Optional Units - Cache

CACHE Qualification SpecificationOptional UnitsCACHE Level 3 Diploma for Children’s Care,Learning and Development(Wales and Northern Ireland) (QCF)

CACHE Level 3 Diploma for Children’s Care, Learning and Development (Wales and Northern Ireland) (QCF)LLUK 313: Engage fathers in their children’s early learning 125LLUK: Engage parents in their children’s early learning 131CYPOP 46: Promote children in early years settings acquiring a new language throughimmersion 137HSC 3047: Support use of medication in social care settings 143CCLD FP OP 3.1: Promote children's experiential learning 151CCLD FP OP 3.2: Support children and young people with physical disabilities 157CCLD FP OP 3.3: Support children and young people with learning disabilities 165CCLD FP OP 3.4: Support children and young people with autistic spectrum conditions 171CCLD FP OP 3.5: Support the learning and development of children and young peoplewith health needs 179CCLD FP OP 3.6: Support children and young people with sensory loss 187HSC 2028: Move and position individuals in accordance with their plan of care 195HSC 2029: Meet food safety requirements when providing food and drink for individuals 201PEFAP 001: Paediatric emergency first aid 207MPII 002: Managing paediatric illness and injury 215PD OP 3.5: Support families who have a child with a disability 225SS OP 3.1: Understand models of disability 231CCLD FP OP 3.7: Support children’s learning in Welsh language development 235CCLD FP OP 3.8: Support children’s physical development through activities 241CCLD FP OP 3.9: Support children’s learning in ICT 245CCLD FP OP 3.10: Support children’s outdoor play 249CCLD FP OP 3.11: Support children’s mathematical development 255CCLD FP OP 3.12: Support children’s language, literacy and communication 261CCLD FP OP 3.13: Support children’s knowledge and understanding of the world 267CYPOP 47: Support the development of positive behaviour in children 273FSN 302: Promote nutrition and hydration in early years and childcare settings 279HSC 3074: Contribute to effective team working in health and social care or children andyoung people’s settings 285LM2a: Understanding professional supervision practice 291LM2c: Develop professional supervision practice in health and social care or children andyoung people’s work settings 295Section 3: Documents 301© CACHE 2013 Version 5.0 4

Optional UnitsUseful documents 301Mandatory documents 301Section 4: Publication history 303© CACHE 2013 Version 5.0 5

Section 1: Overview and Index© CACHE 2013 Version 5.0 7

Section 1: Overview and IndexOverviewThis document contains the optional units for the CACHE Level 3 Diploma for Children’s Care,Learning and Development (Wales and Northern Ireland) (QCF).The Qualification Specification contains the guidance details and unit information for themandatory units for the Diploma. This document contains the optional units.Generic information covered in the Qualification Specification is not repeated in this document.For your convenience, Knowledge-only units are indicated by a lightbulb in both theUnit Achievement Log and at the top of the units.If a unit is not marked with a lightbulb, a unit has some Skills/Competencecomponent(s).© CACHE 2013 Version 5.0 8

Section 1: Overview and IndeOptional Units IndexUnits are chosen to build the achievement credit to 65.Unit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesA/601/0121 CYPOP 1 Work with babies and young children topromote their development and learningD/601/0130 CYPOP 2 Care for the physical and nutritional needs ofbabies and young childrenH/601/0131 CYPOP 3 Lead and manage a community based earlyyears settingM/601/0133 CYPOP 4 Promote young children’s physical activity andmovement skillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 6 45 193 6 45 254 6 45 313 3 22 37Y/600/9770 CYPOP 5 Understand how to set up a home basedchildcare serviceKnowledge 3 4 29 43T/601/0134 CYPOP 6 Support disabled children and young peopleand those with specific requirementsA/601/0135 CYPOP 7 Promote creativity and creative learning inyoung childrenR/601/1369 CYPOP 14 Support children and young people to havepositive relationshipsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills4 6 45 534 5 35 593 3 20 63© CACHE 2013 Version 5.0 9

Section 1: Overview and IndeUnit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesL/601/2861 CYPOP 15 Support positive practice with children andyoung people with speech, language andT/600/9775 CYPOP 16 Coordinate special educational needsprovisionKnowledge /SkillsKnowledge /Skills3 4 28 694 5 35 75F/600/9777 CYPOP 17 Understand the needs of children and youngpeople who are vulnerable and experiencingKnowledge 4 5 40 81Y/601/2877 CYPOP 21 Work with parents, families and carers tosupport their children’s speech, language andKnowledge /Skills3 3 23 87M/601/2884 CYPOP 22 Understand the speech, language andcommunication needs of children and youngKnowledge 3 3 25 93H/502/4682 LLUK 302 Enable parents to develop ways of handlingrelationships and behaviour that contribute toY/502/4680 LLUK 301 Work with parents to meet their children'sneedsK/601/0132 CYPOP 37 Support children or young people in their ownhomeJ/502/4660 LLUK 312 Engage young parents in supporting theirchildren's developmentKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 3 20 1013 3 20 1073 4 30 1133 3 20 119Y/502/4663 LLUK 313 Engage fathers in their children's early learning Knowledge /Skills3 3 20 125© CACHE 2013 Version 5.0 10

Section 1: Overview and IndeUnit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesM/502/3812 LLUK Engage parents in their children's earlylearningK/601/3225 CYPOP 46 Promote children in early years settingsacquiring a new language through immersionF/601/4056 HSC 3047 Support use of medication in social caresettingKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 3 20 1313 4 29 1373 5 40 143T/602/1876 CCLD FP OP 3.1 Promote child's experiential learning Knowledge /Skills3 6 44 151A/602/1880 CCLD FP OP 3.2 Support children and young people withphysical disabilitiesF/602/1881 CCLD FP OP 3.3 Support children and young people withlearning disabilitiesJ/602/1882 CCLD FP OP 3.4 Support children and young people withautistic spectrum conditionsL/602/1883 CCLD FP OP 3.5 Support the learning and development ofchildren and young people with health needsR/602/1884 CCLD FP OP 3.6 Support children and young people withsensory lossJ/601/8027 HSC 2028 Move and position individuals in accordancewith their plan of careKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills4 6 44 1574 6 44 1654 6 44 1714 6 44 1794 6 44 1872 4 26 195© CACHE 2013 Version 5.0 11

Section 1: Overview and IndeUnit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesT/601/9450 HSC 2029 Meet food safety requirements when providingfood and drink for individualsKnowledge /Skills2 2 15 201F/600/2036 PEFAP 001 Paediatric emergency first aid Knowledge /SkillsJ/600/2037 MPII 002 Managing paediatric illness and injury Knowledge /Skills2 1 10 2072 1 10 215D/601/5750 PD OP 3.5 Support families who have a child with adisabilityKnowledge /Skills3 3 23 225F/601/3473 SS OP 3.1 Understand models of disability Knowledge 3 3 26 231A/504/2184 CCLD FP OP 3.7 Support children’s learning in Welsh languagedevelopmentL/504/2187 CCLD FP OP 3.8 Support children’s physical developmentthrough activitiesKnowledge /SkillsKnowledge /Skills3 5 31 2353 4 27 241R/504/2188 CCLD FP OP 3.9 Support children’s learning in ICT Knowledge /SkillsY/504/2189 CCLD FP OP 3.10 Support children’s outdoor play Knowledge /SkillsL/504/2190 CCLD FP OP 3.11 Support children’s mathematical development Knowledge /Skills3 4 27 2453 4 27 2493 4 27 255© CACHE 2013 Version 5.0 12

Section 1: Overview and IndeUnit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesR/504/2191 CCLD FP OP 3.12 Support children’s language, literacy andcommunicationY/504/2192 CCLD FP OP 3.13 Support children’s knowledge andunderstanding of the worldL/504/2206 CYPOP 47 Support the development of positive behaviourin childrenA/503/2576 FSN 302 Promote nutrition and hydration in early yearsand childcare settingsH/504/2194 HSC 3074 Contribute to effective team working in healthand social care or children and young people’sKnowledge /SkillsKnowledge/SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 4 27 2613 4 27 2673 3 22 2733 4 32 2793 4 25 285H/602/3185 LM2a Understanding professional supervisionpracticeKnowledge 4 3 22 291M/602/3187 LM2c Develop professional supervision practice inhealth and social care and children and youngKnowledge /Skills5 5 39 295© CACHE 2013 Version 5.0 13

Section 2: UnitsThis section includes CACHE assessment tasks for tutors’ convenience.They are not mandatory.© CACHE 2013 Version 5.0 15

Section 2: UnitsAssessment MethodsPlease note that the following assessment methods can be applied across knowledge onlyassessment criteria and the optional task devised by CACHE is an example of one suchmethod.• Direct observation• Professional discussion• Expert Witness evidence• Learner’s own work products• Learner log or reflective diary• Activity plan or planned activity• Observation of children, young people or adults by the learner• Portfolio of evidence• Recognition of Prior Learning to evidence a full unit• Reflection on own practice in real work environment• Written and pictorial information• Scenario or case study• Task set by CACHE (for knowledge learning outcomes)• Oral questions and answers• Non-compulsory assessment method devised by centre and approved by CACHE.© CACHE 2013 Version 5.0 16

Section 2: UnitsUnit LayoutFor each unit the following material has been provided:Unit titleUnit numberUnit referenceUnit levelUnit credit valueProvides a clear, concise explanation of the content of the unit.The unique number assigned by the owner of the unit (e.g.Edexcel, CACHE etc.).The unique reference number given to each unit at qualificationapproval by Ofqual.Denotes the level of the unit within the QCF framework.The value that has been given to the unit based on the expectedlearning time for an average learner.1 credit = 10 learning hours.Unit aimLearning outcomeAssessment criteriaAdditional information*Unit assessment guidance*Unit guided learning hoursAssessment task (set byCACHE)*Provides a brief outline of the unit content.A statement of what a learner will know, understand or be able todo, as a result of a process of learning.A description of the requirements a learner must achieve todemonstrate that a learning outcome has been met.This box identifies the assessment strategy relevant to the unit.When required, this will include specific guidance relating to theassessment of the unit and information to support the learner toachieve.Any additional guidance provided to support the assessment ofthe unit.The average number of hours of supervised or directed studytime or assessment required to achieve a qualification or unit of aqualification.A scenario or aspect of the work role that will support the learnerin producing the evidence requirements for knowledge onlylearning outcomes.* Additional information, Unit assessment guidance and Assessment tasks may not be provided for all units.NB: Words highlighted in bold in the learning outcomes, assessment criteria and assessmenttasks are linked to the additional guidance section where more information on them can befound.© CACHE 2013 Version 5.0 17

CYPOP 1: Work with babies and young children to promote their development and learningCYPOP 1: Work with babies and young children topromote their development and learningUnit reference A/601/0121 Level 3Credit value 6 GLH 45Unit aimThe unit is designed to assess competence to work with babies and youngchildren to support their learning and development. This would normallycover children from birth to their 3rd birthday.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 4 and 5 must be assessed in real work environments by a qualifiedoccupationally competent assessor. Simulation is not permitted.1. Understand thedevelopment and learningof babies and youngchildren.1.1. Explain the pattern ofdevelopment in the first threeyears of life and the skillstypically acquired at eachstage.1.2. Explain:• how development andlearning are interconnected• how and why variationsoccur in rate and sequenceof development andlearning• that learning may take placein different ways• the importance of play.1.3. Explain the potential effects ondevelopment, of preconceptual,pre-birth andbirth experiences.© CACHE 2013 Version 5.0 19

CYPOP 1: Work with babies and young children to promote their development and learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.4. Explain the impact of currentresearch into the developmentand learning of babies andyoung children.2. Be able to promote thedevelopment and learningof babies and youngchildren.2.1. Undertake assessments ofbabies or young children'sdevelopment and learningneeds.2.2. Demonstrate in own practicehow the indoor and outdoorenvironment is responsive tothe development and learningneeds of babies and youngchildren.2.3. Plan play based activities andexperiences based onassessments to supportdevelopment and learning.2.4. Demonstrate in own practicethe provision of play basedactivities and experiences topromote development andlearning that are tailored tobabies or young children’sneeds.3. Understand the attachmentneeds of babies and youngchildren.3.1. Explain the benefits of the keyworker/person system in earlyyears settings.3.2. Explain how babies and youngchildren learn and developbest from a basis of loving,secure relationships withcarers and with key persons inwork settings.3.3. Analyse the possible effectsof poor quality attachmentson the development of babiesand children.© CACHE 2013 Version 5.0 20

CYPOP 1: Work with babies and young children to promote their development and learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to engage withbabies and young childrenand be sensitive to theirneeds.4.1. Engage sensitively with babiesand young children givingthem time to respond.4.2. Engage in playful activity withbabies and young children.4.3. Explain how babies expresstheir emotions, preferencesand needs and demonstrateresponsive care in ownpractice.4.4. Explain why it is important tomanage transitions for babiesand young children.4.5. Explain when and why babiesand young children requireperiods of quiet to rest andsleep.5. Be able to work inpartnership with carers inorder to promote thelearning and developmentof babies and youngchildren.5.1. Explain the primaryimportance of carers in thelives of babies and youngchildren.5.2. Demonstrate in own practicehow to exchange informationwith carers.5.3. Evaluate ways of working inpartnership with carers.© CACHE 2013 Version 5.0 21

CYPOP 1: Work with babies and young children to promote their development and learningLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 1I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 303 Promote children’s development312 Plan and implement positive environments forbabies and children under 3 yearsHSC 37 Care for and protect babiesGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorAssessment of learning outcomes 2, 4 and 5 must takeplace in a real work environment.Pre-conceptual, pre-birth and birth experiences ondevelopment e.g.:• smoking• alcohol• maternal ill health• poor maternal diet• substance abuse• assisted birth• birth trauma.Environment e.g.:• well equipped, clean and safe with ageappropriate equipment and materials• provides appropriate challenge• offer appropriate levels of sensory stimulation© CACHE 2013 Version 5.0 22

CYPOP 1: Work with babies and young children to promote their development and learning• provide quiet calming spaces for babies andyoung children• planned and organised around individual needsof babies and young children.Possible effects of poor quality attachments:• effects on social and emotional development andemotional security• effects on ability to settle, take risks and makethe most of learning opportunities• possible effects on short and long term mentalhealth• effects on relationships with parents andprofessional carers.Responsive care:• where carer responding sensitively, consistentlyand promptly• responses sensitive to individual needs andpreferences• consistency of response• responding promptly and managing situations toavoid delay.Reflection on practice should form part of theassessment for this unit.Units need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcomes 2, 4 and 5 must be assessed in realwork environments by a qualified occupationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 23

CYPOP 1: Work with babies and young children to promote their development and learningAssessment task – CYPOP 1 Work with babies and young children topromote their development and learningThe care and support received in the first three years of life are critical for children’sdevelopment and learning. It is essential that practitioners who work with babies and childrenunder three years have an understanding of individual rates and sequences of development,and are able to put this learning into practice to provide the care and play opportunities whichwill promote development and learning.Task links to learning outcomes 1 and 3, assessment criteria 1.1, 1.2, 1.3, 1.4, 3.1, 3.2 and 3.3.Produce an evidence folder which contains information on your understanding and skills tosupport the development and learning of babies and young children. It must include thefollowing:• an explanation of the pattern of development of babies and young children in the firstthree years of life and the skills typically acquired at each of stages• an explanation of:- the ways in which development and learning are interconnected- how and why variations may occur in the rates and sequence of developmentand learning- how learning takes place in different ways- the importance of play• an explanation of the potential effects on development of babies and young childrenof the following experiences:- pre-conceptual- pre-birth- birth experiences• an explanation of the impact of current research into the development and learning ofbabies and young children• an explanation of the benefits for babies and young children of a key worker/personsystem in early years settings• an explanation of how babies and young children learn and develop best from a basisof loving, secure relationships with carers and with key persons in work settings• an analysis of the possible effects of poor quality attachments on the development ofbabies and children.© CACHE 2013 Version 5.0 24

CYPOP 2: Care for the physical and nutritional needs of babies and young childrenCYPOP 2: Care for the physical and nutritional needs ofbabies and young childrenUnit reference D/601/0130 Level 3Credit value 6 GLH 45Unit aimThe unit is designed to assess competence in caring for the physical andnutritional needs of babies and young children. This would normally coverchildren from birth to their 3rd birthday.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 1, 2, 3, 4 and 5 must be assessed in real work environments by a qualifiedoccupationally competent assessor. Simulation is not permitted.1. Be able to providerespectful physical care forbabies and young children.1.1. Demonstrate culturally andethnically appropriate care forbabies and young children for:• skin• hair• teeth• nappy area.1.2. Demonstrate in own practicehow to take into account thepreferences of carers in theprovision of physical care andexplain why this is important.1.3. Demonstrate in own practicehow you engage with babies oryoung children in a respectfulmanner and providepersonalised physical caretailored to their needs.© CACHE 2013 Version 5.0 25

CYPOP 2: Care for the physical and nutritional needs of babies and young childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.4. Explain organisational orregulatory procedures thatprotect babies, young childrenand practitioners whenproviding personal care andwhy these are necessary.2. Be able to provide routinesfor babies and youngchildren that support theirhealth and development.2.1. Plan daily and weekly routinesfor babies and young childrensuitably personalised to meetindividual needs.2.2. Demonstrate in own practicehow to treat babies or youngchildren with respect andsensitivity during everydaycare routines.2.3. Explain the principles ofeffective toilet training andhow this is incorporated intoroutines.3. Be able to provideopportunities for exerciseand physical activity.3.1. Explain the importance ofexercise and physical activityfor babies and young children.3.2. Demonstrate in own practicehow to support babies oryoung children’s exercise andphysical activity.4. Be able to provide safe andprotective environments forbabies and young children.4.1. Explain policies andprocedures in own setting thatcover health, safety andprotection of babies and youngchildren.4.2. Demonstrate and evaluate thesafety features within theenvironment for babies andyoung children.© CACHE 2013 Version 5.0 26

CYPOP 2: Care for the physical and nutritional needs of babies and young childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.3. Supervise babies or youngchildren and demonstrate abalanced approach to riskmanagement.4.4. Explain current advice onminimising sudden infant deathsyndrome in everyday routinesfor babies.5. Be able to provide for thenutritional needs of babiesunder 18 months.5.1. Identify, using currentgovernment guidance, thenutritional needs of babies untilthey are fully weaned andusing information from carersplan a programme of weaning.5.2. Prepare formula feedshygienically following currentguidance.5.3. Evaluate the benefits ofdifferent types of formula thatare commonly available.6. Understand how to providefor the nutritional needs ofyoung children from 18-36months.6.1. Plan meals for young childrenthat meet their nutritionalneeds based on currentgovernment guidance andinformation from carers.6.2. Explain food allergies andintolerances that a young childmay experience and theimportance of following carersinstructions on the needs oftheir child.© CACHE 2013 Version 5.0 27

CYPOP 2: Care for the physical and nutritional needs of babies and young childrenLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 2I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 303 Promote children’s development314 Provide physical care that promotes the health anddevelopment of babies and children under 3 yearsHSC 37 Care for and protect babiesGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorAll learning outcomes must be assessed in a real workenvironment. Simulation is not permitted except forassessment criterion 5.2.Toilet training e.g.:• encouraging and praising• treating child with respect and avoiding guilt• working in partnership with carers• flexible personalised approach• starting training when the child is ready and notrushing process• being positive and supportive to the child’sefforts• structuring physical environment to facilitatetraining• avoiding confrontation• providing plenty of fluids and fibre to preventhard stools.© CACHE 2013 Version 5.0 28

CYPOP 2: Care for the physical and nutritional needs of babies and young childrenSafety features e.g.:• socket covers• safety gates• corner protectors• cupboard locks.Units need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcomes 1, 2, 3 4 and 5 must be assessed inreal work environments by a qualified occupationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 29

CYPOP 2: Care for the physical and nutritional needs of babies and young childrenAssessment task - CYPOP 2 Care for the physical and nutritional needs ofbabies and young childrenIt is essential that practitioners know the nutritional needs of young children in their care. Theprovision of food in early years settings must be based on government guidelines and inconsultation with the parents/carer.Task links to learning outcome 6, assessment criteria 6.1 and 6.2.Produce a guideline for a colleague about the nutritional needs of a child from 18 months to 36months. It must show that you can:• plan meals for young children that meet their nutritional needs based on governmentguidance, and information from their carers• explain food allergies and intolerances that a young child may experience and theimportance of following carers’ instructions on the needs of their child.© CACHE 2013 Version 5.0 30

CYPOP 3: Lead and manage a community based early years settingCYPOP 3: Lead and manage a community based earlyyears settingUnit reference H/601/0131 Level 4Credit value 6 GLH 45Unit aimThis unit is about providing leadership and management in a communitybased setting that promotes the engagement, involvement andparticipation of parents.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4, 5 and 6 must be assessed in real work environments by a qualifiedoccupationally competent assessor. Simulation is not permitted.1. Understand the purposes,benefits and key features ofcommunity based earlyyears provision.1.1. Explain the purpose andfeatures of community basedsetting.1.2. Explain how a communitybased early years setting canbe an agent of communitydevelopment.1.3. Describe the benefits arisingfrom community based earlyyears provision for:• children• parents/carers• the early years setting• the local community.© CACHE 2013 Version 5.0 31

CYPOP 3: Lead and manage a community based early years settingLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to lead the team ina community based earlyyears setting.2.1. Demonstrate leadershipskills in own practice.2.2. Implement activities with thesetting’s staff team to shareand promote theirunderstanding of goodpractice.2.3. Implement strategies to createand maintain a team cultureamong all of the staff andparents in a community basedearly years setting.2.4. Examine the effectiveness ofown practice in implementingthe principles of communitybased early years provision.3. Be able to engage parentsas partners in thecommunity based earlyyears setting.3.1. Establish and maintain arelationship of partners withthe parents of an early yearssetting.3.2. Exchange information withparents about the progress oftheir child’s learning anddevelopment.3.3. Involve parents in decisionsabout plans and activities toprogress their child’s learningand development.3.4. Involve parents in theactivities of the early yearssetting.4. Be able to engage parentsin the management /decision making processesof early years setting.4.1. Explain the role of the parentmanagementcommittee/support group in acommunity based early yearssetting.© CACHE 2013 Version 5.0 32

CYPOP 3: Lead and manage a community based early years settingLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Demonstrate support toparents’ involvement in theparent managementcommittee/support group of acommunity based early yearssetting.5. Be able to provide learningopportunities to supportparents’ participation in acommunity based earlyyears setting.5.1. Utilise the informal learningopportunities arising fromparents’ participation inactivities to promote thelearning and development oftheir own child and thesetting’s children.5.2. Give a detailed account of alearning activity provided bythe setting for its parents todevelop their understanding ofits early years curriculum, toinclude:• why the activity wasappropriate for the setting’sparents• how the setting encouragedparents to participate in theactivity.5.3. Provide parents withinformation about resources toenable them to develop theknowledge and skills toparticipate effectively in theparent managementcommittee/support group ofthe setting.6. Be able to manage theresource, regulatory andfinancial requirements for acommunity based earlyyears setting.6.1. Explain the regulatoryrequirements of the worksetting and the lines ofresponsibility and reporting.6.2. Explain how human resourcesare managed within thesetting.© CACHE 2013 Version 5.0 33

CYPOP 3: Lead and manage a community based early years settingLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6.3. Demonstrate how systems ofresource management operatein the work setting.6.4. Demonstrate how financialsystems in the setting areoperated and accountabilitymaintained according toappropriate standards.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 3I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 34

CYPOP 3: Lead and manage a community based early years settingAdditional information about the unit:Relationship to occupational standards –provided with the QCF unit311 Provide leadership for your team317 Work with families to enhance children’s learningand development324 Support the delivery of community based servicesto children and families329 Work with a management committee338 Develop productive working relationships withcolleagues.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorLearning outcomes 2, 3, 4, 5 and 6 must be assessed ina real work environment.Leadership skills e.g.:• effective communication• negotiation and empathy• consistency and fairness• leading change and modelling good practice• effective conflict management• coaching and facilitation skills.Involve parents in activities e.g.:• providing the parent with an overview of theplanning for activities• giving guidance to the parent on whichactivity/activities in which to participate• explaining the purposes of the activity/ activitiesin which the parent participates• working with a parent to enable her/him to sharea specific interest/skill with the early yearssetting’s children• creating opportunities for parents to contribute tothe play materials provided for the children bythe early years setting• supporting parents to participate in the earlyyears setting’s curriculum provision for itschildren.Units need to be assessed in line with the Skills for Careand Development QCF Assessment PrinciplesUnit assessment guidance - provided byCACHELearning outcomes 2, 3 4, 5 and 6 must be assessed inreal work environments by a qualified occupationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 35

CYPOP 3: Lead and manage a community based early years settingAssessment task - CYPOP 3 Lead and manage a community based earlyyears settingA community early years setting is being planned in your local area. A meeting is to be held toprovide information on the aims of the centre. Produce notes for a presentation for families andinterested people from the local community which shows that you can:Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.• explain the purpose and features of a community based setting• explain how a community based setting can be an agent of community development• description the benefits arising from community based early years provision for:- children- parents / carers- the early years setting- the local community.© CACHE 2013 Version 5.0 36

CYPOP 4: Promote young children’s physical activity and movement skillsCYPOP 4: Promote young children’s physical activity andmovement skillsUnit reference M/601/0133 Level 3Credit value 3 GLH 22Unit aimThe unit is designed to introduce learners working with children in theirearly years to the importance of physical activity with an emphasis ongross motor and movement skills. It assesses the learner’s competence inplanning and implementing physical activities and routines andencourages evaluation of the effectiveness of practiceLearner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4 and 5 must be assessed in real work environments by aqualified occupationally competent assessor. Simulation is not permitted.1. Understand the importanceof physical activity and thedevelopment of movementskills for young children’sdevelopment, health andwell-being.2. Be able to prepare andsupport a safe andchallenging environment foryoung children thatencourages physicalactivity and thedevelopment of movementskills.1.1. Explain why physical activity isimportant to the short and longterm health and well-being ofchildren.1.2. Explain the development ofmovement skills in youngchildren and how these skillsaffect other aspects ofdevelopment.2.1. Prepare the environment andexplain how it allows allchildren to develop, practiceand extend their movementskills according to their age,needs and abilities.2.2. Demonstrate in own practicehow young children are keptsafe when undertakingchallenging physical activities.© CACHE 2013 Version 5.0 37

CYPOP 4: Promote young children’s physical activity and movement skillsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Explain the importance ofnatural outdoor environmentsfor young children’s physicalactivity and movement skills.3. Be able to plan andimplement physicalactivities for young children.3.1. Plan opportunities for physicalactivity for young children.3.2. Explain how the plan:• meets the individualmovement skills needs ofchildren• includes activities thatpromote competence inmovement skills• encourages physical play.3.3. Demonstrate in own practicehow planned physical activitiesare implemented.4. Be able to buildopportunities for physicalactivity into everydayroutines for young children.4.1. Explain the importance ofbuilding physical activity intoeveryday routines.4.2. Demonstrate in own practicehow young children areprovided with opportunities forphysical activity withineveryday routines.5. Be able to evaluate theeffectiveness of provision insupporting young children’sphysical activity andmovement skills.5.1. Assess effectiveness ofplanned provision in:• supporting physical activity• supporting confidence andprogression in movementskills.5.2. Identify and record areas forimprovement.© CACHE 2013 Version 5.0 38

CYPOP 4: Promote young children’s physical activity and movement skillsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5.3. Reflect on own practice insupporting young children’sphysical development andmovement skills.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 4I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 39

CYPOP 4: Promote young children’s physical activity and movement skillsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 303 Promote children’s development307 Promote the health and physical development ofchildrenGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorLearning outcomes 2, 3, 4, and 5 must be assessed inreal work environments.This unit is most suitable for those learners working inearly years settings.Movement skills:• travel (travelling movements where the childmoves from one point to another such asrunning, jumping, skipping)• object control (movements such as throwing,catching, dribbling which involve objects beingsent, received, travelled with)• balance and co-ordination.All children:• girls and boys• disabled children• children with specific/additional needs• children of different ages including babies.Assess e.g.:• observing and assessing children’s participationand developmental progress• direct feedback from children on theirparticipation in and enjoyment of activities• feedback from parents, colleagues and others.Units need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcomes 2, 3, 4 and 5 must be assessed inreal work environments by a qualified occupationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 40

CYPOP 4: Promote young children’s physical activity and movement skillsAssessment task - CYPOP 4 Promote young children’s physical activity andmovement skillsThe provision of physical activity is essential for young children, not only to promote theirphysical skills, but all areas of their development.Task links to learning outcome 1, assessment criteria 1.1 and 1.2.Produce an information document relating to the provision of physical activity, which you canrefer to when working with children in the early years. It must show that you can:• explain why physical activity is important to the short and long term health and wellbeingof children• explain the development of movement skills in young children and how these skillsaffect other areas of development.© CACHE 2013 Version 5.0 41

CYPOP 5: Understand how to set up a home based childcare serviceCYPOP 5: Understand how to set up a home basedchildcare serviceUnit reference Y/600/9770 Level 3Credit value 4 GLH 29Unit aimTo prepare learners to work as home based childcarers/childminders. Aswell as learning relevant aspects of childcare, this knowledge based unitsupports the development of policies and procedures relevant toregistration and the basic business skills to set up a home based childcareservice.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand how to set up ahome based childcareservice.1.1. Outline the current legislationcovering home basedchildcare, and the role ofregulatory bodies.1.2. Develop policies andprocedures for:• accidents, illness andemergencies• behaviour• safeguarding• equal opportunitiesand explain how these will beimplemented.1.3. Explain the importance ofconfidentiality and dataprotection.1.4. Develop a marketing plan forown home based childcareservice.© CACHE 2013 Version 5.0 43

CYPOP 5: Understand how to set up a home based childcare serviceLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Demonstrate financial planningfor own home based service.1.6. Identify sources of support andinformation for the setting upand running of your homebased childcare business.2. Understand how toestablish a safe and healthyhome based environmentfor children.2.1. Explain the key componentsof a healthy and safe homebased environment.2.2. Explain the principles of safesupervision of children in thehome based setting and offsite.2.3. Identify ways of ensuring thatequipment is suitable forchildren and meets safetyrequirements.2.4. Know where to obtain currentguidance on health and safetyrisk assessment of the homebased work setting.2.5. Explain how to store andadminister medicines.3. Understand the importanceof partnerships with parentsfor all aspects of the homebased childcare service.3.1. Explain the importance ofpartnership with parents for allaspects of the childcareservice3.2. Describe how partnership withparents are set up andmaintained.4. Understand the principlesof development of routinesfor home based childcare.4.1. Explain how routines arebased on:• meeting a child’s needs• agreements with parents• participation of children.© CACHE 2013 Version 5.0 44

CYPOP 5: Understand how to set up a home based childcare serviceLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Explain how they would adaptroutines to meet the needs ofchildren at different ages andstages of development.4.3. Explain how they ensure thateach child is welcomed andvalued in the home basedwork setting.5. Understand how to provideplay and other activities forchildren in home basedsettings that will supportequality and inclusion.5.1. Explain the importance of playto children’s learning anddevelopment and the need foran inclusive approach.5.2. Plan a challenging andenjoyable learningenvironment in the home thatincludes using everydaydomestic routines andhousehold items.5.3. Explain what can be learnedabout children by observingthem at play.5.4. Identify how and why it isimportant that children receiveequal treatment and access,based on their individual needsand acknowledging their rights.5.5. Compare how otherresources available forchildren support their play.6. Understand how homebased childcarers cansupport the safeguarding ofchildren in their care.6.1. Explain the concept ofsafeguarding and the duty ofcare that applies to allpractitioners.6.2. Outline the possible signs,symptoms, indicators andbehaviours that may causeconcern in the context ofsafeguarding.© CACHE 2013 Version 5.0 45

CYPOP 5: Understand how to set up a home based childcare serviceLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6.3. Outline regulatoryrequirements for safeguardingchildren that affect homebased childcare.6.4. Explain the procedures thatneed to be followed by loneworkers in home basedsettings when harm or abuseare suspected or alleged,either against them or thirdparties.7. Understand the principlesof supporting positivebehaviour in home basedchildcare settings.7.1. Describe typical behavioursexhibited by children linked totheir stage of development andkey events in their lives.7.2. Explain how ground rules forbehaviour and expectationsare developed andimplemented.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 5I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 46

CYPOP 5: Understand how to set up a home based childcare serviceAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 302 Develop and maintain a healthy, safe andsecure environment for childrenCCLD 303 Promote children’s developmentCCLD 305 Protect and promote children’s rightsCCLD 316 Maintain and develop a registeredchildminding businessGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitKey components:• hygiene and waste disposal• storage and preparation of food• care of animals• using equipment according to manufacturers’guidance• appropriate responses to illnesses, allergies,incidents and accidents.Safety requirements. According to the requirements ofthe registering body in the relevant UK Home Nation.Routines:• arrivals and departures• taking children to and from school/playgroup/pre-school• meal and snack times• sleep and rest• play and activities• off site visits• outdoor activities• homework and evening activities for school agechildren.Inclusive approach:• treating children as individuals who arerespected, valued and accepted regardless ofsocial or ethnic background or abilities or healthstatus• being a positive role model• challenging stereotypes and offensive remarksand attitudes appropriately• acknowledging children have rights andresponsibilities.© CACHE 2013 Version 5.0 47

CYPOP 5: Understand how to set up a home based childcare serviceOther resources e.g.:• libraries• drop ins• toy libraries• equipment loan schemes.Typical behaviours e.g.:• toddler tantrums• separation anxiety.Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorUnits need to be assessed in line with the SfCDAssessment StrategyAssessment must include portfolio of items relevant toregistration with the registering authority in the relevantUK Home Country.Units need to be assessed in line with Skills for Careand Development QCF Assessment Principles.© CACHE 2013 Version 5.0 48

CYPOP 5: Understand how to set up a home based childcare serviceAssessment task - CYPOP 5 Understand how to set up a home basedchildcare serviceAs you complete the assessment for this unit you will build a portfolio of items relevant toregistration with the registering authority in the relevant UK Home Country.The following assessment tasks will provide evidence to meet all assessment criteria forthis unit.Task 1 links to learning outcome 1, assessment criteria 1.1.Produce an information sheet which outlines the following:• the current legislation for home based childcare• the role of regulatory bodies.Task 2 links to learning outcome 1, assessment criteria 1.2.In order to operate a registered home base childcare service the following policies andprocedures must be in place:• accidents, illness and emergencies• behaviour• safeguarding• equal opportunities.Write a policy for each of the above, and write a procedure to explain how each of the policieswill be implemented. 4 policies and 4 procedures are required.Task 3 links to learning outcome 1, assessment criteria 1.3.Confidentiality and data protection are vital when running a home based childcare service.Write an explanation of the importance of both.Task 4 links to learning outcome 1, assessment criteria 1.4, 1.5 and 1.6.Develop a business plan which includes information on the following:• marketing• financial planning• sources of support and information for the setting up and running of your home basedchildcare business.© CACHE 2013 Version 5.0 49

CYPOP 5: Understand how to set up a home based childcare serviceTask 5 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5.Produce a leaflet for carers which, explains the following:• the key components of a healthy and safe home based environment• the principles of safe supervision of children in the home based setting and off site• ways of ensuring that equipment is suitable for children and meets safetyrequirements• where to obtain current guidance on health and safety risk assessment of the homebased work setting• how to store and administer medicines.Task 6 links to learning outcomes 3 and 4, assessment criteria 3.1, 3.2, 4.1, 4.2 and 4.3.Produce a charter for parents/carers which includes the following:• an explanation of the importance of partnership with parents for all aspects of thechildcare service• a description of how partnerships with parents are set up and maintained• an explanation of how routines are based on:- meeting a child’s needs- agreements with parents- participation of children• an explanation of how routines would be adapted to meet the needs of children atdifferent ages and stages of development• an explanation of how to ensure that each child is welcomed and valued in the homebased work setting.Task 7 links to learning outcome 5, assessment criteria 5.1, 5.2, 5.3, 5.4 and 5.5.Write a section for your portfolio titled ‘Supporting equality and inclusion which would informprospective parent(s)/carers and regulators of the following:• an explanation of the importance of play to children’s learning and development, andthe need for an inclusive approach• a plan showing a challenging and enjoyable learning environment in the home thatincludes using everyday domestic routines and household items• an explanation of what can be learned about children by observing them at play• identification of how and why it is important that children receive equal treatment andaccess, based on their individual needs and acknowledging their rights• a comparison of how other resources available for children support their play.© CACHE 2013 Version 5.0 50

CYPOP 5: Understand how to set up a home based childcare serviceTask 8 links to learning outcome 6, assessment criteria 6.1, 6.2, 6.3 and 6.4.Produce an information document which includes the following:• an explanation of the concept of safeguarding and the duty of care that applies to allpractitioners• an outline of the possible signs, symptoms, indicators and behaviours that may causeconcern in the context of safeguarding• an outline of the regulatory requirements for safeguarding children that affect homebased childcare• an explanation of the procedures that need to be followed by lone workers in homebased settings when harm or abuse are suspected or alleged either against them orthird parties.Task 9 links to learning outcome 7, assessment criteria 7.1 and 7.2.Supporting children’s behaviour can be key to a happy caring environment. Write a reportwhich covers the following points:• describe typical behaviours exhibited by children linked to their stage of developmentand key events in their lives• explain how ground rules for behaviour and expectations are developed andimplemented.© CACHE 2013 Version 5.0 51

CYPOP 6: Support disabled children and young people and those with specific requirementsCYPOP 6: Support disabled children and young peopleand those with specific requirementsUnit reference T/601/0134 Level 4Credit value 6 GLH 45Unit aimThe unit is designed to assess competence in supporting disabled childrenor young people and those with specific needs in partnership with theircarers. It also includes partnership working with other agencies andprofessionals.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real work environments by aqualified occupationally competent assessor. Simulation is not permitted.1. Understand the principlesof working inclusively withdisabled children andyoung people and thosewith specific requirements1.1. Outline the legal entitlementsof disabled children and youngpeople for equality of treatmentand the principles of workinginclusively placing thechild/young person in thecentre.1.2. Compare service led and childand young person led modelsof provision for disabledchildren and young people.1.3. Critically analyse thedifference between the socialmodel and medical model ofdisability and how each modelaffects provision.© CACHE 2013 Version 5.0 53

CYPOP 6: Support disabled children and young people and those with specific requirementsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.4. Explain the importance of:• advocacy• facilitated advocacy forchildren and young peoplewho require it• the personal assistant role.1.5. Explain the importance ofencouraging the participationof disabled children and youngpeople.2. Be able to work inpartnership with familieswith disabled children oryoung people and thosewith specific requirements.2.1. Explain the concepts andprinciples of partnership withcarers of disabled children andyoung people and those withspecific requirements.2.2. Explain the types of supportand information carers mayrequire.2.3. Demonstrate in own practicepartnership working withfamilies.3. Be able to support age anddevelopmentallyappropriate learning, playor leisure opportunities fordisabled children or youngpeople and those withspecific requirements.3.1. Demonstrate in own practiceengagement with disabledchildren or young people.3.2. Encourage children or youngpeople to express theirpreferences and aspirations intheir chosen way ofcommunication.3.3. Demonstrate in own practicehow to work with children oryoung people and theirfamilies to assess a child oryoung person’s learning, playor leisure needs identifyingsolutions to any barriersaccording to the principles ofinclusion.© CACHE 2013 Version 5.0 54

CYPOP 6: Support disabled children and young people and those with specific requirementsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.4. Develop a plan with anindividual child or youngperson to support learning,play or leisure needs.3.5. Implement the learning, play orleisure plan according to ownrole and responsibilityexplaining and evaluating itseffectiveness and suggestingchanges for the future.4. Be able to evaluate,support and developexisting practice withdisabled children andyoung people and thosewith specific requirements.4.1. Demonstrate in own practicehow barriers which restrictchildren and young people’saccess are overcome.4.2. Explain the importance ofevaluating and challengingexisting practice and becomingan agent of change.4.3. Explain how and when to usepolicies and procedures tochallenge discriminatory,abusive or oppressivebehaviour.4.4. Describe the impact ofdisability within differentcultures and the importance ofculturally sensitive practice.4.5. Explain the importance ofsystems of monitoring,reviewing and evaluatingservices for disabled childrenand young people.© CACHE 2013 Version 5.0 55

CYPOP 6: Support disabled children and young people and those with specific requirementsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Understand how to work inpartnership with otheragencies and professionalsto support provision fordisabled children andyoung people and thosewith specific requirement.s5.1. Explain the roles andresponsibilities of partners thatare typically involved withdisabled children and youngpeople and those with specificrequirements.5.2. Analyse examples of multiagencyand partnershipworking from own practice.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 6I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 56

CYPOP 6: Support disabled children and young people and those with specific requirementsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 312 Support children with disabilities or specialeducational needs and their families418 Co-ordinate and support provision for disabledchildren and those with special educational needsNOS for Sensory Services-Standards1-7Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorLearning outcomes 2, 3 and 4 must be assessed in areal work environment.Types of support and information e.g.:• learning to use sign language, Makaton• speech board• social and emotional such as coming to termswith impact of disability on own family• financial• information about services and availability• information about children’s and families rights.Assess a child or young person’s learning, play orleisure needs:• observations• information from others• preferences of the child or young person• finding solutions to obstacles• looking at how to overcome barriers.Units need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcome 2, 3 and 4 must be assessed in realwork environments by a qualified occupationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 57

CYPOP 6: Support disabled children and young people and those with specific requirementsAssessment task - CYPOP 6 Support disabled children and young peopleand those with specific requirements.You have been offered the opportunity as part of your work role to support disabled childrenand young people and those with specific requirements. In preparation for your new work roleyou have been asked to provide a resource folder which shows that you can:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.Working inclusively• outline the legal entitlements of disabled children and young people for the equality oftreatment and the principles of working inclusively placing the child/young person inthe centre• compare service led and child and young person led models of provision for disabledchildren and young people• critical analysis of the difference between the social model and medical model ofdisability and how each model affects provision• explain the importance of:- advocacy- facilitated advocacy- the personal assistant role• explain the importance of encouraging the participation of disabled children andyoung peopleTask 2 links to learning outcome 5, assessment criteria 5.1 and 5.2.Working in partnership• explain roles and responsibilities of partners that are typically involved with disabledchildren and young people and those with specific requirements• analyse examples of multi-agency and partnership working from own practice.© CACHE 2013 Version 5.0 58

CYPOP 7: Promote creativity and creative learning in young childrenCYPOP 7: Promote creativity and creative learning inyoung childrenUnit reference A/601/0135 Level 4Credit value 5 GLH 35Unit aimThe unit is designed to deepen knowledge and understanding of theimportance of creativity and creative learning for young children andcompetence in promoting this in early years settings. The unit alsoencourages the learner to support change and improvement in practice.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real work environments by aqualified occupationally competent assessor. Simulation is not permitted.1. Understand the concepts ofcreativity and creativelearning and how theseaffect all aspects of youngchildren’s learning anddevelopment.1.1. Analyse the differencesbetween creative learning andcreativity.1.2. Explain current theoreticalapproaches to creativity andcreative learning in earlychildhood.1.3. Critically analyse howcreativity and creative learningcan support young children’semotional, social, intellectual,communication and physicaldevelopment.2. Be able to provideopportunities for youngchildren to develop theircreativity and creativelearning.2.1. Demonstrate in own practicehow to promote creativityand creative learning.2.2. Explain why young childrenrequire extended andunhurried periods of time todevelop their creativity.© CACHE 2013 Version 5.0 59

CYPOP 7: Promote creativity and creative learning in young childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Be able to develop theenvironment to supportyoung children’s creativityand creative learning.3.1. Explain the features of anenvironment that supportscreativity and creative learning.3.2. Monitor and evaluate theeffectiveness of aspects of theenvironment in supportingyoung children’s creativity andcreative learning.4. Be able to support thedevelopment of practice inpromoting young children’screativity and creativelearning within the setting.4.1. Evaluate and reflect on ownpractice in promoting creativityand creative thinking.4.2. Support others to develop theirpractice in promoting creativityand creative learning.4.3. Develop a programme ofchange to the environment toenhance creativity and creativelearning, giving a justificationand expected outcomes foreach area of change.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 7I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 60

CYPOP 7: Promote creativity and creative learning in young childrenAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitThere are links with CCLD 410 Evaluate, assess andsupport children’s creativityGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorLearning outcomes 2, 3 and 4 must be assessed in areal work environment.Promoting creativity and creative learning e.g.• developing imagination and imaginative play• traditional creative arts• music, dance and movement• areas of learning such as mathematics, problemsolving and exploration• ICT.Unit assessment guidance - provided byCACHELearning outcomes 2, 3 and 4 must be assessed in realwork environments by a qualified occupationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 61

CYPOP 7: Promote creativity and creative learning in young childrenAssessment task - CYPOP 7 Promote creativity and creative learning inyoung childrenCreativity and creative learning support children’s overall development. Understanding theconcepts, and their influence on all areas of development, will support practitioners to provideopportunities, develop an environment and encourage practice which promotes creativity andcreative learning.Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Provide evidence that shows that you can:• analyse the differences between creative learning and creativity• explain current theoretical approaches to creativity and creative learning in earlychildhood• critically analyse how creativity and creative learning can support children’semotional, social, intellectual, communication and physical development.© CACHE 2013 Version 5.0 62

CYPOP 14: Support children and young people to have positive relationshipsCYPOP 14: Support children and young people to havepositive relationshipsUnit reference R/601/1369 Level 3Credit value 3 GLH 20Unit aimThis unit provides a basic knowledge and competence to support childrenand young people in the relationships they have with family, friends orprofessionals.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcome 2 must be assessed in real work environments by a qualifiedvocationally competent assessor. Simulation is not permitted.1. Understand the importanceof positive relationships forthe development and wellbeingof children and youngpeople.1.1. Identify the differentrelationships children andyoung people may have.1.2. Explain the importance ofpositive relationships fordevelopment and well-being.1.3. Explain the possible effects ofchildren having restricted, orsupervised contact in order tomaintain relationships.2. Be able to support childrenand young people to makeand maintain positiverelationships.2.1. Demonstrate how to supportchildren or young people tomaintain relationships withcarers or professionals whoare important to them.2.2. Explain how to supportchildren or young people tomake new relationships.© CACHE 2013 Version 5.0 63

CYPOP 14: Support children and young people to have positive relationshipsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Provide practical andemotional support toencourage children or youngpeople to commit to and enjoypositive relationships.3. Understand how to supportchildren and young peoplewhen there are relationshipdifficulties.3.1 Explain why it is important toencourage children or youngpeople to resolve conflict forthemselves if possible.3.2. Explain how to support a childor young person who isdistressed by relationshipdifficulties.3.3. Explain how to support a childor young person to endrelationships that are makingthem unhappy.3.4. Describe the circumstancesthat would result in arelationship causing concernand the actions that shouldfollow.3.5. Explain how to supportchildren or young people torecognise and take actionwhen they are involved inabusive or exploitativerelationships.© CACHE 2013 Version 5.0 64

CYPOP 14: Support children and young people to have positive relationshipsLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 14I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 65

CYPOP 14: Support children and young people to have positive relationshipsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC NOS 311CCLD NOS Unit 301Professional Practice in residential childcare Standard4.7Training support and development standards for FosterCare Standard 2.3Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnits need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Learning outcome 2 must be assessed in real worksituations.Unit assessment guidance – provided bythe sectorDifferent types of relationship e.g.:• parental• carer• sibling• family• friendship• emotional/sexual• acquaintance• professional.Relationship difficulties e.g.:• parents or carers• families• peers• close friends• colleagues or other professionals.Unit assessment guidance - provided byCACHELearning outcome 2 must be assessed in real workenvironments by a qualified vocationally competentassessor. Simulation is not permitted.© CACHE 2013 Version 5.0 66

CYPOP 14: Support children and young people to have positive relationshipsAssessment task - CYPOP 14 Support children and young people to havepositive relationshipsAn important part of your job role is to support children and young people to have positiverelationships. You have been asked to create a resource folder for a new member of staff tointroduce them to this concept. The resource folder will be in two parts:Part 1 - The importance of positive relationshipsPart 2 - How to support children and young people when there are relationshipdifficultiesTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Part 1 - The importance of positive relationshipsThis section must show that you can:• identify the different relationships children and young people may have• explain the importance of positive relationships for development and well-being• explain the possible effects of children having restricted, or supervised contact inorder to maintain relationships.Task 2 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3, 3.4 and 3.5.Part 2 - How to support children and young people when there are relationshipdifficultiesThis section must show that you can:• explain why it is important to encourage children or young people to resolve conflictfor themselves if possible• explain how to support a child or young person who is distressed by relationshipdifficulties• explain how to support a child or young person to end relationships that are makingthem unhappy• describe the circumstances that would result in a relationship causing concern andthe actions that should follow• explain how to support children or young people to recognise and take action whenthey are involved in abusive or exploitative relationships.© CACHE 2013 Version 5.0 67

CYPOP 15: Support positive practice with children and young people with speech, language andcommunication needsCYPOP 15: Support positive practice with children andyoung people with speech, language and communicationneedsUnit reference L/601/2861 Level 3Credit value 4 GLH 28Unit aimThe unit aims to ensure that practitioners work with children and youngpeople at the centre of their practice and base their work on the strengthsof the children and young people rather than their difficulties.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcome 3 must be assessed in real work environments by a qualifiedvocationally competent assessor. Simulation is not permitted.1. Understand the concept ofpositive practice whenworking with children andyoung people with speech,language andcommunication needs.1.1. Explain how to recognise andbuild on the strengths of achild or young person by givingdifferent examples of positivestrategies.1.2. Compare the differencesbetween strategies based onchildren and young people’sstrengths and abilities andthose based around children’sdifficulties.1.3. Provide examples of howcurrent research evidencesupports positive practice.© CACHE 2013 Version 5.0 69

CYPOP 15: Support positive practice with children and young people with speech, language andcommunication needsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Know how to workalongside speech,language andcommunication specialiststo use appropriatestrategies and targets tosupport children and youngpeople.2.1. Identify and describe thedifferent strategies and targetsthat can support children andyoung people’s speech,language and communicationneeds.2.2. Explain the process of howsupportive strategies areselected and implemented tosupport children and youngpeople’s speech language andcommunication needs.2.3. Explain own role in theprocess of how targets are set,monitored and evaluated alongwith specialist.2.4. Compare different examples ofhow strategies and targetshave been used to supportchildren and young people withspeech, language andcommunication needs.3. Be able to place childrenand young people at thecentre of professionalpractice when working withchildren and young peoplewith speech, language andcommunication needs.3.1. Review and identify theparticular issues andimplications of own worksetting for children and youngpeople’s speech, languageand communication.3.2. Demonstrate ways to adaptand modify owncommunication, resourcesand tasks to support childrenand young people’s speech,language and communication.3.3. Demonstrate effective ways tofind out the views of childrenand young people and takethem into account in planningand delivering practice.© CACHE 2013 Version 5.0 70

CYPOP 15: Support positive practice with children and young people with speech, language andcommunication needsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Understand how to workwith others to support thesocial, emotional andcognitive needs of childrenand young people.4.1 Explain how speech, languageand communication needs canaffect social, emotional andcognitive development inchildren and young people.4.2. Explain how social, emotionaland cognitive needs can affectchildren and young people’sspeech, language andcommunication.4.3. Review and report on the rolesof other professionals insupporting children and youngpeople and explain how toaccess additional support.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 15I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 71

CYPOP 15: Support positive practice with children and young people with speech, language andcommunication needsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitThere are links to some of the competencies from:CCLD Units 302, 306, 308, 312Speech, Language and Communication Framework:Universal: Strand CEnhanced: Strand CGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitLearning outcome 3 must be assessed in relation to areal work situation.This unit needs to be assessed in line with the Skills forCare and Development QCF Assessment Principles.Unit assessment guidance – provided bythe sectorPositive strategies may include:• adapting adult language• adapting the environment to supportcommunication• modelling and expanding the child or youngpersons language• demonstrating specific communicationbehaviours• facilitating communication between children andyoung people• providing time and supported opportunities tocommunicate• supporting and developing confidence and selfesteem.Resources and tasks may include:• everyday activities within the work setting• specific resources or activities within, forexample a curriculum• daily routines within the setting• published resources; written information.Unit assessment guidance - provided byCACHELearning outcome 3 must be assessed in real workenvironments by a qualified vocationally competentassessor. Simulation is not permitted.© CACHE 2013 Version 5.0 72

CYPOP 15: Support positive practice with children and young people with speech, language andcommunication needsAssessment task – CYPOP 15 Support positive practice with children andyoung people with speech, language and communication needsProduce notes which could be used for a presentation to colleagues on supporting positivepractice with children and young people with speech language and communication needs.Present your notes in three sections:Section 1 - The concept of positive practiceSection 2 - Working alongside specialistsSection 3 - Supporting social, emotional and cognitive needs of children and youngpeopleTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Section 1 - The concept of positive practiceThese notes must show that you can:• explain how to recognise and build on the strengths of a child or young person bygiving different examples of positive strategies• compare the differences between strategies based on children and young people’sstrengths and abilities and those based around children’s difficulties• provide examples of how current research evidence supports positive practice.Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.Section 2 - Working alongside specialistsThese notes must show that you can:• identify and describe the different strategies and targets that can support children andyoung people’s speech, language and communication needs• explain the process of how supportive strategies are selected and implemented tosupport children and young people’s speech, language and communication needs• explain own role in the process of how targets are set, monitored and evaluatedalong with specialist• compare different examples of how strategies and targets have been used to supportchildren and young people with speech, language and communication needs.© CACHE 2013 Version 5.0 73

CYPOP 15: Support positive practice with children and young people with speech, language andcommunication needsTask 3 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Section 3 Supporting social, emotional and cognitive needs of children and youngpeople.These notes must show that you can:• explain how speech, language and communication needs can affect social, emotionaland cognitive development in children and young people• explain how social, emotional and cognitive needs can affect children and youngpeople’s speech, language and communication• review and report on the roles of other professionals in supporting children and youngpeople and explain how to access additional support.© CACHE 2013 Version 5.0 74

CYPOP 16: Coordinate special educational needs provisionCYPOP 16: Coordinate special educational needsprovisionUnit reference T/600/9775 Level 4Credit value 5 GLH 35Unit aimTo provide the learner with the competence required to work as a specialeducational needs coordinator in early years settings. The unit alsoassesses ability to support and advise colleagues.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real work environments by aqualified vocationally competent assessor. Simulation is not permitted.1. Understand the role of thespecial educational needscoordinator.1.1. Outline the legislative contextfor the role of the specialeducational needs coordinator,with reference to codes ofpractice as relevant to the UKHome Nation.1.2. Explain the responsibilities ofthe special educational needscoordinator.1.3. Explain the importance of earlyrecognition and intervention.1.4. Explain the policies and/orprocedures of the setting inrespect of special educationalneeds.1.5. Explain the importance ofliaison and partnerships withcarers, other agencies andprofessionals.© CACHE 2013 Version 5.0 75

CYPOP 16: Coordinate special educational needs provisionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to coordinate theobservation, recording,assessment and planningto meet the individualrequirements of childrenwith special educationalneeds.2.1. Coordinate and lead theobservation, assessment andrecording progress of childrenwith special educationalneeds.2.2. Coordinate and plan the nextsteps for children with specialeducational needs incollaboration with:• colleagues including thosein other agencies• children and their carers.2.3. Demonstrate how thechildren’s individualplay/education plans aredeveloped, monitored andregularly updated.2.4. Explain the importance ofstatements of specialeducational needs, and howthese impact on provision forindividual children within thesetting.3. Be able to engage withchildren with specialeducational needs and theircarers.3.1. Assess barriers tocommunication andengagement, and explain howthese can be overcome.3.2. Demonstrate engagement withchildren who have specialeducational needs in own worksetting or service.3.3. Demonstrate engagement withfamilies of children who havespecial educational needs inown work setting or service.© CACHE 2013 Version 5.0 76

CYPOP 16: Coordinate special educational needs provisionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to coordinate,support and advisecolleagues working withchildren who have specialeducational needs.4.1. Demonstrate in own practicehow to coordinate provision forspecial educational needs.4.2. Identify sources of support andprofessional development forspecial educational needspractitioners and coordinators.4.3. Demonstrate in own practicehow to share new informationand act as an agent of changeand improvement.4.4. Demonstrate in own practicehow to work directly withcolleagues to mentor andsupport practice.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 16I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 77

CYPOP 16: Coordinate special educational needs provisionAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 339 Coordinate special educational needs inearly education settingsGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitLearning outcomes 2, 3 and 4 must be assessed in areal work environment.Units need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcomes 2, 3 and 4 must be assessed in realwork environments by a qualified vocationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 78

CYPOP 16: Coordinate special educational needs provisionAssessment task – CYPOP 16 Coordinate special educational needsprovisionThe role of the Special Educational Needs Coordinator is the key to the early recognition,planning and coordination of a range of services to improve outcomes for children with specialeducational needs. To be able to carry out the role effectively SENCOs must have a goodunderstanding of their role and responsibilities and the legislation which underpin these.Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.You have applied for the role of Special Educational Needs Coordinator (SENCO). You havebeen invited for an interview. In preparation, research the role and produce a folder ofinformation which will show that you can:• outline the legislative context for the role of the Special Education Needs Coordinatorwith reference to codes of practice as relevant to the UK home nation• explain the responsibilities of the Special Educational Needs Coordinator• explain the importance of early recognition and intervention• explain policies and/or procedures of the setting in respect of special educationalneeds• explain the importance of liaison and partnerships with carers, other agencies, andprofessionals.© CACHE 2013 Version 5.0 79

CYPOP 17: Understand the needs of children and young people who are vulnerable and experiencingpoverty and disadvantageCYPOP 17: Understand the needs of children andyoung people who are vulnerable and experiencingpoverty and disadvantageUnit reference F/600/9777 Level 4Credit value 5 GLH 40Unit aimTo provide learners with an in depth understanding of the effects ofpoverty and disadvantage on children and young people.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the factors thatmay impact on theoutcomes and life chancesof children and youngpeople.1.1. Identify the factors that impacton outcomes and life chancesfor children and young people.1.2. Explain the critical importanceof poverty in affectingoutcomes and life chances.1.3. Analyse a strategic national orlocal policy that has positiveimpact on outcomes and lifechances for children andyoung people.1.4. Explain why strategic directionfrom national and local policyis required to address factorsimpacting on outcomes and lifechances for children andyoung people.© CACHE 2013 Version 5.0 81

CYPOP 17: Understand the needs of children and young people who are vulnerable and experiencingpoverty and disadvantageLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Understand how povertyand disadvantage affectchildren and youngpeople’s development.2.1. Analyse how poverty anddisadvantage may affectchildren and young people’s:• physical development• social and emotionaldevelopment• communicationdevelopment• intellectual development• learning.3. Understand the importanceof early intervention forchildren and young peoplewho are disadvantaged andvulnerable.3.1. Explain what is meant by bothdisadvantage and vulnerability.3.2. Explain the importance of earlyintervention for disadvantagedand/or vulnerable children andyoung people.3.3. Evaluate the impact of earlyintervention.4. Understand the importanceof support and partnershipin improving outcomes forchildren and young peoplewho are experiencingpoverty and disadvantage.4.1 Research the policy andguidance impacting on supportservices at national level, andevaluate how this operates atlocal level.4.2. Explain how carers can beengaged in the strategicplanning of services.4.3. Analyse how practitioners canencourage carers to supportchildren and young people’slearning and development.4.4. Explain how the interface withadult services is structured sothat the needs of children andyoung people whose carersare users of services are takeninto account.© CACHE 2013 Version 5.0 82

CYPOP 17: Understand the needs of children and young people who are vulnerable and experiencingpoverty and disadvantageLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Understand the role of thepractitioner in supportingchildren and young peoplewho are vulnerable andexperiencing poverty anddisadvantage.5.1. Explain how positive practicewith children and young peoplewho are experiencing povertyand disadvantage mayincrease resilience and selfconfidence.5.2. Explain why it is important forpractitioners to have highexpectations of and ambitionsfor, all children and youngpeople regardless of theircircumstances andbackground.5.3. Analyse how and whypractitioners should act asagents and facilitators ofchange in own work setting.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 17I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 83

CYPOP 17: Understand the needs of children and young people who are vulnerable and experiencingpoverty and disadvantageAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitDCSF Narrowing the Gap Guidance 2008Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitFactors. There are many factors impacting on childrenand young peoples life chances. The following areexamples:• poverty• social and community pressures• health status• abuse and neglect• violent and/or offending family or personalbackgrounds• race, gender, sexual orientation• asylum seeking or victims of trafficking.Meaning of vulnerable vhild (young person):A child (young person) (and their family) who needssome additional support in order to reach the bestoutcomes, because of their social, economic, physical,emotional or family circumstances.Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorUnits need to be assessed in line with the SfCDAssessment Strategy.Units need to be assessed in line with the Skills forDevelopment and Care QCF Assessment Principles.© CACHE 2013 Version 5.0 84

CYPOP 17: Understand the needs of children and young people who are vulnerable and experiencingpoverty and disadvantageAssessment task - CYPOP 17 Understand the needs of children and youngpeople who are vulnerable and experiencing poverty and disadvantageThe effect of poverty and other disadvantages on children and young people has become morereadily recognized. To increase your awareness of this important area create a portfolio ofevidence with five sections.Section 1 - Factors that may impactSection 2 - The effect of positive and disadvantageSection 3 - Early interventionSection 4 - Support and partnershipSection 5 - The roles of the practitionerTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.Section 1 - Factors that may impactThis section must show that you can:• identify the factors that impact on outcomes and life chances for children and youngpeople• explain the critical importance of poverty in affecting outcomes and life chances• analyse a strategic national or local policy that has positive impact on outcomes andlife chances for children and young people• explain why strategic direction from national and local policy is required to addressfactors impacting on outcomes and life chances for children and young.Task 2 links to learning outcome 2, assessment criteria 2.1.Section 2 - The effect of positive and disadvantageThis section must show that you can:• analyse how poverty and disadvantage may affect children and young people’s:- physical development- social and emotional development- communication development- intellectual development- learning.© CACHE 2013 Version 5.0 85

CYPOP 17: Understand the needs of children and young people who are vulnerable and experiencingpoverty and disadvantageTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3.Section 3 - Early interventionThis section must show that you can:• explain what is meant by both disadvantage and vulnerability• explain the importance of early intervention for disadvantaged and/or vulnerablechildren and young people• evaluate the impact of early intervention.Task 4 links to learning outcome 4, assessment criteria 4.1, 4.2, 4.3 and 4.4.Section 4 - Support and partnershipThis section must show that you can:• research the policy and guidance impacting on support services at national level andevaluate how this operates at local level• explain how carers can be engaged in the strategic planning of services.• analyse how practitioners can encourage carers to support children and youngpeople’s learning and development• explain how the interface with adult services is structured so that the needs ofchildren and young people whose carers are users of services are taken into account.Task 5 links to learning outcome 5, assessment criteria 5.1, 5.2 and 5.3.Section 5 - The roles of the practitioner.This section will show that you can:• explain how positive practice with children and young people who are experiencingpoverty and disadvantage may increase resilience and self confidence• explain why it is important for practitioners to have high expectations of and ambitionsfor all children and young people regardless of their circumstances and background• analyse how and why practitioners should act as agents and facilitators of change inown work setting.© CACHE 2013 Version 5.0 86

CYPOP 21: Work with parents, families and carers to support their children’s speech, language andcommunication developmentCYPOP 21: Work with parents, families and carers tosupport their children’s speech, language andcommunication developmentUnit reference Y/601/2877 Level 3Credit value 3 GLH 23Unit aimTo develop the ability of those working with children and young people towork in partnership with parents to support their child’s speech, languageand communication development.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2 and 3 must be assessed in real work environments by a qualifiedvocationally competent assessor. Simulation is not permitted.1. Understand the importanceof parental support for thedevelopment of speech,language andcommunication.1.1. Outline the nature of theparent/child relationship at keystages of a child’s life inrelation to speech, languageand communication.1.2. Explain the influences ofdifferent parenting styles onspeech, language andcommunication development.1.3. Explain how supportingeffective speech, languageand communication betweenparents and children couldinfluence their relationship andoverall development at home.© CACHE 2013 Version 5.0 87

CYPOP 21: Work with parents, families and carers to support their children’s speech, language andcommunication developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to work inpartnership with parents tosupport their child’s speech,language andcommunicationdevelopment.2.1. Explain issues and challengesfor parents which mayinfluence how they supporttheir child’s speech, languageand communicationdevelopment.2.2. Support parents to understandtheir valuable role insupporting their child’s speech,language and communicationdevelopment.2.3. Explain a range of ways towork with parents to supporttheir child’s speech, languageand communicationdevelopment.2.4. Demonstrate ways on how todevelop and maintain aparent’s confidence insupporting their child’s speech,language and communicationdevelopment.3. Be able to support parentsto use activities andapproaches to support theirchild’s speech, languageand communicationdevelopment.3.1. Provide parents withappropriate advice andsources of information tosupport their child’s speech,language and communicationdevelopment.3.2. Explain ways to supportparents in how to use activitiesand approaches to supporttheir child’s speech, languageand communicationdevelopment.3.3. Evaluate the ways in whichown role can be effective insupporting parents to supporttheir child’s speech, languageand communicationdevelopment.© CACHE 2013 Version 5.0 88

CYPOP 21: Work with parents, families and carers to support their children’s speech, language andcommunication developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Understand the importanceof working in partnershipwith parents of children withspeech, language andcommunication needs andrelevant professionalagencies.4.1. Explain why it is important tobe able to work in partnershipwith parents of children withSLCN.4.2. Identify useful sources ofinformation and relevantorganisations and services tosupport parents of childrenwho have SLCN.4.3. Explain the importance ofpartnership working acrossprofessionals, agencies andparents when supportingchildren with SLCN.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 21I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 89

CYPOP 21: Work with parents, families and carers to support their children’s speech, language andcommunication developmentAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSpeech, Language and communication framework:• Universal: G1, G2• Enhanced: C2, E4, G1, G2, G3, G4This unit has some links to competencies from CCLDNOS unit 337.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitLearning outcome 2 and 3 must be assessed in realwork situations.This unit needs to be assessed in line with the Skills forCare and Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcomes 2 and 3 must be assessed in realwork environments by a qualified vocationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 90

CYPOP 21: Work with parents, families and carers to support their children’s speech, language andcommunication developmentAssessment task – CYPOP 21 Work with parents, families and carers tosupport their children’s speech, language and communication developmentIn your work role where you are working with parents, families and carers to support theirchild/children’s speech language and communication development, prepare a briefingdocument which includes the following two sections:Section 1: The importance of parental supportSection 2: The importance of partnership workingTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Section 1: The importance of parental supportThis section should include:• an outline of the nature of the parent/child relationship at key stages of a child’s life inrelation to speech, language and communication• an explanation of the influences of different parenting styles on speech, language andcommunication development• an explanation of how supporting effective speech, language and communicationbetween parents and children could influence their relationship and overalldevelopment at home.Task 2 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Section 2: The importance of partnership workingThis section should include:• a explanation of why it is important to be able to work in partnership with parents ofchildren with support language and communication needs• identification of the useful sources of information and relevant organisations andservices to support parents of children who have speech, language andcommunication needs• an explanation of the importance of partnership working across professionals,agencies and parents when supporting children with speech, language andcommunication needs.© CACHE 2013 Version 5.0 91

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesCYPOP 22: Understand the speech, language andcommunication needs of children and young peoplewith behavioural, social and emotional difficultiesUnit reference M/601/2884 Level 3Credit value 3 GLH 25Unit aimThis unit explores the way in which behaviour; social and emotionaldifficulties are linked with speech, language and communication andprovide effective ways to support the speech, language andcommunication development of children and young people with behaviour,emotional and social difficulties.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the linksbetween language,behaviour, emotional andsocial developmentdifficulties.1.1. Explain why behaviour can beseen as a means ofcommunication.1.2. Explain, with examples, howspeech, language andcommunication needs mayaffect behavioural, emotionaland social development inchildren and young people.1.3. Review and report on relevantresearch about the incidenceof speech, language andcommunication needs andbehavioural, social andemotional difficulties inchildren and young people.© CACHE 2013 Version 5.0 93

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.4. Describe the range ofbehavioural, emotional andsocial difficulties that childrenand young people mayexperience and how they canaffect speech, language andcommunication development.2. Understand how to supportpositive speech, languageand communicationdevelopment for childrenand young people withbehavioural, emotional andsocial difficulties.2.1. Identify key barriers tobehavioural, social andemotional development thatare experienced by childrenand young people with speech,language and communicationneeds.2.2. Explain effective strategies toovercome barriers to supportthe speech language anddevelopment of children andyoung people with behavioural,emotional and socialdifficulties.2.3. Explain how adapting adultlanguage and interactions cansupport a child’s behaviour,emotional, social skills, as wellas support theircommunication development.2.4. Explain how positivechanges to thecommunication environmentcan support communicationdevelopment for children andyoung people with behavioural,emotional and socialdifficulties.© CACHE 2013 Version 5.0 94

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Understand how to adaptstrategies and approachesto behavioural, emotionaland social development tomeet speech, language andcommunication needs.3.1. Identify and explain currentevidence based approaches tounderstanding children andyoung people’s behaviour.3.2. Explain how setting widestrategies to promote positivebehaviour and emotional andsocial development can beadapted to support childrenand young people with speech,language and communicationneeds.3.3. Explain, using examples, howindividual strategies topromote positive behaviourand emotional and socialdevelopment can be adaptedto support children and youngpeople with speech, languageand communication needs.4. Know how to work withothers in order to supportthe speech, language andcommunicationdevelopment of childrenand young people withbehavioural, emotional andsocial development needs.4.1. Explain ways to work withparents and families insupporting children and youngpeople’s speech, languageand communication needs thatalso promotes positivebehaviour.4.2. Explain the roles of otherprofessionals who may beinvolved in joint or integratedworking to promote positivebehaviour and emotional andsocial development needs ofchildren and young people.© CACHE 2013 Version 5.0 95

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 22I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 96

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSpeech, language and communication frameworkEnhanced: Strand DGuidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorThis unit needs to be assessed in line with the Skills forCare and Development QCF Assessment Principles.Range of behaviour may include:• withdrawn or isolated• disruptive and disturbing• hyperactive and lacking concentration• immature social skills• challenging behaviours arising from othercomplex special needs• emotional disorders• conduct disorders/hyperkinetic disorders• anxiety• self-harm• school phobia• depression.Positive changes may include:• increased accessibility of the language used inbehaviour management techniques• ensuring children and young people understandverbal and written information• clear visual support• making rules, routines and boundaries clear,explicit and understandable.• decreasing visual and auditory distractions• increased staff awareness and skills• ensuring approaches which support children toask for clarification.This unit has some links to competencies from CCLDNOS Unit 337.© CACHE 2013 Version 5.0 97

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesAssessment task – CYPOP 22 Understand the speech, language andcommunication needs of children and young people with behavioural,social and emotional difficulties.Your local authority is planning to provide information for parents and adults who work withchildren on the links between behaviour, social and emotional difficulties and speech, languageand development and ways that children can be supported. Produce information which includesthe following:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.• an explanation of why behaviour can be seen as a means of communication• an explanation, with examples of how children’s and young people’s speech,language and communication needs may affect behavioural, emotional and socialdevelopment• a review and report on relevant research about the incidence of speech, languageand communication needs and behavioural, social and emotional difficulties inchildren and young people• a description of the range of behavioural, emotional and social difficulties thatchildren and young people may experience and how they can effect speech,language and communication development.Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.• an identification of key barriers to behavioural, social and emotional development thatare experienced by children and young people with speech, language andcommunication needs• an explanation of effective strategies to overcome barriers to support the speechlanguage and communication development of children and young people withbehavioural, emotional and social difficulties• an explanation of how adapting adult language and interactions can support a child’sbehaviour, emotional, social skills as well as support their communicationdevelopment• an explanation of how positive changes to the communication environment cansupport communication development for children and young people with behavioural,emotional and social difficulties.© CACHE 2013 Version 5.0 98

CYPOP 22: Understand the speech, language and communication needs of children and young peoplewith behavioural, social and emotional difficultiesTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3.• an identification and an explanation of current evidence based approaches tounderstanding children and young people’s behaviour• an explanation of how setting-wide strategies to promote positive behaviour andemotional and social development can be adapted to support children and youngpeople with speech, language and communication needs• an explanation using examples of how individual strategies to promote positivebehaviour and emotional and social development can be adapted to support childrenand young people with speech, language and communication needs.Task 4 links to learning outcome 4, assessment criteria 4.1 and 4.2.• an explanation of ways to work with parents and families in supporting children andyoung people with speech, language and communication needs, that also promotespositive behaviour• an explanation of the roles of other professionals who may be involved in joint orintegrated working to promote positive behaviour and emotional and socialdevelopment needs of children and young people.© CACHE 2013 Version 5.0 99

LLUK 302: Enable parents to develop ways of handling relationships and behaviour that contribute toeveryday life with childrenLLUK 302: Enable parents to develop ways of handlingrelationships and behaviour that contribute to everyday lifewith childrenUnit reference H/502/4682 Level 3Credit value 3 GLH 20Unit aimThis unit aims to help parents to better understand the range of needs oftheir children and to help them identify ways of meeting these needs.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Know how to enableparents to understand andrespond to children’sfeelings and behaviours.1.1. Explain the importance ofmodelling behaviour forchildren and parents.1.2. Explain the effects of harshparenting on children.1.3 Explain the importance ofboundaries.1.4. Explain parental strategies forholding boundaries.1.5. Explain ways of promotingchildren’s progression towardsself discipline.1.6. Explain and demonstrate howto enable parents tounderstand their children’sfeelings and behaviour.1.7. Explain and demonstrate howto enable parents to assistchildren to recognise theirfeelings.© CACHE 2013 Version 5.0 101

LLUK 302: Enable parents to develop ways of handling relationships and behaviour that contribute toeveryday life with childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.8. Explain how to enable parentsto identify strategies for themand their children to manageconflict.1.9. Explain whenparticular/specialist help isneeded, and how to referparents to appropriateservices.2. Understand how to supportparents to interact with theirchildren in positive ways.2.1. Explain why parents mustbalance parental authority andthe developing autonomy oftheir children, and how theycan be supported in this.2.2. Explain and demonstrate howto support parents to developclear and developmentallyappropriate ways ofcommunication with theirchildren.2.3. Explain and demonstrate howparents can be supported tohelp their children understandthe effect of their actions onothers.3. Understand how to developparents’ knowledge of howto support children’s play,learning and creativity.3.1. Explain the role of play inchildren’s development.3.2. Explain ways in which parentscan support children’s play indevelopmentally appropriateways.3.3. Explain how children can beencouraged to take the leadand develop their own ideas.3.4. Describe sources ofinformation and advice forparents on meeting children’splay and learning needs.© CACHE 2013 Version 5.0 102

LLUK 302: Enable parents to develop ways of handling relationships and behaviour that contribute toeveryday life with childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Understand how to workwith parents to find positiveways to meet children’sphysical needs.4.1. Explain how to raise parents’awareness of commonhazards and risks to children’ssafety inside and outside thehome.4.2. Explain how to enable parentsto find strategies foraddressing eating andsleeping issues.4.3. Describe sources ofinformation and advice onmeeting children’s physicalneeds.5. Understand how to reflecton own practice in enablingparents to develop ways ofhandling relationships andbehaviour that contribute toeveryday life with children.5.1. Reflect on own practice inenabling parents to developways of handling relationshipsand behaviour that contributeto everyday life with children,identifying strengths and areasfor developmentLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LLUK 302I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 103

LLUK 302: Enable parents to develop ways of handling relationships and behaviour that contribute toeveryday life with childrenAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitThis unit is based on WWP NOS 308Guidance for developing assessment arrangements for the unit:Unit assessment guidance – provided bythe sectorUnits need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.© CACHE 2013 Version 5.0 104

LLUK 302: Enable parents to develop ways of handling relationships and behaviour that contribute toeveryday life with childrenAssessment task – LLUK 302 Enable parents to develop ways of handlingrelationships and behaviour that contribute to everyday life with childrenIn your work role you have been asked to produce a resource folder for parents/carers to raisetheir awareness about the way of handling relationships and behaviour with children in theircare. Complete the following 2 main areas:1. Present the resource folder in four sections:Section 1: Enable parents to understand and respond to children’s feelings andbehavioursSection 2: Support parents to interact with their children in positive waysSection 3: Develop parents’ knowledge of how to support children’s play, learning andcreativitySection 4: Positive ways for parents to meet children’s physical needs2. Reflect on own practice.Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8 and1.9.Section 1: Enable parents to understand and respond to children’s feelings andbehaviours• Explain the importance of modelling behaviour for children and parents.• Explain the effects of harsh parenting on children.• Explain the importance of boundaries.• Explain parental strategies for holding boundaries.• Explain ways of promoting children’s progression towards self discipline.• Explain and demonstrate how to enable parents to understand their children’sfeelings and behaviour.• Explain and demonstrate how to enable parents to assist children to recognise theirfeelings.• Explain how to enable parents to identify strategies for them and their children tomanage conflict.• Explain when particular/specialist help is needed, and how to refer parents toappropriate services.© CACHE 2013 Version 5.0 105

LLUK 302: Enable parents to develop ways of handling relationships and behaviour that contribute toeveryday life with childrenTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3.Section 2: Support parents to interact with their children in positive ways• Explain why parents must balance parental authority and the developing autonomy oftheir children, and how they can be supported in this.• Explain and demonstrate how to support parents to develop clear anddevelopmentally appropriate ways of communication with their children.• Explain and demonstrate how parents can be supported to help their childrenunderstand the effect of their actions on others.Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4Section 3: Develop parents’ knowledge of how to support children’s play, learning andcreativity• Explain the role of play in children’s development.• Explain ways in which parents can support children’s play in developmentallyappropriate ways.• Explain how children can be encouraged to take the lead and develop their ownideas.• Describe sources of information and advice for parents on meeting children’s playand learning needs.Task 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Section 4: Positive ways for parents to meet children’s physical needs• Explain how to raise parents’ awareness of common hazards and risks to children’ssafety inside and outside the home.• Explain how to enable parents to find strategies for addressing eating and sleepingissues.• Describe sources of information and advice on meeting children’s physical needs.Task 5 links to learning outcome 5, assessment criteria 5.1.2. Reflect on own practice.• Write brief notes reflecting on own practice in enabling parents to develop ways ofhandling relationships and behaviour. This reflection can include a SWOT analysis(Strength Weaknesses, Opportunities Threats).• Reflect on own practice in enabling parents to develop ways of handling relationshipsand behaviour that contribute to everyday life with children, identifying strengths andareas for development.© CACHE 2013 Version 5.0 106

LLUK 301: Work with parents to meet their children’s needsLLUK 301: Work with parents to meet their children’sneedsUnit reference Y/502/4680 Level 3Credit value 3 GLH 20Unit aimThe unit aims to provide the knowledge and skills to support parents tounderstand the changes necessary as their children develop and as theythemselves develop as parents.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the nature ofthe parent and childrelationship.1.1. Explain the evolving andinterdependent nature of therelationship between parentsand their children.1.2. Explain key factors whichaffect the relationship betweenparents and children throughall developmental stages.1.3. Explain key types of transitionsthat a child or young personmay experience.1.4. Explain changes whichparenthood makes to the livesof parents.1.5. Explain key factors in theprocess and function ofbonding and attachment.1.6. Explain key factors in theprocess of children’sdevelopment of a sense ofself.© CACHE 2013 Version 5.0 107

LLUK 301: Work with parents to meet their children’s needsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Know how to work withparents to understand thenature of the parent andchild relationship.2.1. Explain and demonstratestrategies to support parents inunderstanding that bothparents and children developand change over time andhave unique temperaments.2.2. Explain and demonstratestrategies to support parents inunderstanding the role ofreciprocal responses andinteraction in parenting.2.3. Explain and demonstratestrategies to support parents inunderstanding that the processof parenting is one ofprogressive separation of childand parent.2.4. Explain ways of challengingparents assertively and when itis appropriate to do so.3. Understand how to workwith parents to provide ageappropriate support for aspecified age group ofchildren.3.1. Identify key features ofexpected patterns of childdevelopment.3.2. Explain the development andmaturational tasks of aspecified age group ofchildren.3.3. Explain and demonstratestrategies for supportingparents to meet the needs of aspecified age group ofchildren.3.4. Explain and demonstratestrategies for meeting thesupport needs of parents of aspecified age group ofchildren.© CACHE 2013 Version 5.0 108

LLUK 301: Work with parents to meet their children’s needsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Understand how to reflecton own practice in workingwith parents to meet theirchildren’s needs.4.1. Reflect on own practice inworking with parents to meettheir children’s needs.Identifying strengths and areasfor development.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LLUK 301I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitThe unit is developed from WWP 307Guidance for developing assessment arrangements for the unit:Unit assessment guidance - provided byCACHEUnits need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.© CACHE 2013 Version 5.0 109

LLUK 301: Work with parents to meet their children’s needsAssessment task – LLUK 301 Work with parents to meet their children’sneedsIn your role of working with parents you have been asked to lead a briefing session for a parentgroup. Provide the notes that underpin this session.Note 1: What is the nature of the parent child relationship?Note 2: Work with parentsNote 3: Age appropriate supportNote 4: Reflect on own practiceTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6.Note 1: What is the nature of the parent child relationship?This note must show that you can:• explain the evolving and interdependent nature of the relationship between parentsand their children• explain key factors which affect the relationship between parents and childrenthrough all developmental stages• explain key types of transitions that a child or young person may experience• explain changes which parenthood makes to the lives of parents• explain key factors in the process and function of bonding and attachment• explain key factors in the process of children’s development of a sense of self.Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.Note 2: Work with parents.This note must show that you can:• explain and demonstrate strategies to support parents in understanding that bothparents and children develop and change over time and have unique temperaments• explain and demonstrate strategies to support parents in understanding the role ofreciprocal responses and interaction in parenting• explain and demonstrate strategies to support parents in understanding that theprocess of parenting is one of progressive separation of child and parent• explain ways of challenging parents assertively and when it is appropriate to do so.© CACHE 2013 Version 5.0 110

LLUK 301: Work with parents to meet their children’s needsTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.Note 3: Age appropriate support.This note must show that you can:• identify key features of expected patterns of child development• explain the development and maturational tasks of a specified age group of children• explain and demonstrate strategies for supporting parents to meet the needs of aspecified age group of children• explain and demonstrate strategies for meeting the support needs of parents of aspecified age group of children.Task 4 links to learning outcome 4, assessment criteria 4.1.Note 4: Reflect on own practice.This note must which will show that you can:• reflect on own practice in working with parents to meet their children’s needs.Identifying strengths and areas for development.© CACHE 2013 Version 5.0 111

CYPOP 37: Support children or young people in their own homeCYPOP 37: Support children or young people in their ownhomeUnit reference K/601/0132 Level 3Credit value 4 GLH 30Unit aimThis unit is aimed at support workers who work with children or youngpeople and their carers in the community. It provides the understandingand competence about working in someone else’s home in order tosupport the achievement of positive outcomes.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2 and 3 must be assessed in real work environments by a qualifiedvocationally competent assessor. Simulation is not permitted.1. Understand roles andresponsibilities in relation tosupporting children oryoung people in their ownhome.1.1. Outline the policies andprocedures and codes ofpractice that set outresponsibilities in supportingchildren or young people intheir home.1.2. Explain why it is important tobe reliable and dependablewhen working with children oryoung people in their ownhome.1.3. Explain how both formal andinformal risk assessments arecarried out when working withchildren or young people intheir own home.1.4. Explain what needs to berecorded when working withchildren or young people intheir own home.© CACHE 2013 Version 5.0 113

CYPOP 37: Support children or young people in their own homeLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Give examples of any areasthat may give cause forconcern when working withchildren or young people intheir own home and theactions that should be taken ineach case.2. Be able to build positiverelationships with childrenor young people and theircarers when working intheir home.2.1. Explain the importance ofgathering information aboutthe needs and preferences ofchildren or young people.2.2. Demonstrate methods ofgathering information aboutthe needs and preferences ofchildren or young people.2.3. Evaluate the complexities ofdeveloping relationships withchildren or young people intheir own home as aprofessional worker.2.4. Explain why a sensitiveapproach is needed whenworking with children or youngpeople in their own home.2.5. Explain steps that can betaken to resolve conflicts ordifficulties with children, youngpeople or carers.3. Be able to provide supportfor children or young peopleto engage in activities thatmeet their needs andpreferences.3.1. Demonstrate how activitieswith children or young peopleare planned to include:·• preparation of theenvironment• preparation of resources·• consideration of the level ofsupport required.© CACHE 2013 Version 5.0 114

CYPOP 37: Support children or young people in their own homeLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.2. Demonstrate how children oryoung people are supported toengage in activities that meettheir needs and preferences.3.3. Reflect on the success ofactivities carried out withchildren or young people andhow planning andimplementation of these arereviewed as a result.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 37I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 115

CYPOP 37: Support children or young people in their own homeAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC NOS Unit 319Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorUnit assessment guidance - provided byCACHELearning outcomes 2 and 3 must be assessed in a realwork environment.Units need to be assessed in line with Skills for Careand Development QCF Assessment Principles.Learning outcomes 2 and 3 must be assessed in realwork environments by a qualified vocationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 116

CYPOP 37: Support children or young people in their own homeAssessment task – CYPOP 37 Support children or young people in theirown homeTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.In preparation for your role of working with young people in their own home you have beenasked to produce a file of evidence that shows that you can:• outline the policies and procedures and codes of practice that set out responsibilitiesin supporting children or young people in their home• explain why it is important to be reliable and dependable when working with childrenor young people in their own home• explain how both formal and informal risk assessments are carried out when workingwith children or young people in their own home• explain what needs to be recorded when working with children or young people intheir own home• give examples of any areas that may give cause for concern when working withchildren or young people in their own home and the actions that should be taken ineach case.© CACHE 2013 Version 5.0 117

LLUK 312: Engage young parents in supporting their children’s developmentLLUK 312: Engage young parents in supporting theirchildren’s developmentUnit reference J/502/4660 Level 3Credit value 3 GLH 20Unit aimTo enable the learner to gain the understanding and ability to work withyoung parents to support them to engage in their children’s development.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the context ofpregnancy and parenthoodfor young people.1.1. Explain the implications of thecurrent strategy and guidancerelating to pregnancy andparenthood for young people.1.2. Explain the impact on ownpractice of the current strategyand guidance relating topregnancy and parenthood foryoung people.1.3. Demonstrate how the strategyand guidance applies to ownwork with young parents.2. Understand transitionissues for young peopleand their potential impacton parenthood.2.1. Reflect on own transitionalexperiences as a youngperson.2.2. Describe issues facing youngparents in their transition fromchild to young adult.© CACHE 2013 Version 5.0 119

LLUK 312: Engage young parents in supporting their children’s developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Understand the impact ofstress on a young parent’srelationship with theirchild/children.3.1. Explain how stressexperienced by young parentsmay affect their relationshipswith their children.3.2. Explain how a practitioner cansupport young parents toovercome the negative impactof stress on their parenting.4. Understand how to engageyoung parents withservices.4.1. Explain factors which impacton a young parent’sengagement with services.4.2. Reflect on the potentialeffectiveness of the range ofservices that can be offered toyoung parents.4.3. Demonstrate how youngparents engage withservices/settings in ownpractice.5. Understand the specificneeds of young fathers inengaging with their child’sneeds and development.5.1. Explain the specific needs ofyoung fathers.5.2. Explain factors that may leadto young fathers engaging withthe needs of their children.5.3. Explain how services/settingscan support young fathers toengage with their child’s needsand development.© CACHE 2013 Version 5.0 120

LLUK 312: Engage young parents in supporting their children’s developmentLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LLUK 312I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitThis unit has been mapped on to the nationaloccupational standards for Work with Parents (WWP)units WWP 310 and WWP 312 and for Children’s Care,Learning and Development (CCLD) units CCLD 304,CCLD 317 and CCLD 301.This unit has been informed by the Common Core ofSkills and Knowledge for the Children’s Workforce.Guidance for developing assessment arrangements for the unit:Unit assessment guidance – provided bythe sectorUnits need to be assessed by Skills for Care andDevelopment QCF Assessment Principles.© CACHE 2013 Version 5.0 121

LLUK 312: Engage young parents in supporting their children’s developmentAssessment task – LLUK 312 Engage young parents in supporting theirchildren’s developmentPrepare a resource pack in 5 sections for young parents to support them through pregnancyand early parenthood. The evidence contained in 5 sections will show that you can:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Section 1: Pregnancy and parenthood.• explain the implications of the current strategy and guidance relating to pregnancyand parenthood for young people• explain the impact on own practice of the current strategy and guidance relating topregnancy and parenthood for young people• demonstrate how the strategy and guidance applies to own work with young parentsTask 2 links to learning outcome 2, assessment criteria 2.1 and 2.2.Section 2: Transition issues.• reflect on own transitional experiences as a young person• describe issues facing young parents in their transition from child to young adultTask 3 links to learning outcome 3, assessment criteria 3.1 and 3.2.Section 3: Impact of stress.• explain how stress experienced by young parents may affect their relationships withtheir children• explain how a practitioner can support young parents to overcome the negativeimpact of stress on their parentingTask 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Section 4: Services.• explain factors which impact on a young parent’s engagement with services• reflect on the potential effectiveness of the range of services that can be offered toyoung parents• demonstrate how young parents engage with services/settings in own practice© CACHE 2013 Version 5.0 122

LLUK 312: Engage young parents in supporting their children’s developmentTask 5 links to learning outcome 5, assessment criteria 5.1, 5.2 and 5.3.Section 5: Young fathers.• explain the specific needs of young fathers• explain factors that may lead to young fathers engaging with the needs of theirchildren.© CACHE 2013 Version 5.0 123

LLUK 313: Engage fathers in their children’s early learningLLUK 313: Engage fathers in their children’s early learningUnit reference Y/502/4663 Level 3Credit value 3 GLH 20Unit aimTo enable the learner to gain the understanding and ability to work withfathers to engage them in their children’s early learning.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the policycontext and research thatunderpins the involvementof fathers in their children’searly learning.1.1. Explain key research studiesthat show the importance offathers’ involvement in theirchildren’s early learning.1.2. Summarise the role of a fatherin family life, structure andfunctioning in diversecommunities.1.3. Explain the concept of positivehome learning environmentsand ways of promoting andsupporting them.1.4. Explain why it is important towork in partnership withfathers.1.5. Explain the importance of clearprinciples and policies tosupport the engagement offathers in their child’s earlylearning.© CACHE 2013 Version 5.0 125

LLUK 313: Engage fathers in their children’s early learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Understand how to work inpartnership with fathers tosupport their children’searly learning.2.1. Explain and demonstrate arange of strategies that can beused to build confidence infathers from diversecommunities to contribute totheir child’s early learning.2.2. Explain and demonstrate theuse of key relationship buildingstrategies and/or skillsinvolved in working inpartnership with fathers fromdiverse communities.2.3. Explain and demonstrate theuse of key communicationstrategies and/or skillsinvolved in working inpartnership with fathers fromdiverse communities.3. Understand the barriers tofathers being involved intheir children’s earlylearning.3.1. Explain personal, social andcultural barriers to fathersbeing involved in theirchildren’s early learning.3.2. Explain and demonstrate arange of strategies to helpovercome barriers to fathers’involvement in their child’searly learning .3.3. Explain how attitudes can bebarriers to engaging fathers intheir children’s early learning.4. Understand how to usereflection to challenge anddevelop existing practice inworking with fathers tosupport their children’searly learning.4.1. Reflect on ways of workingwith resident and non residentfathers to help them providesupport for their children’searly learning.4.2. Identify and explain supportand changes needed toimprove own skills andknowledge and build on theirown practice.© CACHE 2013 Version 5.0 126

LLUK 313: Engage fathers in their children’s early learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.3. Explain culturally sensitiveways of working with fathers tohelp them provide support fortheir children’s early learning.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LLUK 313I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitThis unit has been mapped on to the nationaloccupational standards for Work with Parents (WWP)units WWP 310 and WWP 312 and for Children’s Care,Learning and Development (CCLD) units CCLD 304,CCLD 317 and CCLD 301.This unit has been informed by the Common Core ofSkills and Knowledge for the Children’s WorkforceGuidance for developing assessment arrangements for the unit:Unit assessment guidance – provided bythe sectorUnits need to be assessed by Skills for Care andDevelopment QCF Assessment Principles.© CACHE 2013 Version 5.0 127

LLUK 313: Engage fathers in their children’s early learningAssessment task - LLUK 313 Engage fathers in their children’s earlylearningIn your work role you have been asked to run a support group for fathers in your localcommunity. The first session will deal with how to engage in their child/children’s early learning.Prepare notes for this session which show that you can:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.Note 1: Policy and research• explain key research studies that show the importance of fathers’ involvement in theirchildren’s early learning• summarise the role of a father in family life, structure and functioning in diversecommunities• explain the concept of positive home learning environments and ways of promotingand supporting them• explain why it is important to work in partnership with fathers• explain the importance of clear principles and policies to support the engagement offathers in their child’s early learningTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3.Note 2: working in partnership• explain and demonstrate a range of strategies that can be used to build confidence infathers from diverse communities to contribute to their child’s early learning• explain and demonstrate the use of key relationship building strategies and/or skillsinvolved in working in partnership with fathers from diverse communities• explain and demonstrate the use of key communication strategies and/or skillsinvolved in working in partnership with fathers from diverse communitiesTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3.Note 3: Barriers to involvement• explain personal, social and cultural barriers to fathers being involved in theirchildren’s early learning• explain and demonstrate a range of strategies to help overcome barriers to fathers’involvement in their child’s early learning• explain how attitudes can be barriers to engaging fathers in their children’s earlylearning© CACHE 2013 Version 5.0 128

LLUK 313: Engage fathers in their children’s early learningTask 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Note 4: Reflective practices• reflect on ways of working with resident and non-resident fathers to help them providesupport for their children’s early learning• identify and explain support and changes needed to improve own skills andknowledge and build on their own practice• explain culturally sensitive ways of working with fathers to help them provide supportfor their children’s early learning.© CACHE 2013 Version 5.0 129

LLUK: Engage parents in their children’s early learningLLUK: Engage parents in their children’s early learningUnit reference M/502/3812 Level 3Credit value 3 GLH 20Unit aimTo enable the learner to gain the understanding and ability to engageparents in their children’s early learning.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the policycontext and research thatunderpins parentalinvolvement in theirchildren’s early learning.1.1. Explain key research findingswhich show the importance ofparental involvement in theirchildren’s learning in their earlyyears.1.2. Explain the concept of positivehome learning environmentsand identify ways of promotingand supporting them.1.3. Explain why it is important towork in partnership withparents, including fathers.1.4. Explain the importance of clearprinciples and policies tosupport the engagement ofparents in their child’s earlylearning.2. Understand how to work inpartnership with parents tosupport their children’searly learning.2.1. Explain and demonstrate howparents are engaged aspartners in their children’searly learning.© CACHE 2013 Version 5.0 131

LLUK: Engage parents in their children’s early learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Explain and demonstrate keyrelationship building strategiesand/or skills involved inworking with parents inpartnership.2.3. Explain and demonstrate keycommunication strategiesand/or skills involved inworking with parents inpartnership.2.4. Explain and demonstrate arange of strategies that can beused to build confidence inparents as their child’s firsteducator.3. Understand barriers toparents being involved intheir children’s earlylearning.3.1. Explain personal, social andcultural barriers to parentsbeing involved in theirchildren’s early learning.3.2. Explain and demonstrate arange of strategies to helpovercome barriers to parentalinvolvement in their child’searly learning.3.3. Explain how attitudes can bebarriers to engaging parents intheir children’s early learning.4. Understand how to usereflection to challenge anddevelop existing practice inworking with parents tosupport their children’s earlylearning.4.1. Explain culturally sensitiveways of working with parentsto help them provideappropriate support for theirchildren’s early learning.4.2. Reflect on ways of workingwith parents to help themprovide appropriate support fortheir children’s early learning.© CACHE 2013 Version 5.0 132

LLUK: Engage parents in their children’s early learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.3. Identify and explain supportand changes needed toimprove own skills andknowledge and build on theirown practice.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: Engage parents in their children’s early learningI confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitThis unit has been mapped on to the nationaloccupational standards for Work with Parents (WWP)units WWP 310 and WWP 312 and for CCLD 304,CCLD 317 and CCLD 301.This unit has been informed by the Common Core ofSkills and Knowledge for the Children’s Workforce.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnit assessment guidance – provided bythe sectorAssessment will be by portfolio and none of the learningoutcomes will be assessed by observation.Units need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.© CACHE 2013 Version 5.0 133

LLUK: Engage parents in their children’s early learningAssessment task – Engage parents in their children’s early learningIn your work role you have been asked to run a support group for parents in your localcommunity. The first session will deal with how to engage in your child/children’s early learning.Prepare notes for this session which show that you can:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.Note 1: Policy and research• explain key research findings which show the importance of parental involvement intheir children’s learning in their early years• explain the concept of positive home learning environments and identify ways ofpromoting and supporting them• explain why it is important to work in partnership with parents, including fathers• explain the importance of clear principles and policies to support the engagement ofparents in their child’s early learningTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.Note 2: Working in partnership• explain and demonstrate how parents are engaged as partners in their children’searly learning• explain and demonstrate key relationship building strategies and/or skills involved inworking• explain and demonstrate key communication strategies and/or skills involved inworking with parents in partnership• explain and demonstrate a range of strategies that can be used to build confidence inparents as their child’s first educatorTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3.Note 3: Barriers to involvement• explain personal, social and cultural barriers to parents being involved in theirchildren’s early learning• explain and demonstrate a range of strategies to help overcome barriers to parentalinvolvement in their child’s early learning• explain how attitudes can be barriers to engaging parents in their children’s earlylearning© CACHE 2013 Version 5.0 134

LLUK: Engage parents in their children’s early learningTask 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Note 4: Reflective practices• explain culturally sensitive ways of working with parents to help them provideappropriate support for their children’s early learning• reflect on ways of working with parents to help them provide appropriate support fortheir children’s early learning• identify and explain support and changes needed to improve own skills andknowledge and build on their own practice.© CACHE 2013 Version 5.0 135

CYPOP 46: Promote children in early years settings acquiring a new language through immersionCYPOP 46: Promote children in early years settingsacquiring a new language through immersionUnit reference K/601/3225 Level 3Credit value 4 GLH 29Unit aimThe purpose of this unit is to enable the learner to acquire the knowledge,understanding and skills to support children in early years settings toacquire a new language through immersion.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4, 5 and 6 must be assessed in real work environments by a qualifiedvocationally competent assessor.1. Understand the needs ofchildren and families withina new language learningenvironment.1.1. Explain how the immersionmethod relates to the legal,policy and practice frameworksthat are relevant for languageacquisition in the country of thesetting.1.2. Explain the importance ofsharing information with carersand involving them in thechild’s immersion languagedevelopment.1.3. Explain what is meant byrecognising and valuingcultures and why it is importantto demonstrate to families thatyou value diversity.1.4. Explain why it is important torecognise and value a child’sright to use their language ofchoice.© CACHE 2013 Version 5.0 137

CYPOP 46: Promote children in early years settings acquiring a new language through immersionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Explain ways in whichcommunication issues withfamilies might be addressed.2. Be able to implement theimmersion method withinthe childcare setting.2.1. Explain the stages of languageimmersion.2.2. Pronounce the immersionlanguage clearly andaccurately.2.3. Respond appropriately tochildren according to the stageof their immersion languageacquisition.2.4. Demonstrate methods forsupporting children to acquirethe immersion languagethrough play and activelearning.2.5. Use verbal and non-verbalcommunication to encourageand reassure children in a newlanguage environment.3. Be able to plan theenvironment to promotechildren’s immersionlanguage acquisition.3.1. Outline the factors that createan environment conducive toimmersion languageacquisition.3.2. Plan and provide activitieswhere individual children haveopportunities to use theimmersion language with otherchildren.3.3. Provide individual activitieswhere children are able toexperiment with sounds andlanguage.© CACHE 2013 Version 5.0 138

CYPOP 46: Promote children in early years settings acquiring a new language through immersionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to support theacquisition of languageskills that children need tospeak a new language.4.1. Explain how verbalinteractions between adults inthe setting might influence thechildren’s acquisition of thelanguage.4.2. Encourage children to use theimmersion language includingverbal interaction withpractitioners and others.4.3. Demonstrate how literacy skillsin the immersion language aresupported and developed.5. Be able to review andevaluate the effectivenessof immersion languagedevelopment within thesetting.5.1. Work with others to define thebaseline at which each childoperates linguistically.5.2. Observe and record the child’slanguage development duringplay activities includingincidental use of the immersionlanguage.5.3. Work with others to review achild’s immersion languagedevelopment to plan forprogression.5.4. Share information of the child’simmersion languagedevelopment with carersfollowing work settingprocesses.5.5. Work with others to review andevaluate the effectiveness ofthe language environment ofthe setting in promotinglanguage acquisition throughimmersion.© CACHE 2013 Version 5.0 139

CYPOP 46: Promote children in early years settings acquiring a new language through immersionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6. Be able to evaluate owncontribution to children’slanguage development.6.1. Reflect on how own workingpractice has contributed tochildren’s development withinthe immersion language.6.2. Adapt own practice to meetthe needs of individualchildren.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 46I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 140

CYPOP 46: Promote children in early years settings acquiring a new language through immersionAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 347 Promote children in early years settingsacquiring a new language through immersionGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitFactors including:• oral and visual.Others could include:• parents, carers, guardians• professionals• multi-disciplinary teams• colleagues.Carers could include:• parents• family members• paid carers.Additional unit assessment requirements -provided with the QCF unitUnits need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Learning outcomes 2, 3, 4, 5 and 6 must be assessed ina real work environment.Unit assessment guidance - provided byCACHELearning outcomes 2, 3, 4, 5 and 6 must assessed inthe real work environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 141

CYPOP 46: Promote children in early years settings acquiring a new language through immersionAssessment task – CYPOP 46 Promote children in early years settingsacquiring a new language through immersionIntroductionThe immersion method of language acquisition is a tried and tested way for children in theirearly years to learn how to speak a new language. The knowledge aspect of this unit underpinsthe practical element of the method.Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.Produce an information document for parents in your work environment which:• explains how the immersion method relates to the legal, policy and practiceframeworks that are relevant for language acquisition in the country of the setting• explains the importance of sharing information with carers and involving them in thechild’s immersion language development• explains what is meant by recognising and valuing cultures and why it is important todemonstrate to families that you value diversity• explains why it is important to recognise and value a child’s right to use theirlanguage of choice• explains ways in which communication issues with families might be addressed.© CACHE 2013 Version 5.0 142

HSC 3047: Support use of medication in social care settingsHSC 3047: Support use of medication in social caresettingsUnit reference F/601/4056 Level 3Credit value 5 GLH 40Unit aimThis unit assesses support for use of medication in social care settings. Itcovers broad types, classifications and forms of medication, as well assafe handling and storage. It addresses practical support for use ofmedication that reflects social care principles and values, and includes theneed for accurate recording and reporting.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 5, 7 and 8 must be assessed in real work environments by a qualifiedvocationally competent assessor. Simulation is not permitted.1. Understand the legislativeframework for the use ofmedication in social caresettings.1.1. Identify legislation that governsthe use of medication in socialcare settings.1.2. Outline the legal classificationsystem for medication.1.3. Explain how and why policiesand procedures or agreedways of working must reflectand incorporate legislativerequirements.2. Know about common typesof medication and their use.2.1. Identify common types ofmedication.2.2. List conditions for which eachtype of medication may beprescribed.© CACHE 2013 Version 5.0 143

HSC 3047: Support use of medication in social care settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Describe changes to anindividual’s physical or mentalwell-being that may indicate anadverse reaction to amedication.3. Understand roles andresponsibilities in the use ofmedication in social caresettings.3.1. Describe the roles andresponsibilities of thoseinvolved in prescribing,dispensing and supporting useof medication.3.2. Explain where responsibilitieslie in relation to use of ‘overthe counter’ remedies andsupplements.4. Understand techniques foradministering medication.4.1. Describe the routes by whichmedication can beadministered.4.2. Describe different forms inwhich medication may bepresented.4.3. Describe materials andequipment that can assist inadministering medication.5. Be able to receive, storeand dispose of medicationsupplies safely.5.1. Demonstrate how to receivesupplies of medication in linewith agreed ways of working.5.2. Demonstrate how to storemedication safely.5.3. Demonstrate how to disposeof un-used or unwantedmedication safely.© CACHE 2013 Version 5.0 144

HSC 3047: Support use of medication in social care settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6. Know how to promote therights of the individual whenmanaging medication.6.1. Explain the importance of thefollowing principles in the useof medication:• consent• self-medication or activeparticipation• dignity and privacy• confidentiality.6.2. Explain how risk assessmentcan be used to promote anindividual’s independence inmanaging medication.6.3. Describe how ethical issuesthat may arise over the use ofmedication can be addressed.7. Be able to support use ofmedication.7.1. Demonstrate how to accessinformation about anindividual’s medication.7.2. Demonstrate how to supportan individual to use medicationin ways that promote hygiene,safety, dignity and activeparticipation.7.3. Demonstrate strategies toensure that medication is usedor administered correctly.7.4. Demonstrate how to addressany practical difficulties thatmay arise when medication isused.7.5. Demonstrate how and when toaccess further information orsupport about the use ofmedication.© CACHE 2013 Version 5.0 145

HSC 3047: Support use of medication in social care settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date8. Be able to record andreport on use of medication.8.1. Demonstrate how to recorduse of medication and anychanges in an individualassociated with it.8.2. Demonstrate how to report onuse of medication andproblems associated withmedication, in line with agreedways of working.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: HSC 3047I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC375HSC221HSC236© CACHE 2013 Version 5.0 146

HSC 3047: Support use of medication in social care settingsGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAgreed ways of working will include policies andprocedures where these exist.An individual is someone requiring care or support.Active participation is a way of working thatrecognises an individual’s right to participate in theactivities and relationships of everyday life asindependently as possible; the individual is regarded asan active partner in their own care or support, ratherthan a passive recipient.Using medication correctly must ensure that theindividual receives:• the correct medication• in the correct dose• by the correct route• at the correct time• with agreed support• with respect for dignity and privacy.Practical difficulties may include:• lost medication• missed medication• spilt medication• an individual’s decision not to take medication• difficulty in taking medication in its prescribedform• wrong medication used• vomiting after taking medication• adverse reaction• discrepancies in records or directions for use.Additional unit assessment requirements -provided with the QCF unitThis unit must be assessed in line with Skills for Careand Development’s QCF Assessment Principles.Learning outcomes 5, 7 and 8 must be assessed in theworkplace.Unit assessment guidance - provided byCACHELearning outcome 5, 7 and 8 must be assessed in realwork environments by a qualified vocationallycompetent assessor. Simulation is not permitted.© CACHE 2013 Version 5.0 147

HSC 3047: Support use of medication in social care settingsAssessment task - HSC 3047 Support use of medication in social caresettingsAs part of your induction to a social care setting you have been asked to produce an inductionfolder about the use of medication in social care settings.Produce the folder in the following sections:Section 1: Legislative frameworkSection 2: Common types of medicineSection 3: Roles and responsibilitiesSection 4: TechniquesSection 5: Promote the rights of the individualTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Section 1: Legislative frameworkIn this section present information to show that you can:• identify legislation that governs the use of medication in social care settings• outline the legal classification system for medication• explain how and why policies and procedures or agreed ways of working must reflectand incorporate legislative requirements.Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3.Section 2: Common types of medicineIn this section present information to show that you can:• identify common types of medication• list conditions for which each type of medication may be prescribed• describe changes to an individual’s physical or mental well-being that may indicate anadverse reaction to a medication.© CACHE 2013 Version 5.0 148

HSC 3047: Support use of medication in social care settingsTask 3 links to learning outcome 3, assessment criteria 3.1 and 3.2.Section 3: Roles and responsibilitiesIn this section present information to show that you can:• describe the roles and responsibilities of those involved in prescribing, dispensingand supporting use of medication• explain where responsibilities lie in relation to use of ‘over the counter’ remedies andsupplementsTask 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.Section 4: TechniquesIn this section present information to show that you can:• describe the routes by which medication can be administered• describe different forms in which medication may be presented• describe materials and equipment that can assist in administering medication.Task 5 links to learning outcome 6, assessment criteria 6.1, 6.2 and 6.3.Section 5: Promote the rights of the individualIn this section present information to show that you can:• explain the importance of the following principles in the use of medication- consent- self-medication or active participation- dignity and privacy- confidentiality• explain how risk assessment can be used to promote an individual’s independence inmanaging medication• describe how ethical issues that may arise over the use of medication can beaddressed.© CACHE 2013 Version 5.0 149

CCLD FP OP 3.1: Promote children's experiential learningCCLD FP OP 3.1: Promote children's experiential learningUnit reference T/602/1876 Level 3Credit value 6 GLH 44Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills in supporting children’s experiential learning.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4 and 5 must be assessed in real work environments by a qualifiedvocationally competent assessor.1. Understand the importanceof experiential learning forchildren’s development.1.1. Explain what is meant byexperiential learning.1.2. Explain how children’s skills,development and learning isenhanced through activeinvolvement in play and firsthand experiences.1.3. Explain the implications for awork setting of promotingexperiential learning.1.4. Evaluate the role inexperiential learning of:• child initiated play• adult directed activities.2. Be able to support acurriculum model thatpromotes experientiallearning.2.1. Explain how curriculummodels for experientiallearning provide a frameworkfor good practice.2.2. Contribute to curriculumplanning for experientiallearning.© CACHE 2013 Version 5.0 151

CCLD FP OP 3.1: Promote children's experiential learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Show how the curriculummodel in own work settingsupports experiential learning.2.4. Suggest ways to overcomebarriers to experiential learningin own setting.3. Be able to support anenvironment that promotesexperiential learning.3.1. Explain why children need tofeel comfortable in theirenvironment in order to learneffectively.3.2. Explain how the environmentis organised and managed tosupport experiential learningthrough continuous andenhanced provision.3.3. Plan an area of theenvironment to developchildren’s experiential learning.3.4. Prepare an area(s) within thework setting based on the planand explain how it contributesto children’s experientiallearning.3.5. Monitor how the play areasupports experiential learning.4. Be able to promotechildren’s experientiallearning throughcontinuous and enhancedprovision.4.1. Demonstrate how experientiallearning starts from whatindividual children alreadyknow and can do.4.2. Ensure children have sufficienttime to engage in, enjoy andcomplete activities.4.3. Use equipment and resourcesto facilitate the activeinvolvement of children.© CACHE 2013 Version 5.0 152

CCLD FP OP 3.1: Promote children's experiential learningLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.4. Provide opportunities andstimuli that support children tolead discussions and shapeideas.4.5. Listen and respond to childrenin a way that supports theirexperiential learning.5. Be able to promotechildren’s experientiallearning through focussedtasks.5.1. Use focussed tasks to developchildren’s concepts, skills andknowledge using accuratelanguage and context.5.2. Meet the individual needs ofchildren when undertakingfocussed teaching.5.3. Demonstrate how children’sexperiential learning can beused to enhance children’sengagement in focussed tasks.5.4. Demonstrate how focussedtasks can be used to enhancechildren’s experiential learning.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.1I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 153

CCLD FP OP 3.1: Promote children's experiential learningAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 303 Promote children's developmentGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitCurriculum ModelsThe model used should be relevant to the learners UKHome Country.Continuous and enhanced provisionContinuous provision describes the basic provision in allthe physical areas of the setting covering all the areasof learning. These provide the secure environmentneeded to foster children’s confidence.Enhanced provision describes the adjustment andenrichment of the environment to meet individual childor group needs and interests.Additional unit assessment requirements -provided with the QCF unitAssessment of this unit should comply with Skill forCare and Development QCF assessment principles.Learning outcomes 2, 3, 4 and 5 must be assessed inreal work environment.Unit assessment guidance - provided byCACHELearning outcomes 2, 3, 4 and 5 must be assessed inreal work environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 154

CCLD FP OP 3.1: Promote children's experiential learningAssessment task – CCLD FP OP 3.1 Promote children's experientiallearningIntroductionChildren learn through a variety of means, media and methods. In this unit you will explore theaspect of experiential learning. You have been asked to promote this model of learning withinyour work environment during a team meeting.Task links to learning outcome 1 assessment criteria 1.1, 1.2, 1.3, and 1.4Prepare information which:• explains what is meant by experiential learning.• explains how children’s skills, development and learning is enhanced through activeinvolvement in play and first hand experiences• explains the implications for a work setting of promoting experiential learning• evaluates the role in experiential learning of:- child initiated play- adult directed activities.© CACHE 2013 Version 5.0 155

CCLD FP OP 3.2: Support children and young people with physical disabilitiesCCLD FP OP 3.2: Support children and young people withphysical disabilitiesUnit reference A/602/1880 Level 4Credit value 6 GLH 44Unit aimThe purpose of this unit is to assess the knowledge, understanding andskills of learners who work with children or young people with physicaldisabilities.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 4, 5 and 6 must be assessed in real-work environments by a qualifiedvocationally competent assessor.1. Understand the scope andimpact of physical disabilityon children and youngpeople.1.1. Define physical disability.1.2. Identify the main causes ofphysical disability.1.3. Analyse the impact of physicaldisability on development andlearning.1.4. Explain how attitudes tophysical disability may impacton the lives of children, youngpeople and their carers.1.5. Explain the importance of thephysical environment:• access / mobility• play• exercise• social relationships.© CACHE 2013 Version 5.0 157

CCLD FP OP 3.2: Support children and young people with physical disabilitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.6. Explain the importance of awell prepared environment onthe inclusion of children andyoung people with physicaldisabilities.2. Understand how legislativeand policy frameworksimpact on provision forchildren and young peoplewith physical disabilities.2.1. Outline current legislation andpolicy frameworks that aredesigned to promote equalityand inclusion for children andyoung people with physicaldisabilities.2.2. Analyse the impact of currentlegislation and Codes ofPractice in own work setting.2.3. Explain the benefits ofinclusion of children and youngpeople with physicaldisabilities in mainstreamsettings.2.4. Explain the challenges ofinclusion of children and youngpeople with physicaldisabilities in mainstreamsettings.3. Understand how statutoryroles and responsibilitiescontribute to the provisionfor children and youngpeople with physicaldisabilities.3.1. Outline the statutory roles andresponsibilities of thoseinvolved in provision forchildren and young people withphysical disabilities.3.2. Explain the processes involvedin statutory assessments.3.3. Explain how statutoryassessments contribute toprovision.4. Be able to communicatewith children and youngpeople with physicaldisabilities.4.1. Describe how the environmentfacilitates communication forchildren and young people withphysical disabilities.© CACHE 2013 Version 5.0 158

CCLD FP OP 3.2: Support children and young people with physical disabilitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Prepare the environment tofacilitate communication.4.3. Establish the method ofcommunication preferred bychildren or young people.4.4. Use agreed methods ofcommunication with a child oryoung person.4.5. Describe how to demonstrateempathy, sensitivity andrespect when communicatingwith children or young people.4.6. Interact with children or youngpeople in a way thatdemonstrates anunderstanding of their feelingsand preferences.4.7. Check with the child or youngperson throughout theinteraction that thecommunication has beenunderstood.5. Be able to support thelearning and developmentof children and youngpeople with physicaldisabilities.5.1. Explain the importance forchildren and young people withphysical disabilities of:• a differentiated curriculum• an individualised/personalised approach tolearning and developmentneeds.5.2. Structure the environment tosupport children or youngpeople’s inclusion.© CACHE 2013 Version 5.0 159

CCLD FP OP 3.2: Support children and young people with physical disabilitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5.3. Encourage children or youngpeople to participate indecisions affecting their livesaccording to their age, needsand abilities.5.4. Contribute to the developmentof individual plans for a child oryoung person with physicaldisabilities.5.5. Identify when children oryoung people may needadditional support.6. Be able to work inpartnership with others tosupport children and youngpeople with physicaldisabilities.6.1. Explain why a partnershipapproach is most effective insupporting children and youngpeople with physicaldisabilities.6.2. Support other children oryoung people to understandthe needs of their peers withphysical disabilities.6.3. Provide information to carersthat supports theirunderstanding of the emergingabilities and needs of the childor young person.6.4. Provide information onsources of support for carers.© CACHE 2013 Version 5.0 160

CCLD FP OP 3.2: Support children and young people with physical disabilitiesLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.2I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC 316 Support the needs of children and youngpeople with additional requirements.CCLD 321 Plan and implement positive environmentsfor babies and children under 3 years.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitPhysical environment could include importance on:• access / mobility• play• exercise• social relationships.Statutory assessments could include:• special educational needs• social needs• safeguarding and risk.Additional unit assessment requirements -provided with the QCF unitAssessment of this unit must comply with Skills for Careand Development QCF assessment principles.Learning outcomes 4, 5 and 6 must be assessed in realwork environment.Unit assessment guidance - provided byCACHELearning outcomes 4, 5 and 6 must be assessed in realworkenvironments by a qualified vocationallycompetent assessor.© CACHE 2013 Version 5.0 161

CCLD FP OP 3.2: Support children and young people with physical disabilitiesAssessment task – CCLD FP OP 3.2 Support children and young peoplewith physical disabilitiesIntroductionUnderstanding the needs of individual children and young people in your care is important. Inthis unit you will be exploring the underpinning knowledge required to work with children andyoung people with physical disabilities.Produce an information pack in three parts which:Task 1 links to learning outcome 1 assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6.Section 1: The scope• defines physical disability• identifies the main causes of physical disability• analyses the impact of physical disability on development and learning• explains how attitudes to physical disability may impact on the lives of children, youngpeople and their carers• explains the importance of the physical environment:- access / mobility- play- exercise- social relationships• explains the importance of a well prepared environment on the inclusion of childrenand young people with physical disabilitiesTask 2 links to learning outcome 2 assessment criteria 2.1, 2.2, 2.3 and 2.4.Section 2: Legislation• outlines current legislation and policy frameworks that are designed to promoteequality and inclusion for children and young people with physical disabilities• analyses the impact of current legislation and Codes of Practice in own work setting• explains the benefits of inclusion of children and young people with physicaldisabilities in mainstream settings• explains the challenges of inclusion of children and young people with physicaldisabilities in mainstream settings© CACHE 2013 Version 5.0 162

CCLD FP OP 3.2: Support children and young people with physical disabilitiesTask 3 links to learning outcome 3 assessment criteria 3.1, 3.2 and 3.3.Section 3: Roles and responsibility• outlines the statutory roles and responsibilities of those involved in provision forchildren and young people with physical disabilities- explains the processes involved in statutory assessments- explains how statutory assessments contribute to provision.© CACHE 2013 Version 5.0 163

CCLD FP OP 3.3: Support children and young people with learning disabilitiesCCLD FP OP 3.3: Support children and young people withlearning disabilitiesUnit reference F/602/1881 Level 4Credit value 6 GLH 44Unit aimThe purpose of this unit is to assess the knowledge, understanding andskills of learners who work with children or young people with learningdisabilities.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcome 4, 5 and 6 must be assessed in real-work environments by a qualifiedvocationally competent assessor.1. Understand the scope andimpact of learning disabilityon children and youngpeople.1.1. Define learning disability.1.2. Identify the main causes oflearning disability.1.3. Describe the additionalchallenges that a child with alearning disability may have.1.4. Analyse the impact of learningdisability on development andlearning.1.5. Explain how attitudes tolearning disability may impacton the lives of children, youngpeople and their carers.2. Understand how legislativeand policy frameworksimpact on provision forchildren and young peoplewith learning disabilities.2.1. Outline current legislation andpolicy frameworks that aredesigned to promote equalityand inclusion for children andyoung people with learningdisabilities.© CACHE 2013 Version 5.0 165

CCLD FP OP 3.3: Support children and young people with learning disabilitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Analyse the impact of currentlegislation and Codes ofPractice in own work setting.2.3. Explain the benefits ofinclusion of children and youngpeople with learningdisabilities in mainstreamsettings.2.4. Explain the challenges ofinclusion of children and youngpeople with learningdisabilities in mainstreamsettings.3. Understand how statutoryroles and responsibilitiescontribute to the provisionfor children and youngpeople with learningdisabilities.3.1. Outline the statutory roles andresponsibilities of thoseinvolved in provision forchildren and young peoplewith learning disabilities.3.2. Explain the processesinvolved in statutoryassessments.3.3. Explain how statutoryassessments contribute toprovision.4. Be able to communicatewith children and youngpeople with learningdisabilities.4.1. Describe how the environmentfacilitates communication forchildren and young peoplewith learning disabilities.4.2. Prepare the environment tofacilitate communication.4.3. Establish the method ofcommunication preferred bychildren or young people.4.4. Use agreed methods ofcommunication with a child oryoung person.© CACHE 2013 Version 5.0 166

CCLD FP OP 3.3: Support children and young people with learning disabilitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.5. Describe how to demonstrateempathy, sensitivity andrespect when communicatingwith children or young people.4.6. Check with the child or youngperson throughout theinteraction that thecommunication has beenunderstood.5. Be able to support thelearning and developmentof children and youngpeople with learningdisabilities.5.1. Explain the importance forchildren and young peoplewith learning disabilities of:• a differentiated curriculum• an individualised/personalised approach tolearning and developmentneeds.5.2. Structure the environment tosupport children or youngpeople’s inclusion.5.3. Encourage children or youngpeople to participate indecisions affecting their livesaccording to their age, needsand abilities.5.4. Contribute to the developmentof individual plans for a child oryoung person with sensoryloss.5.5. Identify when children oryoung people may needadditional support.© CACHE 2013 Version 5.0 167

CCLD FP OP 3.3: Support children and young people with learning disabilitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6. Be able to work inpartnership with others tosupport children and youngpeople with learningdisabilities.6.1. Explain why a partnershipapproach is most effective insupporting children and youngpeople with learningdisabilities.6.2. Support other children oryoung people to understandthe needs of their peers withlearning disabilities.6.3. Provide information to carersthat supports theirunderstanding of the emergingabilities and needs of the childor young person.6.4. Provide information onsources of support for carers.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.3I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 168

CCLD FP OP 3.3: Support children and young people with learning disabilitiesAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC 316 Support the needs of children and youngpeople with additional requirements.CCLD 321 Plan and implement positive environmentsfor babies and children under 3 years.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitStatutory assessments could include:• special educational needs• social needs• safeguarding and risk.Additional unit assessment requirements -provided with the QCF unitAssessment of this unit must comply with Skills for Careand Development QCF assessment principles.Learning outcomes 4, 5 and 6 must be assessed in realwork environment.Unit assessment guidance - provided byCACHELearning outcome 4, 5 and 6 must assessed in the realwork environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 169

CCLD FP OP 3.3: Support children and young people with learning disabilitiesAssessment task – CCLD FP OP 3.3 Support children and young peoplewith learning disabilitiesIntroductionUnderstanding the needs of individual children and young people in your care is important. Inthis unit you will be exploring the underpinning knowledge required to work with children andyoung people with learning disabilities.Produce an information pack in three parts which:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.Section 1: The scope• defines learning disability• identifies the main causes of learning disability• describes the additional challenges that a child with a learning disability may have• analyses the impact of learning disability on development and learning• explains how attitudes to learning disability may impact on the lives of children youngpeople and their carersTask 2 links to learning outcome 2 assessment criteria 2.1, 2.2, 2.3 and 2.4.Section 2: Legislation• outlines current legislation and policy frameworks that are designed to promoteequality and inclusion for children and young people with learning disabilities• analyses the impact of current legislation and Codes of Practice in own work setting• explains the benefits of inclusion of children and young people with learningdisabilities in mainstream settings• explains the challenges of inclusion of children and young people with learningdisabilities in mainstream settingsTask 3 links to learning outcome 3 assessment criteria 3.1, 3.2 and 3.3Section 3: Roles and responsibility• outlines the statutory roles and responsibilities of those involved in provision forchildren and young people with learning disabilities• explains the processes involved in statutory assessments• explains how statutory assessments contribute to provision.© CACHE 2013 Version 5.0 170

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsCCLD FP OP 3.4: Support children and young people withautistic spectrum conditionsUnit reference J/602/1882 Level 4Credit value 6 GLH 44Unit aimThe purpose of this unit is to assess the knowledge, understanding andskills of learners who work with children or young people with autisticspectrum conditions.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 4, 5 and 6 must be assessed in real-work environments by a qualifiedvocationally competent assessor.1. Understand the impact ofautistic spectrum conditionson children and youngpeople’s learning anddevelopment.1.1. Explain what is meant by theautistic spectrum.1.2. Explain the importance of earlydiagnosis and intervention.1.3. Describe the behaviouralcharacteristics associated withautistic spectrum conditions.1.4. Explain why children andyoung people with autisticspectrum conditions maydisplay challenging behaviour.1.5. Outline the links betweenautistic spectrum conditionsand other conditions.© CACHE 2013 Version 5.0 171

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.6. Analyse the impact of autisticspectrum conditions on:• social development• language andcommunicationdevelopment• sensory sensitivity.1.7. Explain how attitudes toautistic spectrum conditionsand behaviours may impact onthe lives of children, youngpeople and their carers.2. Understand how legislativeand policy frameworksimpact on provision forchildren and young peoplewith autistic spectrumconditions.2.1. Outline current legislation andpolicy frameworks that aredesigned to promote equalityand inclusion for children andyoung people with autisticspectrum conditions.2.2. Analyse the impact of currentlegislation and Codes ofPractice in own work setting.2.3. Explain the benefits ofinclusion of children and youngpeople with autistic spectrumconditions in mainstreamsettings.2.4. Explain the challenges ofinclusion of children and youngpeople with autistic spectrumconditions in mainstreamsettings.3. Understand how statutoryroles and responsibilitiescontribute to provision forchildren and young peoplewith autistic spectrumconditions.3.1. Outline the statutory roles andresponsibilities of thoseinvolved in provision forchildren and young people withautistic spectrum conditions.3.2. Explain the processes involvedin statutory assessments.© CACHE 2013 Version 5.0 172

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.3. Explain how statutoryassessments contribute toprovision.4. Be able to communicateeffectively with children andyoung people with autisticspectrum conditions.4.1. Describe how the environmentfacilitates effectivecommunication for childrenand young people with autisticspectrum conditions.4.2. Prepare the environment tofacilitate effectivecommunication.4.3. Establish the method ofcommunication preferred bythe child or young person.4.4. Use agreed methods ofcommunication with a child oryoung person.4.5. Describe how to demonstrateempathy, sensitivity andrespect when communicatingwith children or young people.4.6. Interact with children or youngpeople in a way thatdemonstrates anunderstanding of their feelingsand preferences.4.7. Check with the child or youngperson throughout theinteraction that thecommunication has beenunderstood.© CACHE 2013 Version 5.0 173

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Be able to support thelearning and developmentof children and youngpeople with autisticspectrum conditions.5.1. Explain the importance forchildren and young people withautistic spectrum conditions of:• a differentiated curriculum• an individualised/personalised approach tolearning and development.5.2. Structure the environment tosupport children or youngpeople’s inclusion.5.3. Encourage children or youngpeople to participate indecisions affecting their livesaccording to their age, needsand abilities.5.4. Contribute to the developmentof individual plans for a child oryoung person with autisticspectrum conditions.5.5. Identify when children oryoung people may needadditional support.6. Be able to work inpartnership with others tosupport children and youngpeople with autisticspectrum conditions.6.1. Explain why a partnershipapproach is most effective insupporting children and youngpeople with autistic spectrumconditions.6.2. Support other children oryoung people to understandthe needs of their peers withautistic spectrum conditions.6.3. Provide information to carersthat supports theirunderstanding of the emergingabilities and needs of the childor young person.© CACHE 2013 Version 5.0 174

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6.4. Provide information onsources of support for carers.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.4I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC 316 Support the needs of children and youngpeople with additional requirements.CCLD 321 Plan and implement positive environmentsfor babies and children under 3 years.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitStatutory assessments could include:• special educational needs• social needs• safeguarding and risk.Additional unit assessment requirements -provided with the QCF unitAssessment of this unit must comply with Skills for Careand Development QCF assessment principles.Learning outcomes 4, 5 and 6 must be assessed in areal work environment.Unit assessment guidance - provided byCACHELearning outcomes 4, 5 and 6 must assessed in the realwork environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 175

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsAssessment task – CCLD FP OP 3.4 Support children and young peoplewith autistic spectrum conditionsIntroductionThe new intake for your work environment includes children and or young people with autisticspectrum conditions. You have been asked to prepare a resource pack for use in a workshop.This resource pack must include:• the impact of the autistic spectrum conditions• legislations• statutory roles and responsibilityTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7.• an explanation of what is meant by the autistic spectrum• an explanation of the importance of early diagnosis and intervention• a description of the behavioural characteristics associated with autistic spectrumconditions• an explanation of why children and young people with autistic spectrum conditionsmay display challenging behaviour• an outline of the links between autistic spectrum conditions and other conditions• an analyses of the impact of autistic spectrum conditions on:- social development- language and communication development- sensory sensitivity• an explanation of how attitudes to autistic spectrum conditions and behaviours mayimpact on the lives of children, young people and their carersTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.• an outline of current legislation and policy frameworks that are designed to promoteequality and inclusion for children and young people with autistic spectrum conditions• an analysis of the impact of current legislation and Codes of Practice in own worksetting• an explanation of the benefits of inclusion of children and young people with autisticspectrum conditions in mainstream settings• an explanation of the challenges of inclusion of children and young people withautistic spectrum conditions in mainstream settings© CACHE 2013 Version 5.0 176

CCLD FP OP 3.4: Support children and young people with autistic spectrum conditionsTask 3 links to learning outcome 3 assessment criteria 3.1, 3.2 and 3.3.• an outline of the statutory roles and responsibilities of those involved in provision forchildren and young people with autistic spectrum conditions• an explanation of the processes involved in statutory assessments• an explanation of how statutory assessments contribute to provision.© CACHE 2013 Version 5.0 177

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsCCLD FP OP 3.5: Support the learning and developmentof children and young people with health needsUnit reference L/602/1883 Level 4Credit value 6 GLH 44Unit aimThe purpose of this unit is to assess the knowledge, understanding andskills of learners who work with children or young people with healthneeds.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 4, 5 and 6 must be assessed in real-work environments by a qualifiedvocationally competent assessor.1. Understand the impact ofhealth needs on childrenand young people’sdevelopment.1.1. Explain the impact of healthneeds on children or youngpeople’s learning anddevelopment.1.2. Explain how attitudes to healthneeds may impact on children,young people and their carers.1.3. Explain the importance ofsupporting children and youngpeople to make positivechoices about their health.2. Understand how legislativeand policy frameworksimpact on provision forchildren and young peoplewith health needs.2.1. Outline current legislation andpolicy frameworks that aredesigned to promote equalityand inclusion for children andyoung people with healthneeds.2.2. Analyse how provision reflectslegislative and policyframeworks in own area ofwork.© CACHE 2013 Version 5.0 179

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Explain how the rights ofchildren and young peoplesupports access to full timeeducation.3. Understand how statutoryroles and responsibilitiescontribute to the provisionfor children and youngpeople with health needs.3.1. Describe the types of settingswhere children or youngpeople with health needs mayreceive care and support.3.2. Outline the statutory roles andresponsibilities of thoseinvolved in provision forchildren and young people withhealth needs.3.3. Explain the processes involvedin statutory assessments.3.4. Explain how statutoryassessments contribute toprovision.4. Be able to communicatewith children and youngpeople with health needs.4.1. Describe how the environmentfacilitates communication forchildren and young people withhealth needs.4.2. Prepare the environment tofacilitate communication.4.3. Establish the method ofcommunication preferred bychildren or young people.4.4. Use agreed methods ofcommunication with a child oryoung person.4.5. Describe how to demonstrateempathy, sensitivity andrespect when communicatingwith children or young people.© CACHE 2013 Version 5.0 180

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.6. Interact with children or youngpeople in a way thatdemonstrates anunderstanding of their feelingsand preferences.4.7. Check with the child or youngperson throughout theinteraction that thecommunication has beenunderstood.5. Be able to support thelearning and developmentof children and youngpeople with health needs.5.1. Explain the importance forchildren and young people withhealth needs of:• differentiated curriculum• individualised / personalisedapproach to learning anddevelopment.5.2. Structure the environment tosupport children or youngpeople’s inclusion.5.3. Implement strategies to enablechildren and young people withhealth needs to accesslearning opportunities.5.4. Encourage children or youngpeople to participate indecisions affecting their livesaccording to their age, needsand abilities.5.5. Contribute to the developmentof individual plans for a child oryoung person with healthneeds.5.6. Identify when children oryoung people may needadditional support.© CACHE 2013 Version 5.0 181

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6. Be able to work inpartnership with others tosupport children and youngpeople with health needs.6.1. Explain why a partnershipapproach is most effective insupporting children and youngpeople with health needs.6.2. Support other children oryoung people to understandthe needs of their peers withhealth needs.6.3. Provide information to carersthat supports theirunderstanding of the emergingabilities and needs of the childor young person.6.4. Provide information onsources of support for carers.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.5I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 182

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitHealth needs may include:• physical health• mental health• short term health needs• long term health needs• life limiting conditions• emotional or behavioural conditionsStatutory assessment could include:• special education needs• social needs• safeguarding and risk.Additional unit assessment requirements -provided with the QCF unitAssessment of this unit must comply with Skills for Careand Development QCF assessment principles.Learning outcomes 4, 5 and 6 must be assessed in realwork environment.Unit assessment guidance - provided byCACHELearning outcome 4, 5 and 6 must assessed in the realwork environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 183

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsAssessment task – CCLD FP OP 3.5 Support the learning and developmentof children and young people with health needsIntroductionUnderstanding the needs of individual children and young people in your care is important. Inthis unit you will be exploring the underpinning knowledge required to work with children andyoung people with health needs.Produce an information pack in three parts:Section 1: The impactSection 2: LegislationSection 3: Roles and responsibilityTask 1 links to learning outcome 1 assessment criteria 1.1, 1.2 and 1.3.Section 1: The impact• Explain the impact of health needs on children or young people’s learning anddevelopment.• Explain how attitudes to health needs may impact on children, young people and theircarers.• Explain the importance of supporting children and young people to make positivechoices about their health.Task 2 links to learning outcome 2 assessment criteria 2.1, 2.2 and 2.3.Section 2: Legislation• Outline current legislation and policy frameworks that are designed to promoteequality and inclusion for children and young people with health needs.• Analyse how provision reflects legislative and policy frameworks in own area of work.• Explain how the rights of children and young people supports access to full timeeducation.© CACHE 2013 Version 5.0 184

CCLD FP OP 3.5: Support the learning and development of children and young people with healthneedsTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.Section 3: Roles and responsibility• Describe the types of settings where children or young people with health needs mayreceive care and support.• Outline the statutory roles and responsibilities of those involved in provision forchildren and young people with health needs.• Explain the processes involved in statutory assessments.• Explain how statutory assessments contribute to provision.© CACHE 2013 Version 5.0 185

CCLD FP OP 3.6: Support children and young people with sensory lossCCLD FP OP 3.6: Support children and young people withsensory lossUnit reference R/602/1884 Level 4Credit value 6 GLH 44Unit aimThe purpose of this unit is to assess the knowledge, understanding andskills of learners who work with children or young people with sensoryloss.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 4, 5 and 6 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the scope andimpact of sensory loss forchildren and young people.1.1. Define congenital sensory lossand acquired sensory loss.1.2. Identify the main causes ofsensory loss.1.3. Analyse the impact ofcongenital sensory loss ondevelopment and learning.1.4. Identify the indicators andsigns of:• sight loss• hearing loss• deaf blindness.1.5. Explain how attitudes tosensory loss may impact onchildren, young people andtheir carers.© CACHE 2013 Version 5.0 187

CCLD FP OP 3.6: Support children and young people with sensory lossLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Understand how legislativeand policy frameworksimpact on provision forchildren and young peoplewith sensory loss.2.1. Outline current legislation andpolicy frameworks that aredesigned to promote equalityand inclusion for children andyoung people with sensoryloss.2.2. Analyse the impact of currentlegislation and Codes ofPractice in own work setting.2.3. Explain the benefits ofinclusion of children and youngpeople with sensory loss inmainstream settings.2.4. Explain the challenges ofinclusion of children and youngpeople with sensory loss inmainstream settings.3. Understand how statutoryroles and responsibilitiescontribute to the provisionfor children and youngpeople with sensory loss.3.1. Outline the statutory roles andresponsibilities of thoseinvolved in provision forchildren and young people withsensory loss.3.2. Explain the processes involvedin statutory assessments.3.3. Explain how the statutoryassessments contribute toprovision.4. Be able to communicatewith children and youngpeople with sensory loss.4.1. Explain the methods ofcommunication used bychildren and young peoplewith:• sight loss• hearing loss• deaf blindness.© CACHE 2013 Version 5.0 188

CCLD FP OP 3.6: Support children and young people with sensory lossLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Describe how the environmentfacilitates communication forchildren and young people withsensory loss.4.3. Prepare the environment tofacilitate communication.4.4. Establish the method ofcommunication preferred bychildren or young people.4.5. Use agreed methods ofcommunication with a child oryoung person.4.6. Describe how to demonstrateempathy, sensitivity andrespect when communicatingwith children or young people.4.7. Interact with children or youngpeople in a way thatdemonstrates anunderstanding of their feelingsand preferences.4.8. Check with the child or youngperson throughout theinteraction that thecommunication has beenunderstood.4.9. Structure the environment tosupport children or youngpeople inclusion.5. Be able to support thelearning and developmentof children and youngpeople with sensory loss.5.1. Explain the importance forchildren and young people withsensory loss of:• a differentiated curriculum• an individualised/personalised approach tolearning and development.© CACHE 2013 Version 5.0 189

CCLD FP OP 3.6: Support children and young people with sensory lossLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5.2. Structure the environment tosupport children or youngpeople’s inclusion.5.3. Encourage children or youngpeople to participate indecisions affecting their livesaccording to their age, needsand abilities.5.4. Contribute to the developmentof individual plans for a child oryoung person with sensoryloss.5.5. Identify when children oryoung people may needadditional support.6. Be able to work inpartnership with others tosupport children and youngpeople with sensory loss.6.1. Explain why partnershipapproach is most effective insupporting children and youngpeople with sensory loss.6.2. Support other children oryoung people to understandthe needs of their peers withsensory loss.6.3. Provide information to carersthat support theirunderstanding of the emergingabilities and needs of the childor young person.6.4. Provide information onsources of support for carers.© CACHE 2013 Version 5.0 190

CCLD FP OP 3.6: Support children and young people with sensory lossLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.6I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitStatutory assessments could include:• special educational needs• social needs• safeguarding and risk.Learning outcomes 4, 5 and 6 must assessed in the realwork environment by a vocationally competentassessor.Unit needs to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Unit assessment guidance - provided byCACHELearning outcomes 4, 5 and 6 must assessed in the realwork environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 191

CCLD FP OP 3.6: Support children and young people with sensory lossAssessment task – CCLD FP OP 3.6 Support children and young peoplewith sensory lossIntroductionUnderstanding the needs of individual children and young people in your care is important. Inthis unit you will be exploring the underpinning knowledge required to work with children andyoung people with sensory loss.Produce an information pack in three parts which:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.Section 1: The scope• defines congenital sensory loss and acquired sensory loss• identifies the main causes of sensory loss• analyses the impact of congenital sensory loss on development and learning• identifies the indicators and signs of:- sight loss- hearing loss- deaf blindness• explains how attitudes to sensory loss may impact on children, young people andtheir carersTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.Section 2: Legislation• outlines current legislation and policy frameworks that are designed to promoteequality and inclusion for children and young people with sensory loss• analyses the impact of current legislation and Codes of Practice in own work setting• explains the benefits of inclusion of children and young people with sensory loss inmainstream settings• explains the challenges of inclusion of children and young people with sensory loss inmainstream settings© CACHE 2013 Version 5.0 192

CCLD FP OP 3.6: Support children and young people with sensory lossTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3.Section 3: Roles and responsibility• outlines the statutory roles and responsibilities of those involved in provision forchildren and young people with sensory loss• explains the processes involved in statutory assessments• explains how the statutory assessments contribute to provision.© CACHE 2013 Version 5.0 193

HSC 2028: Move and position individuals in accordance with their plan of careHSC 2028: Move and position individuals in accordancewith their plan of careUnit reference J/601/8027 Level 2Credit value 4 GLH 26Unit aimThis unit is aimed at those working in a wide range of settings. It providesthe learner with the knowledge and skills required to move and positionindividuals as part of their plan of care according to their specific needs.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 3, 4 and 5 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand anatomy andphysiology in relation tomoving and positioningindividuals.1.1. Outline the anatomy andphysiology of the human bodyin relation to the importance ofcorrect moving and positioningof individuals.1.2. Describe the impact of specificconditions on the correctmovement and positioning ofan individual.2. Understand legislation andagreed ways of workingwhen moving andpositioning individuals.2.1. Describe how legislation andagreed ways of workingaffect working practices relatedto moving and positioningindividuals.2.2. Describe what health andsafety factors need to be takeninto account when moving andpositioning individuals and anyequipment used to do this.© CACHE 2013 Version 5.0 195

HSC 2028: Move and position individuals in accordance with their plan of careLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Be able to minimise riskbefore moving andpositioning individuals.3.1. Access up-to-date copies ofrisk assessmentdocumentation.3.2. Carry out preparatory checksusing:• the individual’s care plan• the moving and handlingrisk assessment.3.3. Identify any immediate risks tothe individual.3.4. Describe actions to take inrelation to identified risks.3.5. Describe what action shouldbe taken if the individual’swishes conflict with their planof care in relation to health andsafety and their riskassessment.3.6. Prepare the immediateenvironment ensuring• adequate space for themove in agreement with allconcerned• that potential hazards areremoved.3.7. Apply standard precautions forinfection prevention andcontrol.© CACHE 2013 Version 5.0 196

HSC 2028: Move and position individuals in accordance with their plan of careLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to prepareindividuals before movingand positioning .4.1. Demonstrate effectivecommunication with theindividual to ensure that they:• understand the details andreasons for theaction/activity beingundertaken• agree the level of supportrequired.4.2. Obtain valid consent for theplanned activity.5. Be able to move andposition an individual.5.1. Follow the care plan to ensurethat the individual ispositioned:• using the agreed technique• in a way that will avoidcausing undue pain ordiscomfort.5.2. Demonstrate effectivecommunication with any othersinvolved in the manoeuvre.5.3. Describe the aids andequipment that may be usedfor moving and positioning.5.4. Use equipment to maintain theindividual in the appropriateposition.5.5. Encourage the individual’sactive participation in themanoeuvre.5.6. Monitor the individualthroughout the activity so thatthe procedure can be stoppedif there is any adversereaction.© CACHE 2013 Version 5.0 197

HSC 2028: Move and position individuals in accordance with their plan of careLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5.7. Demonstrate how to reportand record the activity notingwhen the next positioningmanoeuvre is due.6. Know when to seek advicefrom and/or involve otherswhen moving andpositioning an individual.6.1. Describe when advice and/orassistance should be sought tomove or handle an individualsafely.6.2. Describe what sources ofinformation are available aboutmoving and positioningindividuals.© CACHE 2013 Version 5.0 198

HSC 2028: Move and position individuals in accordance with their plan of careLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: HSC 2028I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitCHS6Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAgreed ways of working will include policies andprocedures and guidelines where these exist.Valid consent must be in line with agreed UK countrydefinition.Active participation is a way of working thatrecognises an individual’s right to participate in theactivities and relationships of everyday life asindependently as possible; the individual is regarded asan active partner in their own care or support, ratherthan a passive recipient.Additional unit assessment requirements -provided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development’s QCF Assessment Principles.Learning outcomes 3, 4 and 5 must be assessed in areal work environment.© CACHE 2013 Version 5.0 199

HSC 2028: Move and position individuals in accordance with their plan of careAssessment task –HSC 2028 Move and position individuals in accordancewith their plan of careIntroductionMoving and positioning can be an integral part of your job role whether you work in education,childcare or adult care. As part of your induction into a new role in your work role you havebeen asked to prepare notes which:Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2.• outline the anatomy and physiology of the human body in relation to the importanceof correct moving and positioning of individuals• describe the impact of specific conditions on the correct movement and positioning ofan individualTask 2 links to learning outcome 2, assessment criteria 2.1 and 2.2.• describe how legislation and agreed ways of working affect working practices relatedto moving and positioning individuals• describe what health and safety factors need to be taken into account when movingand positioning individuals and any equipment used to do thisTask 3 links to learning outcome 6, assessment criteria 6.1 and 6.2.• describe when advice and/or assistance should be sought to move or handle anindividual safely• describe what sources of information are available about moving and positioningindividuals.© CACHE 2013 Version 5.0 200

HSC 2029: Meet food safety requirements when providing food and drink for individualsHSC 2029: Meet food safety requirements when providingfood and drink for individualsUnit reference T/601/9450 Level 2Credit value 2 GLH 15Unit aimThis unit is aimed at those working in a wide range of settings. It providesthe learner with the knowledge and skills required to meet food safetyrequirements when preparing, serving, clearing away and storing food.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4 and 5 must be assessed in real-work environments by a qualifiedoccupationally competent assessor.1. Understand the importanceof food safety measureswhen providing food anddrink for individuals.1.1. Identify potential food safetyhazards when preparing,serving, clearing away andstoring food and drink.1.2. Explain the importance ofimplementing food safetymeasures when providing foodand drink for individuals.1.3. Explain why personalprotective clothing should beused when handling food anddrink.1.4. Explain why surfaces, utensilsand equipment must be cleanbefore beginning a new task.1.5. Explain the importance ofclearing and disposing of foodwaste promptly and safely.© CACHE 2013 Version 5.0 201

HSC 2029: Meet food safety requirements when providing food and drink for individualsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.6. Explain the importance ofstoring different types of foodand drink safely.2. Be able to maintain hygienewhen handling food anddrink.2.1. Explain when hands must bewashed to maintain foodhygiene.2.2. Demonstrate effective handwashingfor handling food anddrink.2.3. Use personal protectiveclothing to maintain hygienewhen handling food and drink.2.4. Ensure that all surfaces,utensils and equipment areclean before beginning a newtask.3. Be able to meet safetyrequirements whenpreparing and serving foodand drink for individuals.3.1. Describe practices to controlhazards when preparing andserving food and drink.3.2. Prepare food and drink inways that minimise risks toown safety and that of others.3.3. Serve food and drink in waysthat minimise risks to ownsafety and that of others.4. Be able to meet safetyrequirements when clearingaway food and drink.4.1. Clear away food and drink inways that minimise risks toown safety and that of others.4.2. Dispose of food wastepromptly and safely.4.3. Clean utensils and equipmenteffectively after use.4.4. Store utensils and equipmentsafely.© CACHE 2013 Version 5.0 202

HSC 2029: Meet food safety requirements when providing food and drink for individualsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Be able to store food anddrink safely.5.1 Describe practices to controlfood safety hazards whenstoring different types of foodand drink.5.2. Store different types of foodand drink safely.6. Know how to accessadditional advice or supportabout food safety.6.1. Identify sources of informationabout food safety.6.2. Describe how to access adviceand support about own role inmaintaining food safety whenproviding food and drink forindividuals.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: HSC 2029I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 203

HSC 2029: Meet food safety requirements when providing food and drink for individualsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitHSC 213Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAn individual is someone requiring care or support.Others may include:• the individual• family and friends of the individual• colleagues.Additional unit assessment requirements -provided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2, 3, 4 and 5 must be assessed in areal work environment.Unit assessment guidance - provided byCACHELearning outcomes 2, 3, 4 and 5 must assessed in thereal work environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 204

HSC 2029: Meet food safety requirements when providing food and drink for individualsAssessment task –HSC 2029 Meet food safety requirements when providingfood and drink for individualsIntroductionWorking within current legislation, regulations and guidelines when handling food is a vital partof your work role. To support good practice in your work environment you have been asked toprepare a guidance document for a new member of staff.Produce an information document which:Task 1 links to learning outcome 1 assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6.• identifies potential food safety hazards when preparing, serving, clearing away andstoring food and drink• explains the importance of implementing food safety measures when providing foodand drink for individuals• explains why personal protective clothing should be used when handling food anddrink• explains why surfaces, utensils and equipment must be clean before beginning a newtask• explains the importance of clearing and disposing of food waste promptly and safely• explains the importance of storing different types of food and drink safelyTask 2 links to learning outcome 6 assessment criteria 6.1 and 6.2.• identifies sources of information about food safety• describes how to access advice and support about own role in maintaining foodsafety.© CACHE 2013 Version 5.0 205

PEFAP 001: Paediatric emergency first aidPEFAP 001: Paediatric emergency first aidUnit reference F/600/2036 Level 2Credit value 1 GLH 10Unit aimThe purpose of the unit is for the learner to attain knowledge and practicalcompetences required to deal with the range of paediatric emergency firstaid situations contained in this unit.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateSimulation is permitted for this unit but assessment criteria 2.1, 2.2, 3.1, 4.2, 5.2 and 6.3 mustbe assessed in a realistic simulated environment including practical demonstration of CPR oninfant and child manikins. Assessment should be carried out by a vocationally competentassessor qualified to make assessment decisions. This means that the assessor must becapable of carrying out the full requirements within the competency of this unit.The current resuscitation council guidelines should always be referred to when assessing thisqualification.1. Understand the role of thepaediatric first aider.1.1. Identify the responsibilities of apaediatric first aider.1.2. Describe how to minimise therisk of infection to self andothers.1.3. Describe suitable first aidequipment, including personalprotection, and how it is usedappropriately.1.4. Identify what informationneeds to be included in anaccident report/incident record,and how to record it.1.5. Define an infant and a child forthe purposes of first aidtreatment.© CACHE 2013 Version 5.0 207

PEFAP 001: Paediatric emergency first aidLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to assess anemergency situation andact safely and effectively.2.1. Demonstrate how to conduct ascene survey.2.2. Demonstrate how to conduct aprimary survey on an infantand a child.2.3. Identify when and how to callfor help.3. Be able to provide first aidfor an infant and a childwho is unresponsive andbreathing normally.3.1. Demonstrate how to place aninfant and a child into theappropriate recovery position.3.2. Describe how to continuallyassess and monitor an infantand a child whilst in your care.4. Be able to provide first aidfor an infant and a childwho is unresponsive andnot breathing normally.4.1. Identify when to administerCPR to an unresponsive infantand an unresponsive child whois not breathing normally.4.2. Demonstrate how toadminister CPR using an infantand a child manikin.4.3. Describe how to deal with aninfant and a child who isexperiencing a seizure.5. Be able to provide first aidfor an infant and a childwho has a foreign bodyairway obstruction.5.1. Differentiate between a mildand a severe airwayobstruction.5.2. Demonstrate how to treat aninfant and a child who ischoking.5.3. Describe the procedure to befollowed after administeringthe treatment for choking.© CACHE 2013 Version 5.0 208

PEFAP 001: Paediatric emergency first aidLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial anddate6. Be able to provide first aidto an infant and a child whois wounded and bleeding.6.1. Describe common types ofwounds.6.2. Describe the types andseverity of bleeding and theaffect that it has on an infantand a child.6.3. Demonstrate the safe andeffective management for thecontrol of minor and majorexternal bleeding.6.4 Describe how to administer firstaid for minor injuries.7. Know how to provide firstaid to an infant and a childwho is suffering from shock.7.1. Describe how to recognise andmanage an infant and a childwho is suffering from shock.7.2. Describe how to recognise andmanage an infant and a childwho is suffering fromanaphylactic shock.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: PEFAP 001I confirm that the learner has met the requirements for all Assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 209

PEFAP 001: Paediatric emergency first aidGuidance for developing assessment arrangements for the unit:Unit assessment guidance - provided byCACHESimulation is permitted for this unit but learningoutcomes 2, 3, 4, 5 and 6 must be assessed in arealistic simulated environment by a vocationallycompetent assessor qualified to make assessmentdecisions. This means that the assessor must becapable of carrying out the full requirements within thecompetency of this unit.© CACHE 2013 Version 5.0 210

PEFAP 001: Paediatric emergency first aidAssessment task – PEFAP 001 Paediatric emergency first aidAs a worker in the children’s and young peoples sector, it is important to develop an awarenessof the knowledge and skills involved in paediatric emergency first aid.Task 1 links to learning outcomes 1 and 7, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 7.1 and7.2.Produce a folder which you can refer to at work, in which you have:• identified the responsibilities of a paediatric first aider• described how to minimise the risk of infection to self and others• described suitable first aid equipment, including personal protection, and how it isused appropriately• identified what information needs to be included in an accident report/incident record,and how to record it• defined an infant and a child for the purposes of first aid treatment• described how to recognise and manage an infant and a child who is suffering fromshock• described how to recognise and manage an infant and a child who is suffering fromanaphylactic shock.NB: The folder produced for this unit can also be used to include information from Unit MPII002.© CACHE 2013 Version 5.0 211

PEFAP 001: Paediatric emergency first aidUnit guidance – PEFAP 001 Paediatric emergency first aidThis guidance is designed to help the learner achieve a high level of competence in dealingwith emergency situations in their settings. Coping with serious incidents requires a wide rangeof skills. The following gives guidance on how to ensure that good quality evidence is capturedto show the learner’s understanding is as full as possible.1. Understanding the role of the paediatric first aider.The principles of first aid management are:• to preserve life• to prevent deterioration• to promote recovery.Equipment will include:• Personal Protective Equipment (PPE)- latex gloves- face shields- pocket masksand their use and maintenance.Other equipment and processes will cover:• bandages• first aid kits• hand hygiene• prevention of infection to self and othersand their use and maintenance where appropriate.Accident Incident/records• should comply with OFSTED 2007 and RIDDOR (1995) regulations• be accurate and complete.For the purposes of paediatric first aid:• an infant is defined as being under 12 months of age• a child is defined as between one year and puberty.© CACHE 2013 Version 5.0 212

PEFAP 001: Paediatric emergency first aid2. Assessing an emergency situation and acting safely and effectivelyAssessing emergency situations should include:• assessing the level of safety• conducting a scene survey• managing situations including bleeding and shock• knowing when and how to call for help• assessing the casualty for level of injury• assessing for any life threatening injuries• conducting a primary survey on an infant and a child• remembering appearance, breathing and circulation (A, B, C The PaediatricAssessment Triangle)• dealing with persons affected by the incident.3. Providing first aid for an infant and a child who is unresponsive and breathingnormallyThis should include:• a practical demonstration of the correct recovery position for an infant• a practical demonstration of the correct recovery position for a child• the importance of how to use them• an explanation of why it is important to follow the correct processes• observing, monitoring and recording A, B, C.4 Providing first aid for an infant and a child who is unresponsive and not breathingnormallyCPR will include:• knowing when to administer CPR• knowing the correct procedures for CPR• a practical demonstration of CPR on infant and child manikins;• alternative ventilation procedures to CPR.Dealing with seizures will include:• recognising the symptoms of seizures in infants and children• managing the seizures• maintaining a safe environment for the infant/child• monitoring the condition of the infant/child• knowing what support to provide the infant/child following the seizures.© CACHE 2013 Version 5.0 213

PEFAP 001: Paediatric emergency first aid5 Providing first aid for an infant and a child who has a foreign body airway obstruction.This should include:• choking recognition in infants/children• knowing the difference between mild and severe airway obstruction• a practical demonstration on an infant manikin to show the different ways of removinga blockage from the airway of infants• a practical demonstration on a child manikin to show the different ways of removing ablockage from the airway in children• actions to be taken after administering the treatment for choking.6. Providing first aid to an infant and a child who is wounded and bleedingThis will include:• identifying different types of wounds from minor to severe• identifying different types of bleeding: venous and arterial• the effect different types of bleeding would have on an infant• the effect different types of bleeding would have on a child• a practical demonstration of the control of minor and major bleeding (includingelevation of affected limbs and application of bandages)• how to check for foreign bodies in the wound• describing what to do when there is a foreign body in the wound• describing first aid procedures for dealing with minor injuries.7. Know how to provide first aid to an infant and a child who is suffering from shock.This should include:• a primary survey• identifying signs and symptoms of shock• knowing the position the infant and child should be placed in• observing, monitoring and recording A,B,C• knowing the signs and symptoms of anaphylactic shock• understanding the importance of allergen history• how to manage an anaphylactic reaction in an infant/child• understanding the use of an Epi-pen/Anapen and other relevant medications• observing, monitoring and recording A, B, C.© CACHE 2013 Version 5.0 214

MPII 002: Managing paediatric illness and injuryMPII 002: Managing paediatric illness and injuryUnit reference J/600/2037 Level 2Credit value 1 GLH 10Unit aimThe purpose of the unit is for the learner to attain knowledge and practicalcompetences required to deal with the range of paediatric illnesses andinjuries contained in this unit.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateSimulation is permitted for this unit but assessment criteria 1.4 and 2.2 must be assessed in arealistic simulated environment by a vocationally competent assessor qualified to makeassessment decisions. This means that the assessor must be capable of carrying out the fullrequirements within the competency of this unit.1. Be able to provide first aidto an infant and a child witha suspected fracture and adislocation.1.1. Describe the common types offractures.1.2. Describe how to manage afracture.1.3. Describe how to manage adislocation.1.4. Demonstrate the application ofa support sling and anelevation sling.2. Be able to provide first aidto an infant and a child witha head, a neck and a backinjury.2.1. Describe how to recognise andmanage head injuriesincluding:• concussion• skull fracture• cerebral compression.2.2. Demonstrate how to manage asuspected spinal injury.© CACHE 2013 Version 5.0 215

MPII 002: Managing paediatric illness and injuryLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Know how to provide firstaid to an infant and a childwith conditions affecting theeyes, ears and nose.3.1. Describe how to manage aninfant and a child with foreignbodies in their eyes, ears andnose.3.2. Describe how to recognise andmanage common eye injuries.4. Know how to provide firstaid to an infant and a childwith a chronic medicalcondition or sudden illness.4.1. Describe how to recognise andmanage chronic medicalconditions including:• sickle cell anaemia• diabetes• asthma.4.2. Describe how to recognise andmanage serious suddenillnesses including:• meningitis• febrile convulsions.5. Know how to provide firstaid to an infant and a childwho is experiencing theeffects of extreme heat andcold.5.1. Describe how to recognise andtreat the effect of extreme coldfor an infant and a child.5.2. Describe how to recognise andtreat the effects of extremeheat for an infant and child.6. Know how to provide firstaid to an infant and a childwho has sustained anelectric shock.6.1. Describe how to safelymanage an incident involvingelectricity.6.2. Describe first aid treatmentsfor electric shock incidents.7. Know how to provide firstaid to an infant and a childwith burns or scalds.7.1. Describe how to recognise theseverity of burns and scalds toan infant and a child andrespond accordingly.© CACHE 2013 Version 5.0 216

MPII 002: Managing paediatric illness and injuryLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date7.2. Describe how to treat burnsand scalds to an infant and achild.8. Know how to provide firstaid to an infant and a childwho has been poisoned.8.1. Describe how poisons enterthe body.8.2. Describe how to recognise andtreat an infant and a childaffected by commonpoisonous substances,including plants.8.3. Identify sources of informationthat provide procedures fortreating those affected bypoisonous substances.9. Know how to provide firstaid to an infant and a childwho has been bitten orstung.9.1. Describe how to recognise theseverity of bites and stings toan infant and a child andrespond accordingly.9.2. Describe how to recognise andtreat bites and stings.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: MPII 002I confirm that the learner has met the requirements for all Assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 217

MPII 002: Managing paediatric illness and injuryGuidance for developing assessment arrangements for the unit:Unit assessment guidance - provided byCACHESimulation is permitted for this unit but learningoutcomes 1 and 2 must be assessed in a realisticsimulated environment by a vocationally competentassessor qualified to make assessment decisions. Thismeans that assessor must be capable of carrying outthe full requirements within the competency of this unit.© CACHE 2013 Version 5.0 218

MPII 002: Managing paediatric illness and injuryAssessment task – MPII 002 Managing paediatric illness and injuryAs a worker in the children’s and young peoples sector, it is important to develop an awarenessof the knowledge and skills involved in managing paediatric illness and injury.Produce a folder which you can refer to at work, in which you have:Task 1 links to learning outcomes 3, 4, 5, 6, 7, 8 and 9, assessment criteria 3.1, 3.2, 4.1, 4.2,5.1, 5.2, 6.1, 6.2, 7.1, 7.2, 8.1, 8.2, 8.3, 9.1 and 9.2.• described how to manage an infant and a child with foreign bodies in their eyes, earsand nose• described how to recognise and manage common eye injuries• described how to recognise and manage chronic medical conditions including:- sickle cell anaemia- diabetes- asthma• described how to recognise and manage serious sudden illnesses including:- meningitis- febrile convulsions• described how to recognise and treat the effects of extreme cold for an infant and achild• described how to recognise and treat the effects of extreme heat for an infant and achild• described how to safely manage an incident involving electricity• described first aid treatments for electric shock incidents• described how to recognise the severity of burns and scalds to an infant and a childand respond accordingly• described how to treat burns and scalds to an infant and a child• described how poisons enter the body• described how to recognise and treat an infant and a child affected by commonpoisonous substances, including plants• identify sources of information that provide procedures for treating those affected bypoisonous substances• described how to recognise the severity of bites and stings to an infant and a childand respond accordingly• described how to recognise and treat bites and stings.NB: The folder produced for this unit can also be used to include information from Unit PEFAP001.© CACHE 2013 Version 5.0 219

MPII 002: Managing paediatric illness and injuryUnit guidance – MPII 002 Managing paediatric illness and injuryThis guidance is designed to help the learner achieve a high level of competence in dealingwith emergency situations in their settings. Coping with serious incidents requires a wide rangeof skills. The following gives guidance on how to ensure that good quality evidence is capturedto show the learner’s understanding is as full as possible.1. Be able to provide first aid to an infant and a child with a suspected fracture and adislocationThis will include:• describing the common types of fractures, such as simple, greenstick, complex, openand closed• how to immobilise fractures• definition of a dislocation• how to care for a child/infant with a dislocation• use of rest, ice, compression, elevation. (RICE)• observing, monitoring and recording A, B, C• knowledge of nil by mouth as further treatment may require a general anaesthetic• the learner demonstrating the application of a support sling and an elevation sling.2. Be able to provide first aid to an infant and a child with a head, a neck and a backinjuryThis will include:• how to define and recognise head injuries• identify the signs and symptoms of:- concussion- skull fracture- cerebral compression• how to manage these conditions• recognising possible connected problems such as fluid from the ear• observing, monitoring and recording A, B, C• when and how to send for urgent medical help• the learner demonstrating how to manage a suspected spinal injury byimmobilisation, keeping the spine straight, supporting head and neck at all times andobserving for deterioration.© CACHE 2013 Version 5.0 220

MPII 002: Managing paediatric illness and injury3. Know how to provide first aid to an infant and a child with conditions affecting theeyes, ears and noseThis should include:• how to manage foreign bodies in eyes by keeping the child calm, using sterile waterto remove dust/sand from eyes• how to manage foreign bodies in ears by keeping the child calm, using tepid water toremove insects from ears• how to manage foreign bodies in nose by keeping the child calm, encouraging thechild to breathe through their mouth• knowing to seek immediate medical help for embedded foreign bodies in eye, ear ornose• how to recognise and treat common eye injuries such as blows to the eye (checkingfor injuries to the eyeball), injuries to the eye socket, associated injuries to the heador face• considering neck injury and how to treat appropriately if there is a direct blow to theface.4. Know how to provide first aid to an infant and a child with a chronic medical conditionor sudden illnessChronic medical conditionsThis will include:• recognising the signs and symptoms of sickle cell anaemia• how to manage sickle cell anaemia by administering the infant/child's regular painrelief if available, reassuring the child and keeping the child warm, sending formedical help and child or infants parents• recognising the signs and symptoms of diabetes• how to manage diabetes by recognising the signs of hypoglycaemia; providing sugarimmediately if conscious; putting in the recovery position if unconscious, checking ifinsulin is prescribed in the case of a known diabetic and when to send for urgentmedical attention• recognising the signs and symptoms of asthma such as difficulties or problems withspeech, changes in colour of face and lips; coughing and wheezing• how to manage asthma by helping the infant/child to use inhalers; use the correctsitting position and sending for urgent medical help.Serious sudden illnessThis will include:• recognising the signs and symptoms of meningitis such as rashes• how to manage meningitis by obtaining urgent medical help© CACHE 2013 Version 5.0 221

MPII 002: Managing paediatric illness and injury• recognising the signs and symptoms of febrile convulsions such as high temperature• how to manage febrile convulsions by ensuring the infant/child is not restrained inanyway, moving objects that could cause injury, preventing choking• observing, monitoring and recording A, B, C.5. Know how to provide first aid to an infant and a child who is experiencing the effectsof extreme heat and coldThis should include:• the definition of hypothermia, in an infant and child,• signs and symptoms of hypothermia such as the colour and temperature of the skinto touch• how to manage hypothermia by:- obtaining urgent medical help- preventing further body heat loss- warming the child/infant gradually if possible• the definition of hyperthermia in an infant and child• signs and symptoms of hyperthermia such as heat stroke and heat exhaustion• how to manage hyperthermia by:- use of fans to cool- loosening clothing- tepid sponging- providing cool liquids to drink- obtaining medical help.6. Know how to provide first aid to an infant and a child who has sustained an electricshockThis should include:• the safe management of incidents involving electricity, i.e. not touching theinfant/child if still in contact with electric wire; turning electricity off and understandinghow to remove the infant/child from electric contact safely• personal safety• treatment for electric shock- look for signs and symptoms of shock and manage symptoms- treat the burn area at the site of contact• observe, monitor and record A,B,C- obtain urgent medical help/refer the casualty to hospital.© CACHE 2013 Version 5.0 222

MPII 002: Managing paediatric illness and injury7. Know how to provide first aid to an infant and a child with burns or scaldsThis will include:• identifying the types of burns and scalds including superficial burns; partial thicknessburns, full thickness burns and the relevance of the extent of burns and scalds• treatment for burns from superficial to severe burns such as:- when to remove light clothing- when not to remove burnt clothing- when to cool with water- when to keep the burn covered- when to seek medical help.8. Know how to provide first aid to an infant and a child who has been poisonedThis should include:• knowing the different types of poisoning such as those that can be inhaled; absorbed;swallowed; those that are chemicals; plants and toxins in food• recognising when an infant/child has been affect by common poisonous substances• observing, monitoring and recording A, B, C• knowing they need to seek urgent medical attention• gathering information about the poison i.e. labels on containers or keeping anyremaining substance to go with casualty, keeping any vomit to go with casualty tohospital• knowing where to get information about procedures for treating those affected bypoisonous substance such as National Poisons Information Service (NPIS).9. Know how to provide first aid to an infant and a child who has been bitten or stungThis should include:• knowing how to recognise signs and symptoms of bites and stings from differentsources such as wasp and bee stings, human bites, animal bites• how to treat with a cold compress where appropriate• the correct method of removal of stings• treatment for anaphylactic shock• knowing that in all cases of human or animal bites the infant or child should receivemedical attention• when and how to seek medical attention, or emergency services.© CACHE 2013 Version 5.0 223

PD OP 3.5: Support families who have a child with a disabilityPD OP 3.5: Support families who have a child with adisabilityUnit reference D/601/5750 Level 3Credit value 3 GLH 23Unit aimThis unit is aimed at those whose role includes supporting families whohave a child with sensory, physical or learning disabilities. It addressesemotional needs and resource needs and it also addresses working withother professionals and agencies.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real-work environments by a qualifiedoccupationally competent assessor. Simulation is not permitted.1. Understand the impact on afamily of having a child witha disability.1.1. Describe the emotional impactthat a diagnosis can have onfamilies.1.2. Explain how the impact ofhaving a child with a disabilitycan be rewarding and/orchallenging.1.3. Explain the emotionalexperience that families mayhave after diagnosis, usingtheories of loss.1.4. Explain how having a childwith a disability may affectinterpersonal relationshipswithin a family.1.5. Identify the changes that mayneed to be made to family life,social life, work andaccommodation.© CACHE 2013 Version 5.0 225

PD OP 3.5: Support families who have a child with a disabilityLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.6. Explain why it is important forfamily members to haveopportunities to explorefeelings and experiences.2. Be able to support familieswho have a child with adisability.2.1. Establish with the family thesupport they require.2.2. Work with the family to identifydifferent ways that needs canbe met.2.3. Support family members todiscuss feelings andexperiences related to havinga child with a disability.3. Be able to support familieswith a child with a disabilityto use informal networksand community resources.3.1. Explain what informalnetworks and communityresources there are forchildren with disabilities andtheir families.3.2. Give information to a familyabout community resourcesand informal networks toenable them to make choices.3.3. Support a family to usecommunity resources andinformal networks.4. Be able to work inpartnership with otherprofessionals and agenciesto support families with achild with a disability.4.1. Identify support and resourcesthat a child with a disabilitymay need.4.2. Investigate the roles of otherprofessionals and agenciesthat may provide support tofamilies with a child with adisability.4.3. Provide information to a familyabout professionals andagencies that may providesupport.© CACHE 2013 Version 5.0 226

PD OP 3.5: Support families who have a child with a disabilityLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.4. Identify when referrals shouldbe made to other professionalsand/or agencies.4.5. Demonstrate partnershipworking with otherprofessionals and agencies toprovide support to families witha child with a disability.4.6. Review the outcomes for thefamily of partnership working.4.7. Identify and report anyadditional support required bythe family.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: PD OP 3.5I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 227

PD OP 3.5: Support families who have a child with a disabilityGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitDiagnosis e.g. a range of:• physical disabilities• learning disabilities• sensory disabilities.Interpersonal relationships within the family, e.g.:• relationships with siblings• relationships between siblings and parents• relationships with grandparents.Other professionals and agencies:• Teachers• Educational Psychologist• Educational Welfare• Physiotherapist• Occupational Therapist• Nurse• GP• Social Worker• Dietician• Speech and Language Therapist.Support can include:• support with personal care• support with equipment• advocacy• support with benefits• advice• housing.Additional unit assessment requirements -provided with the QCF unitUnits need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Learning outcomes 2, 3 and 4 must be assessed in areal work environment.Unit assessment guidance - provided byCACHELearning outcomes 2, 3 and 4 must assessed in the realwork environment by a vocationally competentassessor.© CACHE 2013 Version 5.0 228

PD OP 3.5: Support families who have a child with a disabilityAssessment task –PD 3.5 Support families who have a child with a disabilityIntroductionYour work environment has planned an information evening for parents/carers to raiseawareness of the challenges facing families of children with a disability. You have been askedto produce a comprehensive set of notes for staff in order to prepare them for this evening.Produce notes on the following which:Task links to learning outcome 1 assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6• describe the emotional impact that a diagnosis can have on families• explain how the impact of having a child with a disability can be rewarding and/orchallenging• explain the emotional experience that families may have after diagnosis, usingtheories of loss• explain how having a child with a disability may affect interpersonal relationshipswithin a family• identify the changes that may need to be made to family life, social life, work andaccommodation• explain why it is important for family members to have opportunities to explorefeelings and experiences.© CACHE 2013 Version 5.0 229

SS OP 3.1: Understand models of disabilitySS OP 3.1: Understand models of disabilityUnit reference F/601/3473 Level 3Credit value 3 GLH 26Unit aimThe purpose of this unit is to provide the learner with knowledge andunderstanding of models of disability.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the differencebetween models ofdisability.1.1. Outline the history anddevelopment of the medical,social and psycho-socialmodels of disability.1.2. Compare and contrast themedical, social and psychosocialmodels of disability.2. Understand how theadoption of models ofdisability can shape anindividual’s identity andexperience.2.1. Analyse how the medical,social and psycho-socialmodels of disability can impacton an individual’s identity andexperience.3. Understand how theadoption of models ofdisability can shape servicedelivery.3.1. Analyse how the medical,social and psycho-socialmodels of disability can shapeservice delivery.3.2. Evaluate how own practicepromotes the well-being andquality of life of individuals.© CACHE 2013 Version 5.0 231

SS OP 3.1: Understand models of disabilityLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: SS OP 3.1I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitSensory Services 1, 2, 3, 10, 11.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirements -provided with the QCF unitUnits must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.© CACHE 2013 Version 5.0 232

SS OP 3.1: Understand models of disabilityAssessment task – SS OP 3.1 Understand models of disabilityIntroductionThis unit gives you the opportunity to look at your own practice in relation to working withmodels of disability. To show an understanding of the models prepare a briefing note on thefollowing which:Task links to learning outcome 1, 2 and 3, assessment criteria 1.1, 1.2, 2.1, 3.1 and 3.2.• outlines the history and development of the medical, social and psycho-social modelsof disability• compares and contrasts the medical, social and psycho-social models of disability• analyses how the medical, social and psycho-social models of disability can impacton an individual’s identity and experience• analyses how the medical, social and psycho-social models of disability can shapeservice delivery• evaluates how own practice promotes the well-being and quality of life of individuals.© CACHE 2013 Version 5.0 233

CCLD FP OP 3.7: Support children’s learning in Welsh language developmentCCLD FP OP 3.7: Support children’s learning in Welshlanguage developmentUnit reference A/504/2184 Unit level 3Credit value 5 GLH 31Unit aimThe purpose of this unit is to enable learners to develop the knowledge,understanding and skills to develop plans that support children’s Welsh languageskills.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof Welsh language forchildren’s learning.1.1. Explain why Welsh languagedevelopment is important tochildren’s learning.1.2. Explain how Welsh languagedevelopment links with otherareas of learning anddevelopment.2. Be able to use assessmentsto develop plans for Welshlanguage development.2.1. Explain the importance ofundertaking assessments ofchildren to support children’sWelsh language development.2.2. Use observations to assesschildren’s currentunderstanding and use of theWelsh language.2.3. Use assessments as a basisfor both short term and longterm planning of Welshlanguage provision.© CACHE 2013 Version 5.0 235

CCLD FP OP 3.7: Support children’s learning in Welsh language developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.4. Research sources ofinformation in developingWelsh language provision.2.5. Explain how Welsh languagedevelopment is implementedthrough the combination ofadult-led activities and childinitiatedactivities.2.6. Explain how holistic planssupport access to learning forevery child in the settingincluding those with specificrequirements.2.7. Develop a holistic plan whichincorporates Welsh languagedevelopment.3. Be able to use activities forchildren’s Welsh languagedevelopment.3.1. Deliver a holistic plan whichincorporates the developmentof Welsh language andculture.3.2. Use Welsh language ineveryday activities androutines to support children’sWelsh language development.3.3. Provide both structured andspontaneous opportunitiesand activities that developchildren’s knowledge andunderstanding of Welshlanguage.3.4. Use storytelling, rhyme andsong to enrich children’sWelsh language development.3.5. Use accurate oral and writtenWelsh with children inactivities and on visualdisplays.© CACHE 2013 Version 5.0 236

CCLD FP OP 3.7: Support children’s learning in Welsh language developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.6. Encourage children to use theWelsh language.3.7. Use encouragement andpraise when supportingchildren’s Welsh languagedevelopment.4. Be able to reflect on ownperformance in supportingchildren’s Welsh languagedevelopment.4.1. Evaluate how own practicehas contributed to children’sWelsh language development.4.2. Adapt own practice to meetchildren’s Welsh languagedevelopment needs.4.3. Identify training anddevelopment needs for self toimprove performance inprovision of Welsh languagedevelopment.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.7I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 237

CCLD FP OP 3.7: Support children’s learning in Welsh language developmentAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0309 – Implement frameworks for earlyeducation through the development of curriculumplanningGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitUnit assessment guidance – provided bythe sectorThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment PrinciplesHolistic plansAll aspects of learning are interlinked for young children© CACHE 2013 Version 5.0 238

CCLD FP OP 3.7: Support children’s learning in Welsh language developmentAssessment task – CCLD FP OP 3.7: Support children’s learning in Welshlanguage developmentAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 239

CCLD FP OP 3.8: Support children’s physical development through activitiesCCLD FP OP 3.8: Support children’s physicaldevelopment through activitiesUnit reference L/504/2187 Unit level 3Credit value 4 GLH 27Unit aimThe purpose of this unit is to develop learner’s knowledge, understanding andskills of supporting children’s physical development through activities.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof physical development forchildren’s learning.1.1. Explain why physicaldevelopment is important tochildren’s development.1.2. Explain how physicaldevelopment links with otherareas of learning anddevelopment.1.3. Explain the importance ofusing both the indoor andoutdoor environment todevelop children’s physicaldevelopment.1.4. Evaluate sources of usefulinformation in supportingchildren’s physicaldevelopment.2. Be able to plan and organisean effective environment tosupport physicaldevelopment.2.1. Explain the importance ofundertaking assessments ofchildren to support theirphysical development.© CACHE 2013 Version 5.0 241

CCLD FP OP 3.8: Support children’s physical development through activitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Contribute to assessments ofchildren’s physicaldevelopment.2.3. Use assessments as basis forboth short term and long termplanning of physical activityprovision within the learningenvironment.2.4. Explain how physicaldevelopment is implementedthrough the combination ofadult led and child-initiatedactivities.2.5. Explain how holistic planssupport access to physicalactivities for every child in thesetting including those withspecific requirements.2.6. Develop a holistic plan whichincorporates physicalactivities.3. Be able to use activities forchildren’s physicaldevelopment.3.1. Deliver a holistic plan whichincorporates physicaldevelopment.3.2. Use physical activities ineveryday activities androutines to support children’sphysical development.3.3. Provide both structured andspontaneous opportunitiesand activities that supportchildren’s physicaldevelopment:3.4. Use encouragement andpraise when supportingchildren’s physicaldevelopment.© CACHE 2013 Version 5.0 242

CCLD FP OP 3.8: Support children’s physical development through activitiesLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to reflect on ownperformance in supportingphysical development.4.1. Evaluate how own practicehas contributed to children’sphysical development.4.2. Adapt own practice to meetchildren’s physicaldevelopment needs.4.3. Identify training anddevelopment needs for self toimprove performance inprovision of physicaldevelopment.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.8I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0309 – Implement frameworks for earlyeducation through the development of curriculumplanningSCD CCLD 0307 – Promote the health and physicaldevelopment of childrenGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment Principles© CACHE 2013 Version 5.0 243

CCLD FP OP 3.8: Support children’s physical development through activitiesAssessment task – CCLD FP OP 3.8: Support children’s physicaldevelopment through activitiesAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 244

CCLD FP OP 3.9: Support children’s learning in ICTCCLD FP OP 3.9: Support children’s learning in ICTUnit reference R/504/2188 Unit level 3Credit value 4 GLH 27Unit aimThe purpose of this unit is to enable learners to develop the knowledge,understanding and skills to develop plans that support children’s ICT skills.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof ICT for children’s learning.1.1. Research currentdevelopments in ICT thatenrich children’s learning.1.2. Explain why ICT is importantto children’s learning.1.3. Explain how ICT can be usedto support areas of learningand development.2. Be able to use assessmentsto develop plans for ICTskills development.2.1. Explain the importance ofundertaking assessments ofchildren to support their ICTskills development.2.2. Contribute to assessments ofchildren’s understanding anduse of ICT.2.3. Use assessments as a basisfor both short term and longterm planning of ICT provisionwithin the learningenvironment.© CACHE 2013 Version 5.0 245

CCLD FP OP 3.9: Support children’s learning in ICTLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.4. Research sources ofinformation in developing ICTprovision within the learningenvironment.2.5. Explain how ICT isimplemented through thecombination of adult-ledactivities and child-initiatedactivities.2.6. Explain how holistic planssupport access to ICTlearning for every child in thesetting including those withspecific requirements.2.7. Develop a holistic plan whichincorporates ICT.3. Be able to use activities forchildren’s ICT skillsdevelopment.3.1. Deliver a holistic plan whichincorporates the developmentof ICT.3.2. Use ICT with children ineveryday activities androutines to support theirlearning and development.3.3. Provide both structured andspontaneous opportunitiesand activities that developchildren’s knowledge andunderstanding of ICT.3.4. Use encouragement andpraise when supportingchildren’s learning in ICT.4. Be able to reflect on ownperformance in supportingchildren’s’ ICT skillsdevelopment.4.1. Evaluate how own practicehas contributed to children’s’ICT skills development.4.2. Adapt own practice to meetchildren’s’ ICT developmentneeds.© CACHE 2013 Version 5.0 246

CCLD FP OP 3.9: Support children’s learning in ICTLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.3. Identify training anddevelopment needs for self toimprove performance insupporting the use of ICT.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.9I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0309 – Implement frameworks for earlyeducation through the development of curriculumplanningSCD CCLD 0323 – Use information and communicationtechnology to promote children’s early learningGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment Principles© CACHE 2013 Version 5.0 247

CCLD FP OP 3.9: Support children’s learning in ICTAssessment task – CCLD FP OP 3.9: Support children’s learning in ICTAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 248

CCLD FP OP 3.10: Support children’s outdoor playCCLD FP OP 3.10: Support children’s outdoor playUnit reference Y/504/2189 Unit level 3Credit value 4 GLH 27Unit aimThe purpose of this unit is to enable learners to develop the knowledge,understanding and skills to support children’s outdoor play.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof outdoor play for children’shealth, learning anddevelopment.1.1. Analyse the benefits ofoutdoor play on children’shealth, learning anddevelopment.1.2. Explain how outdoor play islinked to other areas oflearning and development.2. Be able to use assessmentsto develop plans to supportoutdoor play.2.1. Explain the importance ofmaking an assessment ofchildren’s outdoor play.2.2. Contribute to making anassessment of children’soutdoor play.2.3. Use assessments as a basisfor both short term and longterm planning for thedevelopment of outdoor play.2.4. Research sources ofinformation to support thedevelopment of outdoor play.© CACHE 2013 Version 5.0 249

CCLD FP OP 3.10: Support children’s outdoor playLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.5. Explain how the developmentof outdoor play is supportedthrough the combination ofadult-led activities and childinitiatedactivities.2.6. Explain why children need toexperiment, explore and takerisk through outdoor play.2.7. Explain how holistic planssupport access to outdoorplay for every child in thesetting, including those withspecific requirements.2.8. Engage with children todevelop a holistic plan whichincorporates outdoor play toinclude:• environments within thework setting• environments outside ofthe work setting.3. Be able to use activities forthe development of children’soutdoor play.3.1. Deliver a holistic plan whichincorporates the developmentof outdoor play.3.2. Demonstrate how to make thebest use of outdoor space.3.3. Use outdoor play with childrenin everyday activities androutines to support theirlearning and development.3.4. Encourage children to use theoutdoor environment as anatural extension of their play.3.5. Provide both structured andspontaneous opportunitiesand activities that developchildren’s outdoor play.© CACHE 2013 Version 5.0 250

CCLD FP OP 3.10: Support children’s outdoor playLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.6. Encourage and praisechildren in their creative useof outdoor play.4. Be able to reflect on ownperformance in supportingthe development of children’soutdoor play.4.1. Evaluate how own practicehas contributed to thedevelopment of children’soutdoor play.4.2. Adapt own practice to supportchildren’s outdoor play.4.3. Identify training anddevelopment needs for self toimprove performance.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.10I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 251

CCLD FP OP 3.10: Support children’s outdoor playAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0309 – Implement frameworks for earlyeducation through the development of curriculumplanningPW34 – Work with children and young people to createplay spaces and support freely chosen self-directed playPW9 – Plan and support self-directed playGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitUnit assessment guidance – provided bythe sectorThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment PrinciplesHolistic plans:All aspects of learning are interlinked for young children.© CACHE 2013 Version 5.0 252

CCLD FP OP 3.10: Support children’s outdoor playAssessment task – CCLD FP OP 3.10: Support children’s outdoor playAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 253

CCLD FP OP 3.11: Support children’s mathematical developmentCCLD FP OP 3.11: Support children’s mathematicaldevelopmentUnit reference L/504/2190 Unit level 3Credit value 4 GLH 27Unit aimThe purpose of this unit is to enable learners to develop the knowledge,understanding and skills to develop plans that support children’s mathematicaldevelopment.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof mathematicaldevelopment for children’slearning.2. Be able to use assessmentsto develop plans formathematical development.1.1. Explain why mathematicaldevelopment is important tochildren’s learning.1.2. Explain how mathematics canbe used to support areas oflearning and development.2.1. Explain the importance ofundertaking assessments ofchildren to support theirmathematical development.2.2. Contribute to assessments ofchildren’s understanding anduse of mathematics.2.3. Use assessments as a basisfor both short term and longterm planning of mathematicaldevelopment.2.4. Research sources ofinformation in supportingmathematical development.© CACHE 2013 Version 5.0 255

CCLD FP OP 3.11: Support children’s mathematical developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.5. Explain how mathematicaldevelopment is supportedthrough the combination ofadult-led activities and childinitiatedactivities.2.6. Explain how holistic planssupport access tomathematical learning forevery child in the settingincluding those with specificrequirements.2.7. Develop a holistic plan whichincorporates mathematicallearning.3. Be able to use activities forchildren’s mathematicaldevelopment.3.1. Deliver a holistic plan whichincorporates the developmentof mathematical learning.3.2. Use mathematics withchildren in everyday activitiesand routines to support theirlearning and development.3.3. Provide both structured andspontaneous opportunitiesand activities that developchildren’s knowledge andapplication of mathematics.3.4. Use encouragement andpraise when supportingchildren’s mathematicaldevelopment.4. Be able to reflect on ownperformance in supportingchildren’s mathematicaldevelopment.4.1. Evaluate how own practicehas contributed to children’smathematical development.4.2. Adapt own practice to meetchildren’s mathematicaldevelopment needs.© CACHE 2013 Version 5.0 256

CCLD FP OP 3.11: Support children’s mathematical developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.3. Identify training anddevelopment needs for self toimprove performance insupporting the use ofmathematics.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.11I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 257

CCLD FP OP 3.11: Support children’s mathematical developmentAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0309 – Implement frameworks for earlyeducation through the development of curriculumplanningSCD CCLD 0345 – Promote literacy, numeracy andlanguage development for children’s early learningGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitUnit assessment guidance – provided bythe sectorThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment PrinciplesHolistic plans:All aspects of learning are interlinked for young children© CACHE 2013 Version 5.0 258

CCLD FP OP 3.11: Support children’s mathematical developmentAssessment task – CCLD FP OP 3.11: Support children’s mathematicaldevelopmentAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 259

CCLD FP OP 3.12: Support children’s language, literacy and communicationCCLD FP OP 3.12: Support children’s language, literacyand communicationUnit reference R/504/2191 Unit level 3Credit value 4 GLH 27Unit aimThe purpose of this unit is to enable learners to develop the knowledge,understanding and skills to develop plans that support children’s language,literacy and communicationLearner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof language, literacy andcommunication for children’slearning.1.1. Explain why language,literacy and communicationare important to children’slearning.1.2. Explain how language,literacy and communicationcan be used to support otherareas of learning anddevelopment.2. Be able to use assessmentsto develop plans forlanguage, literacy andcommunication development.2.1. Explain the importance ofundertaking assessments ofchildren to support theirlanguage, literacy andcommunication development.2.2. Contribute to assessments ofchildren’s use of language,literacy and communicationskills.© CACHE 2013 Version 5.0 261

CCLD FP OP 3.12: Support children’s language, literacy and communicationLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Use assessments as a basisfor both short term and longterm planning for thedevelopment of language,literacy and communicationskills.2.4. Research sources ofinformation in supporting thedevelopment of language,literacy and communication.2.5. Explain how the developmentof language, literacy andcommunication is supportedthrough the combination ofadult-led activities and childinitiatedactivities.2.6. Explain how holistic planssupport access to learning inlanguage, literacy andcommunication for every childin the setting including thosewith specific requirements.2.7. Develop a holistic plan whichincorporates language,literacy and communicationlearning.3. Be able to use activities forthe development of children’slanguage, literacy andcommunication.3.1. Deliver a holistic plan whichincorporates the developmentof language, literacy andcommunication skills.3.2. Use language, literacy andcommunication with childrenin everyday activities androutines to support theirlearning and development.3.3. Use storytelling, rhyme andsong to enrich thedevelopment of children’slanguage, literacy andcommunication.© CACHE 2013 Version 5.0 262

CCLD FP OP 3.12: Support children’s language, literacy and communicationLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.4. Provide both structured andspontaneous opportunitiesand activities that developchildren’s knowledge and useof language, literacy andcommunication.3.5. Use encouragement andpraise when supportingchildren’s development oflanguage, literacy andcommunication.4. Be able to reflect on ownperformance in supportingthe development of children’slanguage, literacy andcommunication.4.1. Evaluate how own practicehas contributed to thedevelopment of children’slanguage, literacy andcommunication.4.2. Adapt own practice to meetchildren’s language, literacyand communicationdevelopment needs.4.3. Identify training anddevelopment needs for self toimprove performance insupporting the development oflanguage, literacy andcommunication skills.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.12I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 263

CCLD FP OP 3.12: Support children’s language, literacy and communicationAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0309 - Implement frameworks for earlyeducation through the development of curriculumplanningSCD CCLD 0345 – Promote literacy, numeracy andlanguage development for children’s early learningGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitUnit assessment guidance – provided bythe sectorThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment PrinciplesHolistic plans:All aspects of learning are interlinked for young children.© CACHE 2013 Version 5.0 264

CCLD FP OP 3.12: Support children’s language, literacy and communicationAssessment task – CCLD FP OP 3.12: Support children’s language, literacyand communicationAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 265

CCLD FP OP 3.13: Support children’s knowledge and understanding of the worldCCLD FP OP 3.13: Support children’s knowledge andunderstanding of the worldUnit reference Y/504/2192 Unit level 3Credit value 4 GLH 27Unit aimThe purpose of this unit is to enable learners to develop the knowledge,understanding and skills to develop plans that support children’s knowledge andunderstanding of the world.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the importanceof knowledge andunderstanding of the worldfor children’s learning.1.1. Explain why knowledge andunderstanding of the worldare important to children’slearning.1.2. Explain how knowledge andunderstanding of the worldcan be used to support areasof learning and development.2. Be able to use assessmentsto develop plans forchildren’s knowledge andunderstanding of the world.2.1. Explain the importance ofundertaking assessments ofchildren to support theirdevelopment of knowledgeand understanding of theworld.2.2. Contribute to assessments ofchildren’s development ofknowledge and understandingof the world.© CACHE 2013 Version 5.0 267

CCLD FP OP 3.13: Support children’s knowledge and understanding of the worldLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Use assessments as a basisfor both short term and longterm planning for thedevelopment of children’sknowledge and understandingof the world.2.4. Research sources ofinformation in supporting thedevelopment of children’sknowledge and understandingof the world.2.5. Explain how the developmentof knowledge andunderstanding of the world issupported through thecombination of adult-ledactivities and child-initiatedactivities.2.6. Explain how holistic planssupport access to knowledgeand understanding of theworld for every child in thesetting including those withspecific requirements.2.7. Develop a holistic plan whichincorporates knowledge andunderstanding of the world.3. Be able to use activities forthe development of children’sknowledge andunderstanding of the world.3.1. Deliver a holistic plan whichincorporates the developmentof children’s knowledge andunderstanding of the world.3.2. Use knowledge andunderstanding of the worldwith children in everydayactivities and routines tosupport their learning anddevelopment.© CACHE 2013 Version 5.0 268

CCLD FP OP 3.13: Support children’s knowledge and understanding of the worldLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.3. Use storytelling, rhyme andsong to enrich thedevelopment of children’sknowledge and understandingof the world.3.4. Provide both structured andspontaneous opportunitiesand activities that developchildren’s knowledge andunderstanding of the world.3.5. Use encouragement andpraise when supportingchildren’s development ofknowledge and understandingof the world.4. Be able to reflect on ownperformance in supportingthe development of children’sknowledge andunderstanding of the world.4.1. Evaluate how own practicehas contributed to thedevelopment of children’sknowledge and understandingof the world.4.2. Adapt own practice to meetchildren’s knowledge andunderstanding of the worlddevelopment needs.4.3. Identify training anddevelopment needs for self toimprove performance insupporting the development ofchildren’s knowledge andunderstanding of the world.© CACHE 2013 Version 5.0 269

CCLD FP OP 3.13: Support children’s knowledge and understanding of the worldLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CCLD FP OP 3.13I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 309 - Implement frameworks for earlyeducation through the development of curriculumplanningGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitUnit assessment guidance – provided bythe sectorThis unit must be assessed in accordance with Skills forCare and Development QCF Assessment PrinciplesHolistic plans:All aspects of learning are interlinked for young children© CACHE 2013 Version 5.0 270

CCLD FP OP 3.13: Support children’s knowledge and understanding of the worldAssessment task – CCLD FP OP 3.13: Support children’s knowledge andunderstanding of the worldAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 271

CYPOP 47: Support the development of positive behaviour in childrenCYPOP 47: Support the development of positivebehaviour in childrenUnit reference L/504/2206 Unit level 3Credit value 3 GLH 22Unit aimThe purpose of this unit is to develop the knowledge, understanding andskills of the learner to support children to develop positive behaviourLearner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand principles ofsupporting the developmentof positive behaviour inchildren.2. Be able to establishbehavioural goals andboundaries with children.1.1. Outline theories of behaviourdevelopment in children.2.1. Communicate with a childabout their behaviouraccording to their level ofability and understanding.2.2. Support a child to gainunderstanding of expectationsabout their behaviour.2.3. Support a child to gainunderstanding of why goalsand boundaries must be setfor their behaviour.2.4. Work with a child, key peopleand others to identifybehavioural goals andboundaries that will supportpositive behaviour.© CACHE 2013 Version 5.0 273

CYPOP 47: Support the development of positive behaviour in childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.5. Record agreed behaviouralgoals and boundaries in linewith work settingrequirements.3. Be able to support children tounderstand their behaviour.3.1. Support a child to developunderstanding of when theirbehaviour is acceptable andwhen it is unacceptable.3.2. Support a child to developunderstanding of theconsequences of:• acceptable behaviour• unacceptable behaviour.3.3. Support a child to developrecognition of the benefits ofpositive behaviour forthemselves, key people andothers.3.4. Work with a child to developan understanding of why theybehave in certain ways.3.5. Work with a child to developan understanding of how theyare feeling when they engagein unacceptable behaviour.4. Be able to support children toachieve behavioural goalsand adhere to agreedboundaries.4.1. Support a child to identifybehaviours that show thatthey are meeting behaviouralgoals or plans.4.2. Work with key people andothers to provide consistentsupport to a child to help themmeet behavioural goals andagreed boundaries.© CACHE 2013 Version 5.0 274

CYPOP 47: Support the development of positive behaviour in childrenLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.3. Use stimulating andachievable activities toengage children to supportthem to meet agreedbehavioural goals andboundaries.4.4. Provide constructive feedbackto a child on meetingbehavioural goals and agreedboundaries.4.5. Use praise to reinforcepositive behaviour in a child.4.6. Support the positivebehaviour of children throughown actions.4.7. Use agreed interventions tohelp a child end an instanceof unacceptable behaviour.4.8. Work with a child to developtheir understanding of whythey engaged in unacceptablebehaviour.4.9. Work with a child to developtheir understanding of howthey might have behaveddifferently.4.10. Record progress towards theachievement of behaviouralgoals in line with work settingrequirements.4.11. Record instances ofunacceptable behaviour inline with work settingrequirements.4.12. Access help and supportwhere there are concernsabout the behaviour of a child.© CACHE 2013 Version 5.0 275

CYPOP 47: Support the development of positive behaviour in childrenLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: CYPOP 47I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitSCDHSC0326 – Promote the development of positivebehaviour in children and young people.Units need to be assessed in line with Skills for careand development QCF Assessment Principles.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitKey people are those who are important to a child whocan make a difference to his or her well-being. Keypeople include family, friends, carers and others withwhom the individual has an important relationship.Others may include:• colleagues• other professionals.© CACHE 2013 Version 5.0 276

CYPOP 47: Support the development of positive behaviour in childrenAssessment task – CYPOP 47: Support the development of positivebehaviour in childrenAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 277

FSN 302: Promote nutrition and hydration in early years and childcare settingsFSN 302: Promote nutrition and hydration in early yearsand childcare settingsUnit reference A/503/2576 Unit level 3Credit value 4 GLH 32Unit aimThis unit is aimed at learners who work in early years or childcare settings. Theunit develops the learners’ knowledge and skills in contributing to thepromotion of nutrition and hydration.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 4 and 8 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand the principles ofa balanced diet for children.1.1. Describe current governmentnutritional guidelines for abalanced diet for children.1.2. Define the main food groups.1.3. Identify sources of essentialnutrients.1.4. Explain the importance of abalanced diet.1.5. Evaluate the impact of poordiet on health and wellbeing.1.6. Explain how dietaryrequirements change acrossthe span of the early years.2. Be able to plan and promotea balanced diet for children.2.1. Evaluate the factors that mayaffect nutritional intake.2.2. Explain how a healthy dietcan be promoted for children.© CACHE 2013 Version 5.0 279

FSN 302: Promote nutrition and hydration in early years and childcare settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Plan a balanced diet for achild that meets theirindividual dietaryrequirements.2.4. Encourage children to eat ahealthy balanced diet.2.5. Evaluate own and otherscontribution to the balanceddiet of a child.3. Understand the principles ofhydration for babies andchildren.3.1. Explain the importance ofhydration.3.2. Describe the signs ofdehydration in babies andchildren.3.3. Explain the impact ofdehydration on health andwellbeing.4. Be able to promote hydrationin babies and/or children.4.1. Evaluate the factors that mayaffect hydration.4.2. Explain how hydration can bepromoted for babies andchildren.4.3. Demonstrate differentapproaches to promotehydration for babies orchildren.4.4. Evaluate the effectiveness ofdifferent ways of promotinghydration for babies and/orchildren.5. Understand how tocontribute to the preventionof malnutrition in babies andchildren5.1. Describe the signs ofmalnutrition.5.2. Explain the risk factors thatmay lead to malnutrition.© CACHE 2013 Version 5.0 280

FSN 302: Promote nutrition and hydration in early years and childcare settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5.3. Explain ways of increasingnutritional density of foodsand drinks.6. Understand the principles ofinfant feeding.6.1. Compare the benefits ofbreast feeding and infantformula feeding.6.2. Explain current UN andnational guidance on breastfeeding.6.3. Describe current nationalguidance on the introductionof solid foods.6.4. Discuss suitable choices offoods and drinks for weaning.7. Understand the importanceof special dietaryrequirements for babies andchildren.7.1. Explain circumstances wherebabies or children havespecial dietary requirements.7.2. Describe special diets.7.3. Analyse the potential risks ofnot following a special diet.8. Be able to contribute to themonitoring of nutrition andhydration for babies orchildren.8.1. Describe own responsibilitiesin relation to monitoringnutrition and hydration.8.2. Explain the responsibilities ofothers in relation to monitoringthe nutrition and hydration ofbabies or children.8.3. Complete records for themonitoring of nutrition andhydration in line with agreedways of working.8.4. Explain actions to take whenthere are concerns about thenutrition and hydration ofbabies or children.© CACHE 2013 Version 5.0 281

FSN 302: Promote nutrition and hydration in early years and childcare settingsLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: FSN 302I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitLinks to NOS CCLD 307Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitNutritional guidelines refers to the latest nationalguidance for appropriate age groups.Health refers to general physical health andhealthy weight (i.e. BMI in the accepted range forthe individual’s group).Wellbeing refers to a state where human needsare met and one can meaningfully pursue goals andenjoy a satisfactory quality of life.Balanced diet is one containing a variety of foodsto ensure adequate intake of all nutrients that areessential for health.Factors can include:• culture and religion• individual preferences and habits• physical factors – positioning, oral hygiene etc.• psychological factors – depression, eatingdisorders etc.• income, lifestyle and social convention• advertising and fads• family and peer group influences• ethics, morals and political beliefs• neglect.© CACHE 2013 Version 5.0 282

FSN 302: Promote nutrition and hydration in early years and childcare settingsHealthy diet is one based on sound nutritionalprinciples. It would usually feature:• high consumption of fruits and vegetables• low consumption of red meat and fatty foods• meals based on starch foods• raw foods and whole grains are preferred toprocessed or refined foods• protein primarily from fish, dairy products, nuts• low consumption of salt, pepper, sugar,saturated fats, coffee and other caffeinatedbeverages• low consumption of alcohol• drinking plenty of water• organic and/or unprocessed foods–i.e. producedwithout pesticides and chemical preservativesOthers may include:• parents or carers• colleagues• other professionals e.g. health visitors, schoolnurses, dieticians, speech and languagetherapist etc.UN and national guidance refers to the latestguidance supporting breast feeding which mayinclude the UN Baby Friendly Initiative.Special diets/special dietary requirements in thiscontext may include therapeutic diets for an illness orcondition (e.g. food allergy, diabetes, eating, drinking orswallowing difficulty - Dysphagia, coeliac disease ) ormay include those that may prevent / limit / promote /meet one or more of the following:• aspiration/choking• appetite• weight (i.e. underweight or overweight)• personal choice and control (e.g. vegan andvegetarian or cultural and religious choices).Unit assessment guidance – provided bythe sectorThis unit needs to be assessed in line with the Skillsfor Care and Development QCF AssessmentPrinciples© CACHE 2013 Version 5.0 283

FSN 302: Promote nutrition and hydration in early years and childcare settingsAssessment Task – FSN 302 Promote nutrition and hydration in early yearsand childcare settingsAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 284

HSC 3074: Contribute to effective team working in health and social care or children and young people’ssettingsHSC 3074: Contribute to effective team working in healthand social care or children and young people’s settingsUnit reference H/504/2194 Unit level 3Credit value 4 GLH 25Unit aimThe purpose of this unit is to develop the knowledge, understanding and skills oflearners to enable them to contribute to effective team work in health and socialcare or children and young people settings.Learner name:CACHE PIN:CACHE Centre no:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 3, 4 and 5 must be assessed in the real work environment by a vocationallycompetent assessor.1. Understand theories ofteams and team working.1.1. Outline models of teamworking.1.2. Explain the process of teamdevelopment.1.3. Analyse how shared goalscan lead to team cohesion.2. Understand the principlesthat underpin effectiveteamwork.2.1. Explain why teams need:• clear objectives• clearly defined roles andresponsibilities• trust and accountability• confidentiality• effective communication• conflict resolution.2.2. Explain why mutual respectand support promoteseffective teamwork.© CACHE 2013 Version 5.0 285

HSC 3074: Contribute to effective team working in health and social care or children and young people’ssettingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Explain how the values ofown organisation influencesthe working of your team.2.4. Explain how teams managechange.2.5. Explain the benefits ofeffective team performance.3. Be able to work as part of ateam.3.1. Identify own role andresponsibility in the team.3.2. Fulfil own responsibilitieswithin the team.3.3. Communicate effectively withteam members.3.4. Involve other team membersin decision making.3.5. Seek support and advice fromothers.3.6. Offer support to other teammembers.3.7. Explain lines of reporting andresponsibility in the team.3.8. Analyse the strengths andcontributions of other teammembers to the work of theteam.4. Be able to support individualteam members.4.1. Provide encouragement andsupport to individual teammembers within their roles.4.2. Provide constructive feedbackon performance to individualteam members.5. Be able to review the work ofthe team.5.1. Reflect on own performancein working as part of a team.© CACHE 2013 Version 5.0 286

HSC 3074: Contribute to effective team working in health and social care or children and young people’ssettingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5.2. Review team performance inachieving or working towardsgoals.5.3. Contribute to the developmentof continuous improvementwithin the work of the team.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: HSC 3074I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 287

HSC 3074: Contribute to effective team working in health and social care or children and young people’ssettingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitSCD CCLD 0338 – Develop productive workingrelationships with othersSCD HSC 3121 – Promote the effectiveness of teamsGuidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitTeams could include:• within the organisation / service• multi-disciplinary• multi-agency.Others could include:• team members and colleagues• other professionals• line manager.Unit assessment guidance – provided bythe sectorThis unit must be assessed in accordance with theSkills for Care and Development Assessment Principles© CACHE 2013 Version 5.0 288

HSC 3074: Contribute to effective team working in health and social care or children and young people’ssettingsAssessment Task – HSC 3074 Contribute to effective team working in healthand social care or children and young people’s settingsAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 289

LM2a: Understanding professional supervision practiceLM2a: Understanding professional supervisionpracticeUnit reference H/602/3185 Level 4Credit value 3 GLH 22Unit aimThe purpose of this unit is to assess the learner’s knowledge andunderstanding of professional supervision practice. It could be used tosupport those wishing to prepare for a supervisory role or to enhance thepractice of those already in such a role.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the purpose ofsupervision.1.1. Evaluate theoreticalapproaches to professionalsupervision.1.2. Analyse how therequirements of legislation,codes of practice, policies andprocedures impact onprofessional supervision.2. Understand how theprinciples of supervision canbe used to informperformance management.2.1. Explain key principles ofeffective professionalsupervision.2.2. Analyse the importance ofmanaging performance inrelation to:• governance• safeguarding• key learning from criticalreviews and inquiries.3. Understand how to supportindividuals throughprofessional supervision.3.1. Analyse the concept of antioppressivepractice inprofessional supervision.© CACHE 2013 Version 5.0 291

LM2a: Understanding professional supervision practiceLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.2. Explain methods to assistindividuals to deal withchallenging situations.3.3. Explain how conflict may arisewithin professionalsupervision.3.4. Describe how conflict can bemanaged within professionalsupervision.4. Understand how professionalsupervision supportsperformance.4.1. Explain the responsibility ofthe supervisor in setting cleartargets and performanceindicators.4.2. Explain the performancemanagement cycle.4.3. Compare methods that canbe used to measureperformance.4.4. Describe the indicators ofpoor performance.4.5. Explain how constructivefeedback can be used toimprove performance.4.6. Evaluate the use ofperformance managementtowards the achievement ofobjectives.© CACHE 2013 Version 5.0 292

LM2a: Understanding professional supervision practiceLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LM2aI confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitLMCS A1, B1, HSC 41, 43, 45This unit must be assessed in accordance with Skills forCare and Development’s QCF Assessment Principles.© CACHE 2013 Version 5.0 293

LM2a: Understanding professional supervision practiceAssessment Task – LM2a Understanding professional supervision practiceAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 294

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLM2c: Develop professional supervision practice in healthand social care or children and young people’s worksettingsUnit reference M/602/3187 Level 5Credit value 5 GLH 39Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to undertake professional supervision ofothers.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 3, 4, 5 and 6 must be assessed in real work environments by avocationally competent assessor.1. Understand the purpose ofprofessional supervision inhealth and social care orchildren and young people’swork settings.1.1. Analyse the principles, scopeand purpose of professionalsupervision.1.2. Outline theories and modelsof professional supervision.1.3. Explain how the requirementsof legislation, codes ofpractice and agreed ways ofworking influenceprofessional supervision.1.4. Explain how findings fromresearch, critical reviews andinquiries can be used withinprofessional supervision.© CACHE 2013 Version 5.0 295

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Explain how professionalsupervision can protect the:• individual• supervisor• supervisee.2. Understand how theprinciples of professionalsupervision can be used toinform performancemanagement in health andsocial care or children andyoung people’s worksettings.2.1. Explain the performancemanagement cycle.2.2. Analyse how professionalsupervision supportsperformance.2.3. Analyse how performanceindicators can be used tomeasure practice.3. Be able to undertake thepreparation for professionalsupervision with superviseesin health and social care orchildren and young people’swork settings.3.1. Explain factors which result ina power imbalance inprofessional supervision.3.2. Explain how to address powerimbalance in own supervisionpractice.3.3. Agree with superviseeconfidentiality, boundaries,roles and accountability withinthe professional supervisionprocess.3.4. Agree with supervisee thefrequency and location ofprofessional supervision.3.5. Agree with superviseesources of evidence that canbe used to inform professionalsupervision.3.6. Agree with supervisee actionsto be taken in preparation forprofessional supervision.© CACHE 2013 Version 5.0 296

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to provideprofessional supervision inhealth and social care orchildren and young people’swork settings.4.1. Support supervisees to reflecton their practice.4.2. Provide positive feedbackabout the achievements of thesupervisee.4.3. Provide constructive feedbackthat can be used to improveperformance.4.4. Support supervisees toidentify their owndevelopment needs.4.5. Review and reviseprofessional supervisiontargets to meet the identifiedobjectives of the work setting.4.6. Support supervisees toexplore different methods ofaddressing challengingsituations.4.7. Record agreed supervisiondecisions.5. Be able to manage conflictsituations during professionalsupervision in health andsocial care or children andyoung people’s worksettings.5.1. Give examples from ownpractice of managing conflictsituations within professionalsupervision.5.2. Reflect on own practice inmanaging conflict situationsexperienced duringprofessional supervisionprocess.© CACHE 2013 Version 5.0 297

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6. Be able to evaluate ownpractice when conductingprofessional supervision inhealth and social care orchildren and young people’swork settings.6.1. Gather feedback fromsupervisee/s on ownapproach to supervisionprocess.6.2. Adapt approaches to ownprofessional supervision inlight of feedback fromsupervisees and others.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LM2cI confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 5.0 298

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitLMCS A1, B1, HSC 41, 43, 45 CCLD 328, 427This unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 3, 4, 5 and 6 must be assessed inthe work setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAgreed ways of working will include policies andprocedures where these exist.An individual is someone accessing care or support.© CACHE 2013 Version 5.0 299

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsAssessment Task – LM2c Develop professional supervision practice inhealth and social care or children and young people’s work settingsAn assessment task for this unit is available on request.© CACHE 2013 Version 5.0 300

Section 3: DocumentsUseful documentsThis section refers to useful documents that can be found on the secure cachezone system,some of which may assist with the delivery of this qualification.• How to Guide to Assessing CACHE QCF Qualifications• CACHE How to - Requirements of Assessors and Internal Quality Assurers• Paediatric First Aid Guidance• Paediatric First Aid Guidance (Podcast)Mandatory documentsThe completion of an ‘Evidence Record’ and ‘Record of Assessment Cycle’ form is mandatory.CACHE has devised these templates for your convenience; however, you may design yourown forms which comply with the content of the CACHE templates.• CACHE Evidence Record• CACHE Record of Assessment CycleWe have also provided notes to guide you when completing these forms:• Completing the CACHE Evidence Record• Completing the CACHE Record of Assessment Cycle© CACHE 2013 Version 5.0 301

Section 4: Publication historyA comprehensive CACHE QCF Support Materials Publication History, including details ofchanges made to all CACHE QCF support materials since 2010, is available on cachezone.© CACHE 2013 Version 5.0 303