, Work with children in a way that: supports independence, builds resilience and perseverance, builds confidence, supports self-reliance, equips children to protect themselves, builds relationships between children, Plan an activity to promote emotional well-being in own setting, Implement an activity to promote emotional well-being in own setting, Evaluate own role when promoting emotional well-being in own setting, Unit 1.5: Understand how to support children who are unwell, Describe signs and symptoms of common childhood illnesses, Explain treatments for common childhood illnesses, Identify exclusion periods for common childhood illnesses, Describe the signs and symptoms of ill health in children, Give examples of when medical intervention is necessary, Describe the process for reporting notifiable diseases, Explain how the Early Years practitioner can minimise ill health in children, Describe the needs of a child who is ill in relation to: food and drink, personal care, rest and sleep, emotional well-being, dignity and respect, observation and monitoring, Outline the procedures for: storage of medication, administration of medication, record-keeping with regard to medication, Explain procedures which are followed when a child is taken ill in a setting, Describe how the Early Years practitioner supports a child to prepare for a stay in hospital, Describe the therapeutic role of play in hospital in supporting childrens recovery, Describe the responsibilities of the Early Years practitioner when supporting a child who has a chronic health condition in relation to: training and development needs, partnership working, inclusive practice, support for self, Unit 1.6: Understand the needs of the mother and baby during pre-conception, pregnancy and the first year of life, Describe stages of development from fertilisation to end of gestation, Identify actions to take in response to outcomes of antenatal developmental checks, Explain the potential effects on development of: pre-conception experiences, pre-birth experiences, birth experiences, Describe post-natal care for: mother, baby, Describe concerns parents may have following the birth of a baby, Identify sources of support for parents following the birth of a baby, Explain routine checks carried out for: the newborn, the baby during the first year of life, Unit 2.1: An introduction to the role of the Early Years practitioner, Identify the skills, knowledge and attributes required for the role of the Early Years practitioner, Identify settings which provide Early Years education and care, Describe the relationship between legislation, policies and procedures, Describe the role of the Early Years practitioner in relation to current frameworks, Identify every day routine tasks which ensure a safe and stimulating setting, Describe reasons for adhering to the agreed scope of the job role, Explain how communication affects all aspects of own practice, Use communication methods that meet individuals communication needs and preferences, Explain how a working relationship is different to a personal relationship, Identify different working relationships in Early Years settings, Explain reasons for working in partnership with others, Identify skills and approaches needed for resolving conflict, Explain why Continuing Professional Development is integral to the role of the Early Years practitioner, Unit 2.2: Understand legislation relating to the safeguarding, protection and welfare of children, Summarise current legislation and guidelines for the safeguarding, protection and welfare of children, Identify policies and procedures relating to the safeguarding, protection and welfare of children, Analyse how current legislation and guidelines for safeguarding inform policy and procedure, Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding, protection and welfare of children, Describe the lines of reporting and responsibility to meet the safeguarding, protection and welfare requirements of children, Explain the boundaries of confidentiality in relation to the safeguarding, protection and welfare of children, Analyse the benefits of partnership working in the context of safeguarding, protection and welfare of children, Explain child protection in relation to safeguarding, Describe signs, symptoms, indicators and behaviours that may cause concern relating to: domestic abuse, neglect, physical abuse, emotional abuse, sexual abuse, Describe actions to take if harm or abuse is suspected and/or disclosed, Explain the rights of children and parents/carers in situations where harm or abuse is suspected or alleged, Explain the responsibilities of the Early Years practitioner in relation to whistleblowing, Explain why serious case reviews are required, Analyse how serious case reviews inform practice, Unit 2.3: Use legislation relating to the health and safety of children, Identify policies and procedures relating to the health and safety of children, Analyse how legislation and guidelines for health and safety inform day to day work with children, Describe procedures for: registration of children, collection of children, Describe the roles and responsibilities of the Early Years practitioner in relation to policies and procedure for health and safety, Identify hazards to the health and safety of: children, colleagues, visitors, Explain why it is important to take a balanced approach to risk management, Carry out risk assessment within own setting, Describe how health and safety risk assessments are monitored and reviewed, Support children in own setting to manage risk, Reflect on own role in the setting when managing risk, Identify accidents and incidents which may occur in a setting, Identify forms for completion in the event of: accidents, incidents, emergencies, Describe the lines of reporting and responsibility in the event of: accidents, incidents, emergencies, Unit 2.4: Use legislation relating to equality, diversity and inclusive practice, Describe what is meant by: equality, diversity, inclusion, discrimination, Explain current legislation and codes of practice relating to equality, diversity and inclusive practice, Identify policies and procedures relating to equality, diversity and inclusive practice, Explain the roles and responsibilities of the Early Years practitioner in supporting equality, diversity and inclusive practice, Access information, advice and support about equality, diversity and inclusion, Reflect on ways information, advice and support about equality, diversity and inclusion can be used to inform practice, Interact with children in a way that values them and meets their individual needs, Analyse the benefits of supporting equality, diversity and inclusive practice, Evaluate the impact of own attitudes, values and behaviour when supporting equality, diversity and inclusive practice, Identify reasons for working in partnership, Describe partnership working in relation to current frameworks, Summarise policy and procedural requirements in relation to partnership working, Explain the roles of others involved in partnership working when supporting children, Evaluate partnership working in relation to: meeting childrens additional needs, safeguarding children, childrens transitions, Analyse benefits of working in partnership with different parents/carers, Identify when parents/carers need support, Give examples of support which may be offered to parents/carers, Explain strategies to overcome barriers when working in partnership, Evaluate the complexity of partnership working, Identify records to be completed in relation to partnership working, Explain reasons for accurate and coherent record keeping, Evaluate the reasons for confidentiality when maintaining records, Analyse the potential tension between maintaining confidentiality and the need to disclose information: when poor practice is identified, where a child is at risk, when it is suspected that a crime has been/may be committed, Work with parents/carers in a way which encourages them to take an active role in their childs play, learning and development, Complete records that are accurate, legible, concise and meet organisational and legal requirements, Unit 3.1: Understand the value of play in Early Years, Explain the innate drive for children to play, Analyse how play is necessary for the development of children, Identify the rights of children in relation to play as detailed in the UN Convention on the Rights of the Child, Explain how settings meet the right for children to play, Explain the characteristics of: child-initiated play, adult-led play, Identify how childrens play needs and preferences change in relation to their stage of development, Describe benefits of: physical play, creative play, imaginative play, sensory play, Evaluate resources for: physical play, creative play, imaginative play, sensory play, heuristic play, Summarise inclusive play practice in relation to current frameworks, Analyse how play supports the interests and abilities of children, Unit 3.2: Plan, lead and review play opportunities which support childrens learning and development in relation to current frameworks, Create a plan which includes a balance of child-initiated and adult-led play opportunities for: physical play, creative play, imaginative play, sensory play, Differentiate planned play opportunities to meet the individual needs of the children in own setting in relation to current frameworks, Identify features of an environment which support childrens play, learning and development, Lead a planned play opportunity in own setting, Support childrens participation in a planned play opportunity, Demonstrate how play opportunities provide a balance between child-initiated and adult-led play, Encourage parents/carers to take an active role in childrens play, Evaluate how a planned play opportunity meets the play, learning and developmental needs of children, Reflect on how a planned play opportunity relates to current frameworks, Analyse own role in relation to planned play opportunities, Make recommendations for the next stage of childrens learning and development in relation to planned play opportunities, Unit 3.3: Apply theoretical perspectives and philosophical approaches to play, Summarise how theories impact on own understanding of play, Analyse how theoretical perspectives on play inform practice, Identify philosophical approaches which influence play provision, Summarise how philosophical approaches impact on own understanding of play provision, Analyse how philosophical approaches to play inform practice, Create a plan using theoretical perspectives on play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use theoretical perspectives on play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Create a plan using philosophical approaches to play which support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Use philosophical approaches to play to support the developmental stage, needs and interests of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Evaluate how theoretical perspectives and philosophical approaches to play support own practice, Share evaluation of how theoretical perspectives and philosophical approaches to play provision supports practice, Unit 3.4: Contribute to enabling play environments, Analyse the impact of philosophical approaches on current frameworks in relation to play environments, Explain how to work collaboratively to provide enabling play environments in Early Years settings, Describe the role of the Early Years practitioner in supporting childrens socialisation within play environments, Explain how modelling positive behaviours impacts on childrens behaviour, Analyse strategies to support children to manage their own behaviour in relation to others, Explain how the Early Years practitioner provides for: group learning, socialisation, Plan an environment which supports childrens socialisation and group learning, Use strategies when supporting children to manage their own behaviour, Explain the characteristics of an enabling indoor play environment, Describe how an enabling indoor play environment meets the age, stage and needs of children, Explain the characteristics of an enabling outdoor play environment, Describe how an enabling outdoor play environment meets the age, stage and needs of children, Plan an enabling play environment: indoors, outdoors, Create an enabling play environment: indoors, outdoors, Critically evaluate enabling play environments in own setting, Plan opportunities which support childrens understanding of the world, Lead opportunities which support childrens understanding of the world, Plan opportunities which encourage childrens expressive art and design, Lead opportunities which encourage childrens expressive art and design, Unit 3.5: Develop emergent literacy skills of children, Identify the stages of language and communication development from birth to 7 years, Describe factors which affect language and communication needs, Explain how working with others supports childrens emergent literacy from birth to 7 years, Explain what is meant by a language rich environment, Analyse a language rich environment in relation to current frameworks for children, Develop a language rich environment for children, Interact with children to meet individual language and communication needs, Explain strategies to support the development of emergent literacy in relation to current frameworks, Explain the use of systematic synthetic phonics in the teaching of reading, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent literacy, Plan for childrens participation in activities which support and extend emergent literacy, Use strategies to plan activities which encourage: speaking and listening, reading, sustained shared thinking, writing, digital literacy, Lead an activity to support and extend emergent literacy, Identify benefits to childrens holistic learning and development when supporting emergent literacy, Evaluate how planned activities support emergent literacy in relation to current frameworks, Analyse own role in relation to planned activities, Make recommendations for meeting childrens individual literacy needs, Unit 3.6: Develop emergent mathematical skills of children, Describe how mathematics is evident in childrens everyday lives, Analyse factors which affect childrens learning of mathematical concepts, Describe the process of mathematical development in relation to current frameworks, Explain how working with others supports childrens emergent mathematical development, Describe how to create an environment which supports childrens emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe reasons for scaffolding childrens mathematical development, Analyse reasons for valuing individual interests when supporting childrens emergent mathematical development, Describe how the Early Years practitioner provides opportunities for sustained shared thinking to support childrens emergent mathematical development, Explain strategies to support the development of emergent mathematical development in relation to current frameworks for children from birth to 7 years, Describe opportunities which support childrens understanding of: number, shape, size and pattern, weight, volume and capacity, space and time, matching and sorting, data representation, problem-solving, Plan an activity to support childrens emergent mathematical development, Lead an activity to support childrens emergent mathematical development, Evaluate how planned activities support childrens emergent mathematical development in relation to current frameworks, Analyse own role in relation to planned activities which support childrens emergent mathematical development, Make recommendations for meeting childrens emergent mathematical needs, Unit 3.7: Understand the needs of the child in preparing for school, Describe characteristics of school readiness, Describe factors affecting childrens readiness for school, Explain how the Early Years practitioner supports children to prepare for school, Describe areas of learning and development within the current framework which relate to school readiness, Identify assessment strategies in relation to the current framework, Evaluate the current frameworks assessment process in supporting childrens preparation for school, Identify others involved in helping children prepare for school, Describe the information required to enable the school to meet the individual needs of the child during transition, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development in preparation for school readiness, Unit 3.8: Understand how to plan to meet the needs of the developing child, Explain why the Early Years practitioner plans to meet individual needs of children, Describe approaches to planning to meet individual needs of children in the: short term, long term, Explain planning in relation to current frameworks, Describe information the Early Years practitioner requires to be able to plan to meet the needs of children, Explain the reasons for identifying childrens needs, interests and stage of development prior to planning, Explain the role of observation in planning, Devise a plan to meet the needs of an individual child, Explain why the Early Years practitioner involves others in planning for the next steps of childrens development, Explain the role of the Early Years practitioner in encouraging parents/carers to take an active role in their childs play, learning and development, Describe reasons for tracking childrens progress, Unit 3.9: Facilitate the cognitive development of children, Describe sensory development in the first year of life, Identify stages of cognitive development in children from birth to 7 years, Summarise current scientific research relating to neurological and brain development in Early Years, Explain how current scientific research relating to neurological and brain development in Early Years influences practice in Early Years settings, Describe theoretical perspectives in relation to cognitive development, Analyse how theoretical perspectives in relation to cognitive development impact on current practice, Describe the role of the Early Years practitioner when facilitating the development of cognition in children, Analyse the use of technology in supporting the development of cognition in children, Create an environment which facilitates cognitive development of children in own setting, Plan a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Lead a learning experience which supports the development of sustained shared thinking in children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Critically evaluate the provision for supporting cognitive development in own setting, Unit 3.10: Develop the speech, language and communication of children, Define the terms: speech, language, communication, Describe theoretical perspectives in relation to speech, language and communication development, Analyse how theoretical perspectives relating to speech, language and communication development inform current frameworks, Describe the role of the Early Years practitioner when supporting the development of speech, language and communication, Describe the benefits to childrens holistic learning and development when supporting speech, language and communication development, Analyse how the use of technology supports the development of speech, language and communication, Create a language rich environment which develops the speech, language and communication of children in own setting, Plan an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Implement an activity which supports the development of speech, language and communication of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for supporting speech, language and communication development in own setting, Critically evaluate provision for developing speech, language and communication for children in own setting, Unit 3.11: Promote the physical development of children, Identify stages of physical development of children from birth to 7 years, Describe the development of childrens physical skills, Describe the role of the Early Years practitioner when promoting physical development in children from birth to 7 years, Describe the benefits to childrens holistic learning and development when promoting physical development, Describe theoretical perspectives in relation to physical development, Analyse how theoretical perspectives in relation to physical development inform current frameworks, Describe own role when promoting physical development in own setting, Create an environment which promotes physical development in own setting, Plan an opportunity which promotes the physical development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes physical development for children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Reflect on own role in relation to the provision for promoting physical development in own setting, Critically evaluate the provision for promoting the physical development of children in own setting, Unit 3.12: Promote the personal, social and emotional development of children, Describe the stages of personal, social and emotional development of children from birth to 7 years, Describe theoretical perspectives in relation to personal, social and emotional development, Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks, Describe the role of the Early Years practitioner when promoting the personal, social and emotional development of children, Create an environment which promotes the personal, social and emotional development of children in own setting, Plan an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Provide an opportunity which promotes the personal, social and emotional development of children aged: 0-1 year 11 months, 2-2 years 11 months, 3-5 years, Describe the benefits to childrens holistic learning and development when promoting personal, social and emotional development, Reflect on own role in relation to the provision for promoting the personal, social and emotional development of children in own setting, Critically evaluate the provision for the personal, social and emotional development of children in own setting, Unit 3.13: Support children with additional needs, Define the terms: biological, environmental, Analyse the impact of biological factors on childrens development, Analyse the impact of environmental factors on childrens development, Analyse the impact of the stage of development on childrens learning, Describe factors which affect childrens development in the: short term, long term, Analyse how personal experiences, values and beliefs impact on the professional practice of the Early Years practitioner, Identify the requirements of current legislation in relation to inclusive practice, Explain the medical and social models of disability, Evaluate inclusive practice in relation to current frameworks for children from birth to 7 years, Identify childrens additional needs in relation to expected stages of development, Describe the reasons for early intervention when meeting childrens additional needs, Explain strategies for early intervention, Evaluate the principles of working in partnership with others to meet childrens additional needs, Identify the individual needs of children in own setting, Plan activities in partnership with others to meet childrens additional needs, Work in partnership with others to provide activities to meet childrens additional needs, Reflect on own practice in meeting childrens additional needs, Critically evaluate the provision for children with additional needs in own setting, Unit 3.14: Use observation, assessment and planning to promote the development of children, Explain how observations are used: to plan for individual childrens needs, for early intervention, to review the environment, during transition, when working in partnership, Evaluate observation methods: Event Sample, Time Sample, Sociogram, Narrative / Free Description, Target Child, Checklist, Child Tracker / Movement Record, Define the terms: objectivity, subjectivity, Evaluate the reasons for objectivity when recording observations, Evaluate the requirement for confidentiality during the observation process, Observe in line with current frameworks: an individual child, a group of children, indoor provision, outdoor provision, Reflect on outcomes of observations carried out in own setting in relation to: an individual child, a group of children, indoor provision, outdoor provision, Work with others to plan next steps in relation to the needs and interests of: an individual child, a group of children, Reflect on own role in meeting the needs and interests of children in own setting, Unit 3.15: Use longitudinal studies to observe, assess and plan for childrens needs, Explain how Longitudinal Study is used as an assessment tool, Evaluate benefits of undertaking a Longitudinal Study for: the child, Early Years practitioners, others, Carry out Longitudinal Studies using methods of observation to assess the changing developmental needs of children, Maintain records of observation, assessment and planning, Evaluate observations in relation to: expected developmental stages, current frameworks, theoretical perspectives, Devise plans which meet the developmental needs and interests of children, Implement plans which meet the developmental needs and interests of children, Critically evaluate the outcomes of Longitudinal Studies, Unit 4.1: Engage in professional development, Describe methods for identifying professional development opportunities, Summarise theoretical perspectives on reflection in relation to professional development, Analyse own professional development needs in relation to the role of the Early Years practitioner, Review own learning needs, professional interests and development opportunities, Maintain subject knowledge across curriculum subjects which are of personal interest, Work with others to agree own personal development plan, Use learning opportunities to support own professional development, Explain how reflective practice leads to improved ways of working, Record progress in relation to personal development. 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