Optional Units - Cache
Optional Units - Cache Optional Units - Cache
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
- 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 66 and 67: CYPOP 14: Support children and youn
- Page 69 and 70: CYPOP 15: Support positive practice
- Page 71: 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
- Page 117: CYPOP 37: Support children or young
- Page 120 and 121: LLUK 312: Engage young parents in s
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 <strong>Units</strong> 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
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