the VERBS you need to know for the level 3.

[tutu]

these are produced by CACHE see for example the word explain, it says DETAILED


Apply Explain how existing knowledge can be linked to new or different situations or in practice.

Analyse Break the topic down into separate parts and examine each part. Show how the main ideas are related and why they are important.

Assess Estimate or make a judgment.

Carry out Complete a task or activity.

Clarify Explain the information in a clear, concise way.

Classify Organise according to specific criteria

Collate Collect and present information arranged in sequence or logical order

Compare Examine the subjects in detail looking at similarities and differences

Conduct Carry out

Critically compare Examine in detail and consider the similarities and differences and identify the positive aspects and limitations

Consider Ponder, contemplate, study in order to make a decision

Co-ordinate Organise people, information or a situation so that there is an effective outcome

Demonstrate Apply skills in a practical situation or show an understanding of the topic

Describe Write or speak about the topic or activity giving detailed information

Develop To identify and build on a topic, plan or idea

Diagnose Identify the cause based on valid evidence

Differentiate Identify the differences between two or more things

Discuss Give a detailed account including a range of views or opinions

Distinguish Explain the difference between two or more items, resources, or pieces of information.

Draw conclusions Identify outcomes, which could lead to recommendations

Engage Work in conjunction with, or work together with, or ensure participation in

Estimate Give an approximate decision or opinion using previous knowledge or experience

Evaluate Review evidence from different perspectives and come to a valid conclusion or reasoned judgement

Explain Make clear detailed information giving reasons, and showing how or why

Extrapolate Identify relevant points using the information available

Identify recognise, list, name or otherwise characterise - source

Illustrate Give clear information or description with examples (e.g.: spoken, written, pictures, diagrams)

Implement To fulfil, perform or carry out a plan, action, task or procedure

Interpret Explain the meaning

Investigate To examine, study or inquire systematically

Judgment Form an opinion or make a decision based on evidence

Justify Give a satisfactory explanation for actions or decisions
Listen Hear what is said

Monitor Watch the progress of

Plan Organise information in a logical way using an appropriate format.

Perform Think about and organise information in a logical way

Prepare Get ready

Produce Carry out or do

Take an action Follow an instruction

Provide Make, create, bring or find through learning or creative ability

Record Preserve in writing or by other methods

Recognise Acknowledge validity - know from before

Report Produce a detailed account or statement describing an event, situation, or activity

Review and revise Look back over the topic or activity and make or identify adjustments, changes or additions that would improve the topic or activity

Reflect Learners should look at their action or experiences or learning and think about how this could inform their future action, learning or practice

Respond To take action. Reply or answer

Summarise Give the main ideas or facts in a concise way

Supervise Have responsibility for overseeing people’s performance whilst offering support.

Undertake Agree to take on and carry out the task

PHRASE DEFINITIONS

Risk-taking means being aware of the potential hazards but still carrying on with the activity.
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Well-being may include aspects that are:
Spiritual
Emotional
Cultural
Religious
Social
Political
Sexual
Physical
Mental
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Active participation; is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient.
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Sustained shared thinking:
Making suggestions
Asking questions
Listening to children's individual views
Responding to those individual views showing that their ideas and views are valued . It produces hard

Quantitative research is is about measuring. It produces hard facts and figures, and uses statistics and numbers to draw conclusions and make an analysis. Many researchers in the field of health and social care use quantitative approaches and produce quantitative data. They may carry out ‘experiments’ using many of the rules of scientific investigation. In general, if you are reading research that provides statistics and numerical information and is based purely on facts, it is likely to have used one of the quantitative approaches. Many government publications are good examples of quantitative research – they give statistics in relation to the National Health Service, for example, such as the numbers of patients on waiting lists, the numbers having a particular operation or the numbers or the numbers of residents in nursing homes throughout the country.
SOURCE: Pearsonschoolsandfecolleges' sample chapter SCH32 Engage in personal development book chapter - buy the CYPW book on amazon

Qualitative research A qualitative approach looks at the quality rather than the quantity of something. It could be used, for example, to investigate the feelings of people who have remained on the waiting list for treatment, or people’s attitudes towards residential care, or the relationships between those in residential care and those who care for them. Generally, qualitative data is produced in words rather than figures and will consist of descriptions and information about people’s lives, experiences and attitudes.

Your work practice should be updated and improved as a result of reading research articles, watching TV programmes and attending training days. It is often difficult to find time to keep up to date and to change the practices you are used to. Any form of change takes time and is almost always a little uncomfortable or unusual to begin with. You will need to make a very conscious effort to incorporate new learning into your practice. You need to allocate time to updating your knowledge, and incorporating it into your practice. You could try the following ways to ensure that you are using the new knowledge you have gained.

SOURCE: Pearsonschoolsandfecolleges' sample chapter SCH32 Engage in personal development book chapter - buy the CYPW book on amazon