B-TEC Health and Social Care
Level 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.
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
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 time
Monitor 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:
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.
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
P1
P2
P3
Worksheet 2
P4
P5
M2
M3
Worksheet 3
P6
P7
Worksheet 4
M1
D1
D2
Section 4 - Unit Tutor Information
Name:
Position:
Office:
E-Mail:
Extension Number:
Speciality:.
Other Notes:
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
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/didnt 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.
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.
Skills
Experienc
e
Theories
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 wont 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, lets go over them as a class
and see if anyone knows what they mean.
Knowledge
Example =
Skills
Example =
Practice
Example =
Values & Beliefs
Example =
Career aspirations.
Example =
10
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
Beliefs
Career
aspirations
11
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.
Someones 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
Why would knowing the things which influence their learning make your
teaching experience easier?
12
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
04
57
8 10
11 12
13 15
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?
13
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.
Activists
Reflectors
Theorists
Pragmatis
ts
Learn best from activities in
which there are
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.
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 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
there is an obvious link
between the subject matter
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
Learn least from, and may
react against, activities where
they have a passive role
(lectures, instructions,
reading)
they are observers
they must work in a solitary
way (reading and writing
alone)
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
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
there are no clear guidelines
there is no apparent reward
from the learning activity, for
example higher grades!
they feel people are going
round in circles rather than
getting to the point
14
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.
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.
15
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.
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.
16
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.
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.
17
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
13
15
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
Activist
Reflector
Theorist
Pragmati
st
Totals
18
Plot the scores on the arms of the cross below:
Activist
20
15
10
Pragmatist
Reflector
0
-20
-15
-10
-5
10
15
20
-5
-10
-15
-20
Theorist
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?
19
Unit 6:
Worksheet 1
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
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.
20
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 wont 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
21
Ok now you have six targets, lets make them
SMART! (Like the Pros 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
m
a
r
t
Manageable
Appropriate
Reasonable
Targeted
Sexy
Sensible
Attainable
Specific
Achievable
Measurable
Recordable
Readable
Realistic
Truthful
Time-limited
Relevant
Tortuous
How to Create SMART targets
22
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
Specific?
No
To improve my health, I will
lose 10 pounds by August 15,
2004
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)
Timebound?
No
Yes (by August 15, 2004)
Now its 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
..
I will be able to add up
23
Lets 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 youre 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
24
25
Date
Number of
Hours
Part 1: Reflect on your action
plan.
Which points of your action plan have you worked on this month?
Describe what did you do to try and meet each of these?
Part 2: Reflect on a personal or placement experience.
Describe the event, from placement or personal life, had the biggest
impact on you this month?
How will this benefit you?
26
Describe what, skills, knowledge or experience; you have you learned
this month and where from?
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?
27
Date
Number of
Hours
Part 1: Reflect on your action
plan.
Which points of your action plan have you worked on this month?
Describe what did you do to try and meet each of these?
Part 2: Reflect on a personal or placement experience.
Describe the event, from placement or personal life, had the biggest
impact on you this month?
How will this benefit you?
28
Describe what, skills, knowledge or experience; you have you learned
this month and where from?
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?
29
Date
Number of
Hours
Part 1: Reflect on your action
plan.
Which points of your action plan have you worked on this month?
Describe what did you do to try and meet each of these?
Part 2: Reflect on a personal or placement experience.
Describe the event, from placement or personal life, had the biggest
impact on you this month?
How will this benefit you?
30
Describe what, skills, knowledge or experience; you have you learned
this month and where from?
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?
31
Unit 6:
Worksheet 2
What criteria will this help you
meet?
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
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: 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?
32
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.
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.
33
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 (PCTS)
Hospital Trusts
Ambulance Trusts
Private Hospitals.
Childrens Services
Adult Services
Childs Services
34
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?
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.
35
36
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)
2)
3)
4)
visit www.prospects.ac.uk
Click the search bar and enter the job name, E.G Nurse.
You should be given a list of links to different sites about that job, such as salary.
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.
37
2.
3.
38
What criteria will this help you
meet?
Unit 6:
Worksheet 3
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.
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 Title
ii. Job Description
iii. Average Salary
iv. Entry Requirements
v. Career Progression
vi. Typical Employers
39
Section 4: Evaluation
Unit 6:
Worksheet 4
Instructions
What criteria will this help you
meet?
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.
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 youre 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:
40
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:
41
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.
42
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.
43
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.
Completed Worksheet 2 and staple in the
correct page of the booklet.
Completed Worksheet 3 and staple in the
correct page of the booklet.
Completed Worksheet 4 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
44
completed
Complete all sections of the booklet and
sign the declaration
45
