Schedule
Assessment
The Student Assessment Guide and Learning Plan describes the evidence required to be competent in this unit.
You can track your progress by comparing it against unit requirements and at every stage of your learning and study. You can also get support from your iTAFE mentor and advisor.
Assessment here
Study Guide
There are many ways that you might choose to make your way through the unit. The diagram and suggested sessions (below) will help to plan your learning through the unit Identify and respond to children ad young people at risk. The sessions outlined below are a suggestion only - you may have another way that you prefer to study.
The Student Assessment Guide and Learning Plan describes the evidence required to be competent in this unit.
You can track your progress by comparing it against unit requirements and at every stage of your learning and study. You can also get support from your iTAFE mentor and advisor.
Assessment here
Study Guide
There are many ways that you might choose to make your way through the unit. The diagram and suggested sessions (below) will help to plan your learning through the unit Identify and respond to children ad young people at risk. The sessions outlined below are a suggestion only - you may have another way that you prefer to study.
Vocational Education and Training online courses are another choice that you can make to assist you to further understand this unit.
Each session is accompanied by a set of colour-coded resources. Please review the resources before attending each VOOC. After the VOOC, you should record your thoughts, ideas and suggestions about the session and share them with other learners. We have provided links to blog, forum and sharing tools but you can also use your own methods. VOOCs are not compulsory but they are an opportunity to gather evidence of your learning by participating with others.
Session 1 -Implementing work practices which support the protection of children and young people, Part 1. - Blue tiles
This includes
- Identifying children and young people at risk of abuse or neglect by observing signs and symptoms, asking open and non-leading questions, being aware of protective issues and using child protection procedures where appropriate
- Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision-making
- Ensuring decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedure
- Knowledge of child protection legislation in the relevant state or territory
A few points to think about for your blog:
- What signs and symptoms of abuse or neglect may be observed?
- What are child-focused work practices?
- Why is it paramount for educators to be aware of protection legislation in the state or territory they are working in?
Session 2 -Implementing work practices which support the protection of children and young people
This includes:- Responding to disclosure, information or signs and symptoms in accordance with state legislative responsibilities and the service policies and procedures
- Employing communication and information-gathering techniques with children and young people in accordance with current recognised good practice
A few points to think about for your blog:
- How does an effective educator respond to disclosure, information or signs and symptoms of abuse or neglect?
- Why is it important for an educator to employ communication and information-gathering techniques with children and young people in accordance with current recognised good practice and what is the current recognised good practices?
Session 3 -Reporting indications of possible risk of harm- Purple tiles
This includes:
- Accurately recording relevant specific and general circumstances surrounding risk of harm in accordance with state legislation, service policies and procedures and ethics
- Promptly recording and reporting risk-of-harm indicators, including the circumstances surrounding the risk of harm according to service policies and procedures
- Ensuring writing in reports is non-judgemental
- Working collaboratively with relevant agencies to ensure maximum effectiveness of report
A few points to think about for your blog:
- What are the consequences of in accurately recording information surrounding risk of harm?
- Why is it imperative that risk of harm indicators, including the circumstances surrounding the risk of harm, are promptly recorded and reported?
- What are the benefits of working collaboratively with relevant agencies?
Session 4 -Apply ethical and nurturing practices in work with children and young people- Orange tiles
This includes
-
Protecting the rights of children and young people in the provision of services
- Identifying and seeking supervision support for issues of ethical concern in practice with children and young people
- Employing ethical and nurturing practices and observe professional boundaries when working with children and young people
- Recognising and reporting indicators for potential ethical concerns when working with children and young people
A few points to think about for your blog:
- What are the ethical and nurturing practices educators should employ when working with children and young people?
- Why is it necessary for educators to recognise and report indicators for potential ethical concerns when working with children and young people?
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