Individual Professional Development
Section 1 Reflecting on and evaluating your practice
T1 Why should I become a reflective practitioner?
T2 How do I reflect on my practice?
T3 What influences my practice?
Section 2 Making use of your reflections
T1 How can I use the reflective process to examine attitudes and values, solve problems and improve practice?
T2 What are my strengths and weaknesses?
T3 What are the barriers to using the reflective process?
Section 3 Making and using a professional development plan
T1 What am I aiming for?
T2 How do I learn best?
T3 How can I produce a professional development plan?
T4 How can I stay motivated?
Section 4 Working effectively in a team
T1 How well do I work in teams?
T2 How well do I communicate?
T3 How well do I contribute to meetings?
Moving into out-of-school provision
Section 1 The principles of playwork and links to development
T1 Introducing playwork
T2 Play and the older child
T3 Towards adulthood
Section 2 Providing an environment for play
T1 Accessibility and opportunity
T2 Balancing risks and challenges
T3 Bullying and discrimination
Section 3 Management issues in playwork
T1 Starting up
T2 The legal and regulatory framework
T3 Working in partnership
Section 4 The role of the playworker
T1 Building friendships and encouraging independence
T2 Setting boundaries andd implementing anti-discrimination practice
T3 Reflective practice
Protecting children
Section 1 What we mean by child abuse
T1 Different forms of abuse
Section 2 How child abuse affects growth and development
T1 Theories of child abuse, attachment and separation
T2 Poor parenting
T3 Children's growth and development
Section 3 Social and legal issues
T1 The Children Act 1989 and child protection
T2 Government reports and inquiries
T3 Families and the law
T4 Recruiting staff
Section 4 Investigating reports of suspected child abuse
T1 The role of the local authority
T2 Child protection conferences and court proceedings
T3 Writing reports and keeping records
Section 5 Services and support for families
T1 Statutory services for children and their families
T2 Local voluntary and private services for children and their families
T3 National information and advice services for children and their families
Section 6 Your role as a professional
T1 Observing children
T2 When a child tells you about abuse
T3 Working with other professionals
T4 Working with parents who may be abusers
T5 Anti-discriminatory practice
T6 Getting support
Working with children and young people with special needs
Section 1 Concepts, attitudes and values
T1 Attitudes, perceptions and beliefs
T2 Models and definitions of special needs
T3 Stereotyping
Section 2 Factors affecting children and young people's ability to learn
T1 Why do some children have special needs?
T2 Characteristics of some common childhood conditions
T3 Children with special needs as part of a family
Section 3 Provision for children and young people with special educational needs
T1 Identifying and assessing special educational needs, and the statementing process
T2 The National Curriculum
T3 Alternative curricula
Section 4 The roles and responsibilities of professionals
T1 Observing, planning and assessing
T2 Working with other professionals
T3 Strategies for working with children and young people with special educational needs
