A/601/4069 - 4/304 - Promote children and young people’s positive behaviour

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Outcome 1- Understand policies and procedures for promoting children and young people’s positive behaviour

1.1 summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour.

 

1.2 evaluate how the policies and procedures of the setting support children and young people to:

a) feel safe

b) make a positive contribution

c) develop social and emotional skills

d) understand expectations and limits.

 

1.3 explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting.

304.1.1.1.2.1.3 Evidence task

 

Summarise the behaviour policies in your school.

Describe how they are implemented.

 

Evaluate how effective they are in your setting in supporting children and young people to:

 

a) feel safe

b) make a positive contribution

c) develop social and emotional skills

d) understand expectations and limits.

 

You may what to discuss further any suggestions for modification or improvement to these policies. Justify your arguments with examples from your own practice.

 

Explain the benefits of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting.

 

Use examples of your own practice to illustrate and help support  your arguments.

 

 

 


 

Outcome 3- Manage inappropriate behaviour

3.5 explain the sorts of behaviour or discipline problems that should be referred to others and to whom these should be referred.

 

4/304.3.5 Evidence task 

 

Describe a situation from your own practice when you had to refer a behaviour or discipline problem on to a colleague.

 

What are the kinds of behaviours you would refer on?

 

What strategies would you employ before referring the matter on to a colleague?

 

What are your limits in dealing with these behaviours?

 

Describe the procedures you would follow in the referral process.

 

Unit 9/303-Outcome 3 - Support learning activities

3.2 explain how social organisation and relationships may affect the learning process.

 

303.3.2 Evidence task

 

Reflect on classes and students/pupils who you support. Describe the dynamics of the groups they are in. Comment on what makes a difference to the learning, focus and behaviour of the students/pupils e.g.

  • Small
  • Large
  • Mixed ability
  • Streamed
  • Mixed gender
  • Single sex

 

Contrast two lessons or groups you support in. It may be that you support the same pupils/students in different classes.

 

Think also about the style of teaching and learning in the classes and how the teacher relates to the students/pupils.

 

What helps the learning process and what can get in the way?