Optional Units - Cache
Optional Units - Cache Optional Units - Cache
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
- Page 15 and 16: Section 2: UnitsThis section includ
- Page 17: Section 2: UnitsUnit LayoutFor each
- Page 20 and 21: CYPOP 1: Work with babies and young
- Page 22 and 23: CYPOP 1: Work with babies and young
- Page 24 and 25: CYPOP 1: Work with babies and young
- Page 26 and 27: CYPOP 2: Care for the physical and
- Page 28 and 29: CYPOP 2: Care for the physical and
- Page 30 and 31: CYPOP 2: Care for the physical and
- Page 32 and 33: CYPOP 3: Lead and manage a communit
- Page 34 and 35: CYPOP 3: Lead and manage a communit
- Page 36 and 37: CYPOP 3: Lead and manage a communit
- Page 38 and 39: CYPOP 4: Promote young children’s
- Page 40 and 41: CYPOP 4: Promote young children’s
- Page 43 and 44: CYPOP 5: Understand how to set up a
- Page 45 and 46: CYPOP 5: Understand how to set up a
- Page 47 and 48: CYPOP 5: Understand how to set up a
- Page 49 and 50: CYPOP 5: Understand how to set up a
- Page 51: CYPOP 5: Understand how to set up a
- Page 54 and 55: CYPOP 6: Support disabled children
- Page 56 and 57: CYPOP 6: Support disabled children
- Page 58 and 59: CYPOP 6: Support disabled children
- Page 60 and 61: CYPOP 7: Promote creativity and cre
- Page 62 and 63: CYPOP 7: Promote creativity and cre
- Page 64 and 65: CYPOP 14: Support children and youn
- Page 69 and 70: CYPOP 15: Support positive practice
- Page 71 and 72: CYPOP 15: Support positive practice
- Page 73 and 74: CYPOP 15: Support positive practice
- Page 75 and 76: CYPOP 16: Coordinate special educat
- Page 77 and 78: CYPOP 16: Coordinate special educat
- Page 79: CYPOP 16: Coordinate special educat
- Page 82 and 83: CYPOP 17: Understand the needs of c
- Page 84 and 85: CYPOP 17: Understand the needs of c
- Page 86 and 87: CYPOP 17: Understand the needs of c
- Page 88 and 89: CYPOP 21: Work with parents, famili
- Page 90 and 91: CYPOP 21: Work with parents, famili
- Page 93 and 94: CYPOP 22: Understand the speech, la
- Page 95 and 96: CYPOP 22: Understand the speech, la
- Page 97 and 98: CYPOP 22: Understand the speech, la
- Page 99: CYPOP 22: Understand the speech, la
- Page 102 and 103: LLUK 302: Enable parents to develop
- Page 104 and 105: LLUK 302: Enable parents to develop
- Page 106 and 107: LLUK 302: Enable parents to develop
- Page 108 and 109: LLUK 301: Work with parents to meet
- Page 110 and 111: LLUK 301: Work with parents to meet
- Page 113 and 114: CYPOP 37: Support children or young
- Page 115 and 116: CYPOP 37: Support children or young
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 unit<strong>Units</strong> 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
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