Optional Units - Cache
Optional Units - Cache Optional Units - Cache
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
- 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 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 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
- Page 122 and 123: LLUK 312: Engage young parents in s
- Page 125 and 126: LLUK 313: Engage fathers in their c
- Page 127 and 128: LLUK 313: Engage fathers in their c
- Page 129: LLUK 313: Engage fathers in their c
- Page 132 and 133: LLUK: Engage parents in their child
- Page 134 and 135: LLUK: Engage parents in their child
- Page 137 and 138: CYPOP 46: Promote children in early
- Page 139 and 140: CYPOP 46: Promote children in early
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
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