CACHE Level 3 Award/Certificate/Diploma in Child Care and ...
CACHE Level 3 Award/Certificate/Diploma in Child Care and ... CACHE Level 3 Award/Certificate/Diploma in Child Care and ...
Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook Unit 3 Assignment – Supporting children The assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. Assignment task: What do I have to do? The whole assignment must be completed in order to achieve the unit. © CACHE 2011 Version 5 Section 4 A Children's Centre is reviewing the policies and procedures which will promote children's health and welfare as well as their development. 1. Identify FIVE (5) pieces of current legislation which will influence policies within the setting AND: • show how each piece of legislation will influence working practices in the setting • describe how the policies and procedures will help to safeguard children • explain how the policies and procedures promote fair, just and inclusive strategies which support the children 2. Describe TWO (2) strategies which this setting may use to empower children to develop independence and self-reliance: • Assess the effectiveness of these strategies • Choose and evaluate ONE (1) theoretical perspective which supports the development of strategies for empowering children 3. Explain the key issues which the setting should consider for developing practice which supports children to prepare for transfers or transitions. 4. Discuss some of the causes and effects of discrimination on children and how these may affect the practice in the setting. Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit. 43
Section 4 Unit 3 – Supporting children Assignment criteria E1 Identify FIVE (5) pieces of current legislation 44 Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook E2 Describe how each piece of legislation will influence working practices in the setting E3 Describe how the policies and procedures will help safeguard children E4 Describe how the policies and procedures promote fair, just and inclusive strategies E5 Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance E6 Give examples of how settings may prepare children for transfer or transitions E7 Explain the causes and effects of discrimination on children E8 Show an understanding of diversity and inclusive practice E9 Include references and bibliography D1 Explain the key issues relating to the practice which supports children to prepare for transitions D2 Assess the effectiveness of the strategies which empower children to develop independence and self reliance C1 Evaluate ONE (1) theoretical perspective which supports the development of strategies for empowering children B1 Discuss how the causes and effects of discrimination may affect practice in the setting A1 Reflect on the influence of legislation on working practices within early years settings © CACHE 2011 Version 5
- Page 7 and 8: Contents iv Level 3 Award, Level 3
- Page 9 and 10: Candidate information vi Level 3 Aw
- Page 11 and 12: About this handbook viii Level 3 Aw
- Page 13 and 14: Introduction Attendance at classes
- Page 15 and 16: Introduction xii Level 3 Award, Lev
- Page 17 and 18: Section 1 2 Level 3 Award, Level 3
- Page 19 and 20: Section 1 Types of assessment Award
- Page 21 and 22: Section 1 Re-mark request for short
- Page 23 and 24: Section 1 8 Level 3 Award, Level 3
- Page 25 and 26: Section 2 10 Level 3 Award, Level 3
- Page 27 and 28: Section 2 Unit titles 12 Level 3 Aw
- Page 29 and 30: Section 3 14 Level 3 Award, Level 3
- Page 31 and 32: Section 3 16 Level 3 Award, Level 3
- Page 33 and 34: Section 4 18 Level 3 Award, Level 3
- Page 35 and 36: Section 4 20 Level 3 Award, Level 3
- Page 37 and 38: Section 4 22 Level 3 Award, Level 3
- Page 39 and 40: Section 4 24 Level 3 Award, Level 3
- Page 41 and 42: Section 4 26 Level 3 Award, Level 3
- Page 43 and 44: Section 4 28 Level 3 Award, Level 3
- Page 45 and 46: Section 4 30 Level 3 Award, Level 3
- Page 47 and 48: Section 4 32 Level 3 Award, Level 3
- Page 49 and 50: Section 4 34 Level 3 Award, Level 3
- Page 51 and 52: Section 4 36 Level 3 Award, Level 3
- Page 53 and 54: Section 4 38 Level 3 Award, Level 3
- Page 55 and 56: Section 4 Unit 3 - Supporting child
- Page 57: Section 4 The characteristics of di
- Page 61 and 62: Section 4 46 Level 3 Award, Level 3
- Page 63 and 64: Section 4 Unit 4 - Keeping children
- Page 65 and 66: Section 4 50 Level 3 Award, Level 3
- Page 67 and 68: Section 4 52 Level 3 Award, Level 3
- Page 69 and 70: Section 4 54 Level 3 Award, Level 3
- Page 71 and 72: Section 4 56 Level 3 Award, Level 3
- Page 73 and 74: Section 4 4. Recent initiatives and
- Page 75 and 76: Section 4 60 Level 3 Award, Level 3
- Page 77 and 78: Section 4 62 Level 3 Award, Level 3
- Page 79 and 80: Section 4 64 Level 3 Award, Level 3
- Page 81 and 82: Section 4 66 Level 3 Award, Level 3
- Page 83 and 84: Section 4 68 Level 3 Award, Level 3
- Page 85 and 86: Section 4 Unit 7 - Play and learnin
- Page 87 and 88: Section 4 72 Level 3 Award, Level 3
- Page 89 and 90: Section 4 74 Level 3 Award, Level 3
- Page 91 and 92: Section 4 76 Level 3 Award, Level 3
- Page 93 and 94: Section 4 Unit 8 - Caring for child
- Page 95 and 96: Section 4 Unit 8 - Caring for child
- Page 97 and 98: Section 4 82 Level 3 Award, Level 3
- Page 99 and 100: Section 4 84 Level 3 Award, Level 3
- Page 101 and 102: Section 4 How to respond to behavio
- Page 103 and 104: Section 4 3. Practice Evidence Reco
- Page 105 and 106: Section 4 90 Level 3 Award, Level 3
- Page 107 and 108: Section 4 Assignment planner 232 Ca
Section 4<br />
Unit 3 – Support<strong>in</strong>g children<br />
Assignment criteria<br />
E1 Identify FIVE (5) pieces of current legislation<br />
44<br />
<strong>Level</strong> 3 <strong>Award</strong>, <strong>Level</strong> 3 <strong>Certificate</strong> <strong>and</strong> <strong>Level</strong> 3 <strong>Diploma</strong> <strong>in</strong> <strong>Child</strong><br />
<strong>Care</strong> <strong>and</strong> Education Course H<strong>and</strong>book<br />
E2 Describe how each piece of legislation will <strong>in</strong>fluence work<strong>in</strong>g practices <strong>in</strong> the<br />
sett<strong>in</strong>g<br />
E3 Describe how the policies <strong>and</strong> procedures will help safeguard children<br />
E4 Describe how the policies <strong>and</strong> procedures promote fair, just <strong>and</strong> <strong>in</strong>clusive<br />
strategies<br />
E5 Describe TWO (2) strategies which the sett<strong>in</strong>g may use to empower children to<br />
develop <strong>in</strong>dependence <strong>and</strong> self-reliance<br />
E6 Give examples of how sett<strong>in</strong>gs may prepare children for transfer or transitions<br />
E7 Expla<strong>in</strong> the causes <strong>and</strong> effects of discrim<strong>in</strong>ation on children<br />
E8 Show an underst<strong>and</strong><strong>in</strong>g of diversity <strong>and</strong> <strong>in</strong>clusive practice<br />
E9 Include references <strong>and</strong> bibliography<br />
D1 Expla<strong>in</strong> the key issues relat<strong>in</strong>g to the practice which supports children to prepare<br />
for transitions<br />
D2 Assess the effectiveness of the strategies which empower children to develop<br />
<strong>in</strong>dependence <strong>and</strong> self reliance<br />
C1 Evaluate ONE (1) theoretical perspective which supports the development of<br />
strategies for empower<strong>in</strong>g children<br />
B1 Discuss how the causes <strong>and</strong> effects of discrim<strong>in</strong>ation may affect practice <strong>in</strong> the<br />
sett<strong>in</strong>g<br />
A1 Reflect on the <strong>in</strong>fluence of legislation on work<strong>in</strong>g practices with<strong>in</strong> early years<br />
sett<strong>in</strong>gs<br />
© <strong>CACHE</strong> 2011 Version 5
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