CACHE Qualification Specification

CACHE Qualification SpecificationCACHE Level 3 Diploma in Health and Social Care(Children and Young People) for Wales andNorthern Ireland (QCF)

CACHE Level 3 Diploma in Health and Social Care (Children and Young People) for Wales andNorthern Ireland (QCF)CACHE © Copyright 2013 All rights reserved worldwide.Reproduction by approved CACHE centres is permissible for internal use under the followingconditions:CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres touse its content more flexibly within their own course materials. You may copy and paste any materialfrom this document; however, CACHE does not accept any liability for any incomplete or inaccuratecopying and subsequent use of this information. The use of PDF versions of our support materials onthe CACHE website will ensure that correct and up-to-date information is provided to learners.Any photographs in this publication are the exclusive property of CACHE . They are protected undercopyright law and cannot be reproduced, copied or manipulated in any form. This includes the use ofany image or part of an image in individual or group projects and assessment materials. All images havea signed model release.Qualification reference number:CACHE Level 3 Diploma in Health and Social Care (Children and Young People) 501/1262/4for Wales and Northern and IrelandPublished in Great Britain by CACHEFirst edition November 2010 Book code 501/1262/4/C1Second edition May 2011 Book code 501/1262/4/C2Publication datesVersion 1.0 November 2010 Version 4.0 December 2011Version 2.0 May 2011 Version 5.0 May 2013Version 3.0 July 2011PublisherCouncil for Awards in Care, Health and EducationApex House81 Camp RoadSt AlbansHertfordshireAL1 5GBTelephone: 0345 347 2123Registered Company No: 2887166Registered Charity No: 1036232Printed in England byOcé (UK) LimitedOcé HouseChatham WayBrentwoodEssexCM14 4DZ© CACHE 2013 Version 5.0 2

Qualification SpecificationContentsSection 1: General introduction 5About this Qualification Specification 6How the qualification works 6Understanding learning outcomes 7Making use of the CACHE websites 8The Public Website 8The Centre Secure Website 8Section 2: About this qualification 9Qualification summary 10CACHE Level 3 Diploma in Health and Social Care (Children and Young People)for Wales and Northern Ireland (QCF) 10Introduction to this qualification 12Rules of combination 13Progression 13Unit achievement log 14Mandatory units 14Optional Group B units 16Barred unit combinations 22Section 3: Units 23Assessment Methods 24Unit layout 25SHC 31: Promote communication in health, social care or children’s and youngpeople’s settings 27SHC 32: Engage in personal development in health, social care or children’s andyoung people’s settings 33SHC 33: Promote equality and inclusion in health, social care or children’s andyoung people’s settings 37SHC 34: Principles for implementing duty of care in health, social care orchildren’s and young people’s settings 41© CACHE 2013 Version 5.0 3

CACHE Level 3 Diploma in Health and Social Care (Children and Young People) for Wales andNorthern Ireland (QCF)CYP Core 3.1: Understand child and young person development 45CYP Core 3.2: Promote child and young person development 53CYP Core 3.3: Understand how to safeguard the wellbeing of children and youngpeople 61CYP Core 3.4: Support children and young people's health and safety 71CYP Core 3.5: Develop positive relationships with children, young people andothers involved in their care 77CYP Core 3.6: Working together for the benefit of children and young people 81CYP Core 3.7: Understand how to support positive outcomes for children andyoung people 87SCMP 1: Assessment and planning with children and young people 93SCMP 2: Promote the well being and resilience of children and young people 101SCMP 3: Professional practice in children and young people’s social care 107Section 4: Assessment and quality assurance information for tutors and assessors 113Assessment guidance 114Assessment strategies and principles relevant to this qualification 115Skills for Care and Development Assessment Principles / CACHE Assessment Strategy115Section 5: Feedback 117QCF Support Materials Feedback Form 119Section 6: Documents 121Useful documents 121Mandatory documents 121Section 7: Publication history 123© CACHE 2013 Version 5.0 4

Section 1: General introduction© CACHE 2013 Version 5.0 5

Section 1: General introductionMaking use of the CACHE websitesThe CACHE websites are maintained on a regular basis and this is where the most up to datedocuments can be found. We strongly advise that these should be used as a resource on anon-going basis to ensure you always have the most current information.All our qualification documents are version controlled, allowing you to check for updates orrevisions.The Public WebsiteOur public website address is: www.cache.org.uk and contains information that is available toeverybody. It contains information about all our qualifications, including:• Key Facts• Qualification SpecificationsThere are also some other key documents that can be referred to when required. For example:• Complaints Procedure• Appeals Process• Equality and Diversity Statement – our approach to non-discrimination• CACHE Statement of Values – our values when working with children or youngpeopleIt also contains regular news updates and case studies and links to websites from otherorganisations that might be of interest.The Centre Secure WebsiteMore specific information to support Centre delivery can be found on our secure website‘cachezone’. This site is for Centres only.Login is via the ‘cachezone page’ on our public website using the details provided by theCentre administrator.© CACHE 2013 Version 5.0 8

Section 2: About this qualification© CACHE 2013 Version 5.0 9

Section 2: About this qualificationQualification summaryTitleTypeCACHE Level 3 Diploma in Health and Social Care (Children and YoungPeople) for Wales and Northern Ireland (QCF)QCFQualification number 501/1262/4AimPurposeOfqual code and description(where applicable)This qualification develops the knowledge and skills needed when workingwith children and young people in health and social care environments. Itcovers a wide range of areas such as supporting children and youngpeople with their physical or emotional care, daily living needs andbehaviour management.It is aimed at all those who wish to work or are working in a senior role withchildren and young people in health and social care environments inWales and Northern Ireland.D1: Confirm competence in an occupational role to the standards requiredGuided learning hours Min 385 Max 441Credit value 58 Minimum credits at / above Level 50Minimum age oflearnerAge ranges covered bythe qualificationReal work environment(RWE) requirement /recommendationRules of Combination1618+Learners will need to be working, volunteering or on practical placementas they need to show competence in both knowledge and skills.To complete the qualification learners will need to achieve 58 credits with50 of these being achieved at Level 3 or above.A total of 40 credits will need to be achieved from mandatory Group A andthen at least a further 18 credits from optional Group B.Unit certification can be claimed for all achieved units.© CACHE 2013 Version 5.0 10

Section 2: About this qualificationProgressionEquivalencies /Performance PointsRecommendedassessment methodsIt is anticipated that learners will progress to Level 4 and Level 5 QCFqualifications for management or senior practitioner roles in health andsocial care, or to specialist qualifications reflecting the context in whichthey work.Please refer to cachezone for up-to-date information on Equivalencies andPerformance Points for CACHE qualifications.All units are internally assessed.Assessment enables the learner’s workplace practice to provide evidencefor individual units as well as the whole qualification. Methods ofassessment could include:• Inference of knowledge from direct observation of practice• Witness evidence when directed by the sector skills assessmentstrategy• Professional discussion• Reflection on own practice in real work situations• Written assignments• Learner’s own plans and written records• Task set by CACHE for knowledge learning outcomes only inmandatory units** NB: CACHE assessment tasks are provided for tutors’ convenience. They are not mandatory.Additional assessmentrequirementsGrading systemHow long will it take tocomplete?Entry requirements /recommendationsAll units must be assessed in line with the Skills for Care and DevelopmentAssessment Strategy.The qualification will be pass or refer and all the assessment criteria forthe chosen units must be achieved in order to obtain a pass.The qualification can usually be completed in one year.Learners should be at least 16 years old. CACHE does not set any otherentry requirements but Centres may have their own guidelines.© CACHE 2013 Version 5.0 11

Section 2: About this qualificationIntroduction to this qualificationThis qualification is nationally recognised and is based on the Health and Social Care NationalOccupational Standards (NOS). The NOS, assessment principles and qualification structureare owned by the Sector Skills Council, Skills for Care and Development.The CACHE Level 3 Diploma in Health and Social Care (Children and Young People) forWales and Northern Ireland (QCF) confirms competence in the areas of Health and SocialCare and serves as the required qualification for registration and regulatory requirements in theSocial Care sector in Wales and Northern Ireland. It allows learners to specialise in the area ofChildren and Young People.This qualification is for all learners aged 16 and above who are capable of reaching therequired standards.The CACHE Level 3 Diploma in Health and Social Care (Children and Young People) forWales and Northern Ireland (QCF) has been approved as a component for the Health andSocial Care Advanced Apprenticeship framework.Potential job roles for those working towards this qualification:• senior care assistants/support workers/key workers in residential settings• senior healthcare assistants/support workers in community and primary careenvironments• senior healthcare assistants/support workers in acute health environments• senior care assistants/support workers/key workers in domiciliary services• senior care assistants/support workers/key workers in day services• senior support workers in supported living projects• community-based senior care assistants/support workers/key workers, includingthose working in specialist areas eg dementia, learning disabilities• personal assistants employed directly by the individual they support or their families• emerging new types of workers and multidisciplinary health roles crossing traditionalservice barriers and delivery models.© CACHE 2013 Version 5.0 12

Section 2: About this qualificationRules of combinationTo complete the qualification learners will need to achieve 58 credits with 50 of these beingachieved at Level 3 or above.A total of 40 credits will need to be achieved from mandatory Group A and then at least afurther 18 credits from optional Group B.Unit certification can be claimed for all achieved units.ProgressionIt is anticipated that learners will progress to Level 4 and Level 5 QCF qualifications formanagement or senior practitioner roles in health and social care, or to specialist qualificationsreflecting the context in which they work.© CACHE 2013 Version 5.0 13

Section 2: About this qualificationUnit achievement logMandatory unitsUnit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesJ/601/1434 SHC 31 Promote communication in health, social care orchildren’s and young people’s settingsA/601/1429 SHC 32 Engage in personal development in health, socialcare or children’s and young people’s settingsY/601/1437 SHC 33 Promote equality and inclusion in health, socialcare or children’s and young people’s settingsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 3 10 273 3 10 333 2 8 37R/601/1436 SHC 34 Principles for implementing duty of care in health,social care or children’s and young people’sKnowledge 3 1 5 41L/601/1693 CYP Core 3.1 Understand child and young person development Knowledge 3 4 30 45R/601/1694 CYP Core 3.2 Promote child and young person development Knowledge /Skills3 3 25 53Y/601/1695 CYP Core 3.3 Understand how to safeguard the well being ofchildren and young peopleKnowledge 3 3 25 61© CACHE 2013 Version 5.0 14

Section 2: About this qualificationUnit ref. Unit no. Unit title Unit type Level Credit GLH Page NotesD/601/1696 CYP Core 3.4 Support children and young people’s health andsafetyKnowledge /Skills3 2 15 71H/601/1697 CYP Core 3.5 Develop positive relationships with children,young people and others involved in their careSkills 3 1 8 77K/601/1698 CYP Core 3.6 Working together for the benefit of children andyoung peopleKnowledge /Skills3 2 15 81M/601/1699 CYP Core 3.7 Understand how to support positive outcomes forchildren and young peopleKnowledge 3 3 25 87M/600/9760 SCMP 1 Assessment and planning with children andyoung peopleF/600/9780 SCMP 2 Promote the well being and resilience of childrenand young peopleF/601/0315 SCMP 3 Professional practice in children and youngpeople’s social careKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 5 35 933 4 30 1013 4 30 107© CACHE 2013 Version 5.0 15

Section 2: About this qualificationOptional Group B unitsUnit ref. Unit no. Unit title Unit type Level Credit GLH NotesY/501/0598 ASM 34 Administer medication to individuals and monitor the effects Knowledge /Skills3 5 30A/601/0121 CYPOP 1 Work with babies and young children to promote theirdevelopment and learningD/601/0130 CYPOP 2 Care for the physical and nutritional needs of babies andyoung childrenT/601/0134 CYPOP 6 Support disabled children and young people and those withspecific requirementsM/601/1329 CYPOP 8 Support young people to develop, implement and review aplan of actionA/601/1334 CYPOP 9 Provide information and advice to children and youngpeopleF/601/1349 CYPOP 12 Support young people to move towards independence andmanage their livesD/601/1357 CYPOP 13 Support children and young people to achieve their learningpotentialKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills3 6 453 6 454 6 453 3 253 3 223 3 203 3 20© CACHE 2013 Version 5.0 16

Section 2: About this qualificationUnit ref. Unit no. Unit title Unit type Level Credit GLH NotesR/601/1369 CYPOP 14 Support children and young people to have positiverelationshipsL/601/2861 CYPOP 15 Support positive practice with children and young peoplewith speech, language and communication needsKnowledge /SkillsKnowledge /Skills3 3 203 4 28F/600/9777 CYPOP 17 Understand the needs of children and young people whoare vulnerable and experiencing poverty and disadvantageKnowledge 4 5 40M/600/9807 CYPOP 30 Support the creativity of children and young people Knowledge /Skills3 3 20A/600/9809 CYPOP 35 Work with children and young people in a residential caresettingKnowledge /Skills3 5 35K/601/0132 CYPOP 37 Support children or young people in their own home Knowledge /Skills3 4 30J/502/4660 LLUK 312 Engage young parents in supporting their children’sdevelopmentKnowledge /Skills3 3 20Y/502/4663 LLUK 313 Engage fathers in their children’s early learning Knowledge /SkillsM/502/3812 CYPOP 40 Engage parents in their children's early learning Knowledge /Skills3 3 203 3 20© CACHE 2013 Version 5.0 17

Section 2: About this qualificationUnit ref. Unit no. Unit title Unit type Level Credit GLH NotesJ/601/8027 HSC 2028 Move and position individuals in accordance with their planof careL/601/8028 HSC 3003 Provide support to maintain and develop skills for every daylifeKnowledge /SkillsKnowledge /Skills2 4 263 4 28D/601/7904 HSC 3023 Support individuals to manage their finances Knowledge /Skills3 3 24K/601/7906 HSC 3027 Support individuals to access housing and accommodationservicesKnowledge /Skills3 4 24M/601/7907 HSC 3033 Support individuals during a period of change Knowledge /Skills3 4 29T/601/7908 HSC 3034 Support individuals to prepare for and settle in to new homeenvironmentsKnowledge /Skills3 3 23F/601/3764 HSC 3045 Promote positive behaviour Knowledge /SkillsF/601/4056 HSC 3047 Support use of medication in social care settings Knowledge /SkillsT/601/9738 HSC 3065 Implement the positive behavioural support model Knowledge /Skills3 6 443 5 404 8 61© CACHE 2013 Version 5.0 18

Section 2: About this qualificationUnit ref. Unit no. Unit title Unit type Level Credit GLH NotesK/601/5315 LD 201 Understand the context of supporting individuals withlearning disabilitiesKnowledge 2 4 35A/601/7215 LD 302 Support person-centred thinking and planning Knowledge /SkillsD/601/7353 LD Op 303 Promote active support Knowledge /Skills3 5 413 5 36T/601/5317 LD 310 Understand how to support individuals with autisticspectrum conditionsKnowledge 3 3 28F/602/0049 LD 311 C Support young people with a disability to make thetransition into adulthoodKnowledge /Skills3 5 40K/601/7047 LD 312 Support parents with disabilities Knowledge /SkillsJ/602/0053 LD Op 314 C Support individuals with self-directed support Knowledge /Skills3 6 433 5 35M/600/9788 LDSS MP 2 Support children and young people to make positivechanges in their livesKnowledge /Skills3 4 27J/601/6150 PD OP 3.1 Understand physical disability Knowledge 3 3 22© CACHE 2013 Version 5.0 19

Section 2: About this qualificationUnit ref. Unit no. Unit title Unit type Level Credit GLH NotesD/601/5750 PD OP 3.5 Support families who have had a child with a disability Knowledge /Skills3 3 23M/601/3467 SS MU 3.1 Understand sensory loss Knowledge 3 3 21F/601/3473 SS OP 3.1 Understand models of disability Knowledge 3 3 26K/601/3483 SS OP 3.2 Promote effective communication with individuals withsensory lossA/601/5190 SS OP 3.3 Support individuals with multiple conditions and/ordisabilitiesKnowledge /SkillsKnowledge /Skills3 4 303 4 31J/601/3541 SS OP 3.4 Support individuals in the use of assistive technology Knowledge /SkillsD/601/3545 SS OP 3.6 Support the promotion of awareness of sensory loss Knowledge /Skills4 4 323 3 23H/601/3546 SS OP 3.7 Support individuals to access education, training oremploymentKnowledge /Skills4 4 31R/601/5180 SS OP 3.8 Enable individuals to negotiate environments Knowledge /Skills3 5 34© CACHE 2013 Version 5.0 20

Section 2: About this qualificationBarred unit combinationsThe rules of combination of the Level 3 Diploma in Health and Social Care (Children and Young People) for Wales and Northern Ireland will not allow thefollowing unit combinations to be taken together:If takenCannot be takenUnit ref. Unit no. Unit title Unit ref. Unit no. Unit titleY/501/0598 ASM34 Administer medication to individuals and monitor theeffectsF/601/4056 HSC 3047 Support use of medication in social settingsF/601/3764 HSC 3045 Promote positive behaviour T/601/9738 HSC 3065 Implement the positive behavioural support model© CACHE 2013 Version 5.0 22

Section 3: UnitsThis section includes CACHE assessment tasks for tutors’ convenience.They are not mandatory.© CACHE 2013 Version 5.0 23

Section 3: 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 24

Section 2: About this qualification 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 25

SHC 31: Promote communication in health, social care or children’s and young people’s settingsSHC 31: Promote communication in health, social care orchildren’s and young people’s settingsUnit reference J/601/1434 Level 3Credit value 3 GLH 10Unit aimThis unit is aimed at those who work in health or social care settings orwith children or young people in a wide range of settings. The unitexplores the central importance of communication in such settings, andways to meet individual needs and preferences in communication. It alsoconsiders issues of confidentiality.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand why effectivecommunication is importantin the work setting.1.1. Identify the different reasonspeople communicate.1.2. Explain how communicationaffects relationships in thework setting.2. Be able to meet thecommunication andlanguage needs, wishesand preferences ofindividuals.2.1. Demonstrate how to establishthe communication andlanguage needs, wishes andpreferences of individuals.2.2. Describe the factors toconsider when promotingeffective communication.2.3. Demonstrate a range ofcommunication methods andstyles to meet individualneeds.2.4. Demonstrate how to respondto an individual’s reactionswhen communicating.© CACHE 2013 Version 5.0 27

SHC 31: Promote communication in health, social care or children’s and young people’s settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Be able to overcomebarriers to communication.3.1. Explain how people fromdifferent backgrounds may useand/or interpret communicationmethods in different ways.3.2. Identify barriers to effectivecommunication.3.3. Demonstrate ways toovercome barriers tocommunication.3.4. Demonstrate strategies thatcan be used to clarifymisunderstandings.3.5. Explain how to access extrasupport or services to enableindividuals to communicateeffectively.4. Be able to apply principlesand practices relating toconfidentiality.4.1. Explain the meaning of theterm confidentiality.4.2. Demonstrate ways to maintainconfidentiality in day-to-daycommunication.4.3. Describe the potential tensionbetween maintaining anindividual’s confidentiality anddisclosing concerns.© CACHE 2013 Version 5.0 28

SHC 31: Promote communication in health, social care or children’s and young people’s 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: SHC 31I 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 29

SHC 31: Promote communication in health, social care or children’s and young people’s settingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 301GCU 1GEN 22HSC 31Themes recur as knowledge requirements and corevalues throughout HSC NOS.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitCommunication methods include:• non-verbal communication- eye contact- touch- physical gestures- body language- behaviour.• verbal communication- vocabulary- linguistic tone- pitch.Services may include:• translation services• interpreting services• speech and language services• advocacy services.Additional unit assessment requirementsprovided with the QCF unitAssessment of this unit must adhere to therequirements of Skills for Care and Development/Skillsfor Health assessment strategy.© CACHE 2013 Version 5.0 30

SHC 31: Promote communication in health, social care or children’s and young people’s settingsAssessment task – SHC 31 Promote communication in health and socialcare or children’s and young people’s settingsTask links to learning outcome 1, assessment criteria 1.1 and 1.2.Communication is a vital skill required to work effectively in health and social care or withchildren and/or young people.Evidence of your practice will be assessed in your work setting. To establish the context of this,you will need to carry out some research to provide:• an identification of the different reasons people communicate• an explanation of how communication affects relationships in the work setting.You may choose to present your written response as a formal report with an introduction. Makesure that the body of the report is set out with clear headings which identify the content of eachsection, e.g. introduction, main body and conclusion.It is good practice to reference the source(s) of your information using an established format forpresenting references and bibliography.© CACHE 2013 Version 5.0 31

SHC 32: Engage in personal development in health, social care or children’s and young people’ssettingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 304GCU 6GEN 12 GEN 13HSC 33Themes recur as knowledge requirements, performancecriteria and core values throughout HSC NOS.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitStandards may include:• codes of practice• regulations• minimum standards• national occupational standards.Sources of support may include:• formal support• informal support• supervision• appraisal• within the organisation• beyond the organisation.Others may include:• the individual• carers• advocates• supervisor, line manager or employer• other professionals.Additional unit assessment requirementsprovided with the QCF unitAssessment of this unit must adhere to therequirements of Skills for Care and Development /Skillsfor Health assessment strategy.© CACHE 2013 Version 5.0 35

SHC 32: Engage in personal development in health, social care or children’s and young people’ssettingsAssessment task – SHC 32 Engage in personal development in health,social care or children’s and young people’s settingsTask links to learning outcome 1, assessment criteria 1.1 and 1.2.Personal development and reflective practice is an integral part of health and social care orworking with children and or young people. To support you in reviewing the need for personaldevelopment in relation to your work role, produce the following:• write a description of the duties and responsibilities of your own work role• prepare an explanation of the expectations about your own work role as expressed inrelevant standards.(Standards may include: codes of practice, regulations, minimum standards or nationaloccupational standards.)© CACHE 2013 Version 5.0 36

SHC 33: Promote equality and inclusion in health, social care or children’s and young people’s settingsSHC 33: Promote equality and inclusion in health, socialcare or children’s and young people’s settingsUnit reference Y/601/1437 Level 3Credit value 2 GLH 8Unit aimThis unit is aimed at those who work in health or social care settings or withchildren or young people in a wide range of settings. The unit covers thetopics of equality, diversity and inclusion, and how to promote these in thework setting.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the importanceof diversity, equality andinclusion.1.1. Explain what is meant by:• diversity• equality• inclusion.1.2. Describe the potential effectsof discrimination.1.3. Explain how inclusive practicepromotes equality andsupports diversity.2. Be able to work in aninclusive way.2.1. Explain how legislation andcodes of practice relating toequality, diversity anddiscrimination apply to ownwork role.2.2. Show interaction withindividuals that respects theirbeliefs, culture, values andpreferences.© CACHE 2013 Version 5.0 37

SHC 33: Promote equality and inclusion in health, social care or children’s and young people’s settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Be able to promotediversity, equality andinclusion.3.1. Demonstrate actions thatmodel inclusive practice.3.2. Demonstrate how to supportothers to promote equality andrights.3.3. Describe how to challengediscrimination in a way thatpromotes 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: SHC 33I 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 38

SHC 33: Promote equality and inclusion in health, social care or children’s and young people’s settingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 305GCU 5HSC 34, HSC 35, HSC 3116.Themes recur as knowledge requirements and corevalues throughout HSC and CCLD NOS.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitEffects may include effects on:• the individual• families or friends of the individual• those who inflict discrimination• wider society.Additional unit assessment requirementsprovided with the QCF unitAssessment of this unit must adhere to therequirements of Skills for Care and Development/Skillsfor Health assessment strategy.© CACHE 2013 Version 5.0 39

SHC 33: Promote equality and inclusion in health, social care or children’s and young people’s settingsAssessment task – SHC 33 Promote equality and inclusion in health, socialcare or children’s and young people’s settingsTask links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.In your work role in health and social care or with children and/or young people you have beenasked to produce an information area in your work place for stakeholders, who may includestaff, adult carers, children and young people. To support understanding and raise awarenessof equality, diversity and inclusion, present the following information:• an explanation of what is meant by:- diversity- equality- inclusion• a description of the potential effects of discrimination• an explanation of how inclusive practice promotes equality and supports diversity.Produce your work on A4 sheets and ensure that it is clearly presented.© CACHE 2013 Version 5.0 40

SHC 34: Principles for implementing duty of care in health, social care or children’s and young people’ssettingsSHC 34: Principles for implementing duty of care inhealth, social care or children’s and young people’ssettingsUnit reference R/601/1436 Level 3Credit value 1 GLH 5Unit aimThis unit is aimed at those who work in health or social care settings or withchildren or young people in a wide range of settings. It considers how dutyof care contributes to safe practice, and how to address dilemmas orcomplaints that may arise where there is a duty of care.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand how duty ofcare contributes to safepractice.1.1. Explain what it means to havea duty of care in own workrole.1.2. Explain how duty of carecontributes to the safeguardingor protection of individuals.2. Know how to addressconflicts or dilemmas thatmay arise between anindividual’s rights and theduty of care.2.1. Describe potential conflicts ordilemmas that may arisebetween the duty of care andan individual’s rights.2.2. Describe how to manage risksassociated with conflicts ordilemmas between anindividual’s rights and the dutyof care.2.3. Explain where to get additionalsupport and advice aboutconflicts and dilemmas.© CACHE 2013 Version 5.0 41

SHC 34: Principles for implementing duty of care in health, social care or children’s and young people’ssettingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Know how to respond tocomplaints.3.1. Describe how to respond tocomplaints.3.2. Explain the main points ofagreed procedures forhandling complaints.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: SHC 34I 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 unitRelationship to occupational standards –provided with the QCF unitCCLD 305GCU 2HSC 24, HSC 34, HSC 35Themes recur as knowledge requirements and corevalues throughout HSC and CCLD NOS.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitAssessment of this unit must adhere to therequirements of Skills for Care and Development/ Skillsfor Health assessment strategy.© CACHE 2013 Version 5.0 42

SHC 34: Principles for implementing duty of care in health, social care or children’s and young people’ssettingsAssessment task – SHC 34 Principles for implementing duty of care inhealth, social care or children’s and young people’s settingWhen working in health and social care or with children and young people in any settingunderstanding ‘Duty of Care’ is paramount. Prepare an information document to be used duringthe induction process of a new member of staff. Be sure that you relate it to your work role andclearly identify any reference to other documentation. Carefully consider how the information ispresented to ensure that each area is produced under clear headings.Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2.Write an explanation of:• what it means to have a duty of care in own work role• how duty of care contributes to the safeguarding or protection of individuals.Task 2 (a) links to learning outcome 2, assessment criteria 2.1 and 2.2.Write a description of:• potential conflicts or dilemmas that may arise between the duty of care and anindividual’s rights• how to manage risks associated with conflicts or dilemmas between an individual’srights and the duty of care.Task 2 (b) links to learning outcome 2, assessment criteria 2.3.Produce an explanation of where to get additional support and advice about conflicts anddilemmas.Task 3 links to learning outcome 3, assessment criteria 3.1 and 3.2.Write a description of how to respond to complaints.Write an explanation of the main points of agreed procedures for handling complaints.NB: Please ensure that all the information given relates to working in settings in health andsocial care or with children and or young people.Reference the sources of information you have used.© CACHE 2013 Version 5.0 43

CYP Core 3.1: Understand child and young person developmentCYP Core 3.1: Understand child and young persondevelopmentUnit reference L/601/1693 Level 3Credit value 4 GLH 30Unit aimThis unit provides knowledge and understanding of how children and youngpeople from birth to 19 years develop, including underpinning theoreticalperspectives. It also includes actions taken when differences indevelopment are identified and the potential effects of transitions onchildren and young people’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 expectedpattern of development forchildren and young peoplefrom birth - 19 years.1.1. Explain the sequence and rateof each aspect ofdevelopment from birth – 19years.1.2. Explain the difference betweensequence of development andrate of development and whythe difference is important.2. Understand the factors thatinfluence children andyoung people’sdevelopment and howthese affect practice.2.1. Explain how children andyoung people’s development isinfluenced by a range ofpersonal factors.2.2. Explain how children andyoung people’s development isinfluenced by a range ofexternal factors.2.3. Explain how theories ofdevelopment andframeworks to supportdevelopment influencecurrent practice.© CACHE 2013 Version 5.0 45

CYP Core 3.1: Understand child and young person developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3. Understand how to monitorchildren and youngpeople’s development andinterventions that shouldtake place if this is notfollowing the expectedpattern.3.1. Explain how to monitorchildren and young people’sdevelopment using differentmethods.3.2. Explain the reasons whychildren and young people’sdevelopment may not followthe expected pattern.3.3. Explain how disability mayaffect development.3.4. Explain how different typesof interventions can promotepositive outcomes for childrenand young people wheredevelopment is not followingthe expected pattern.4. Understand the importanceof early intervention tosupport the speech,language andcommunication needs ofchildren and young people.4.1. Analyse the importance ofearly identification of speech,language and communicationdelays and disorders and thepotential risks of laterecognition.4.2. Explain how multi-agencyteams work together to supportspeech, language andcommunication.4.3. Explain how play and activitiesare used to support thedevelopment of speech,language and communication.5. Understand the potentialeffects of transitions onchildren and youngpeople’s development.5.1. Explain how different types oftransitions can affect childrenand young people’sdevelopment.5.2. Evaluate the effect on childrenand young people of havingpositive relationships duringperiods of transition.© CACHE 2013 Version 5.0 46

CYP Core 3.1: Understand child and young person 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: CYP Core 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 unitCCLD 303 Promote children’s developmentHSC36 Contribute to the assessment of children andyoung peoples' needs and the development of careplans.CWDC Training, Support and Development Standardsfor Foster Care, Standard 5 Understand thedevelopment of children and young people.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitUnit assessment guidance – provided bythe sectorUnit needs to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Developmental aspects including:• physical• communication• intellectual/cognitive• social, emotional and behavioural• moral.Personal factors including:• health status• disability• sensory impairment• learning difficulties.© CACHE 2013 Version 5.0 47

CYP Core 3.1: Understand child and young person developmentExternal factors including:• poverty and deprivation• family environment and background• personal choices• looked after/care status• education.Theories of development including:• cognitive (e.g. Piaget)• psychoanalytic (e.g. Freud)• humanist (e.g. Maslow)• social Learning (e.g. Bandura)• operant conditioning (e.g. Skinner)• behaviourist (e.g. Watson).Frameworks to support development including:• social pedagogy.Methods of assessing development needs e.g.:• assessment framework/s• observation• standard measurements• information from carers and colleagues.Reasons why development is not following expectedpattern e.g.:• disability• emotional• physical• environmental• cultural• social• learning needs• communication.© CACHE 2013 Version 5.0 48

CYP Core 3.1: Understand child and young person developmentDifferent types of interventions e.g.:• social worker• speech and language therapist• psychologist• psychiatrist• youth justice• physiotherapist• nurse specialist• additional learning support• assistive technology• health visitor.Models of and attitudes to disability e.g.:• social model• medical model• cultural differences• stereotyping• low expectations• benefits of positive attitudes to disability.Types of transitions including:• emotional, affected by personal experience e.g.bereavement, entering/ leaving care• physical e.g. moving to a new educationalestablishment, a new home/locality, from oneactivity to another• physiological e.g. puberty, long term medicalconditions• intellectual e.g. moving from pre-school toprimary to post-primary.© CACHE 2013 Version 5.0 49

CYP Core 3.1: Understand child and young person developmentAssessment task – CYP Core 3.1 Understand child and young persondevelopmentThe opportunity for children and young people to develop in a loving caring environment is vitalto their development. It is important that professional practitioners know the expected aspectsand rate of development to ensure that individuals in their care are given the best opportunity tothrive. The following tasks will help you to understand the support that each child or youngperson may need.Produce a development folder for reference for use in your setting by yourself-and colleagues,which contains the following:Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2.• an explanation of the sequence and rate of each aspect of development from birth to19 years. You may find a timeline useful as part of your explanation• an explanation of the difference between:- the sequence of and rate of development- and why this difference is importantTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3.• an explanation of how children and young people’s development is influenced by:- a range of external factors- a range of personal factors• an explanation of how current practice is influenced by:- theories of development- frameworks to support developmentTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.• an explanation of how to monitor children and young people’s development usingdifferent methods. You may find if helpful to use work products to illustrate youranswer, e.g. child observations, assessment frameworks• an explanation of the reasons why children and young people’s development may notfollow the expected pattern. You may find it helpful to use work products to illustrateyour answer• an explanation of how disability may affect development• an explanation of how different types of interventions can promote positive outcomesfor children and young people where development is not following the expectedpattern© CACHE 2013 Version 5.0 50

CYP Core 3.1: Understand child and young person developmentTask 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.• an analysis that shows the importance of early identification of speech, language andcommunication delays and disorders and the potential risks of late recognition• an explanation of how multi-agency teams work together to support speech,language and communication• an explanation of how play and activities are used to support the development ofspeech, language and communicationTask 5 links to learning outcome 5, assessment criteria 5.1 and 5.2.• an explanation of how different types of transitions can affect children and youngpeople’s development• an evaluation of the effect on children and young people of having positiverelationships during periods of transition. You may find it helpful to use work productsto support your evidence.NB: Please ensure that you refer to the unit additional guidance throughout the completion ofthese tasks.Knowledge evidence of this unit “Understand child and young person development” and unit“Promote child and young person development” can be retained in your development folder butthe evidence of assessment must be recorded on the relevant Unit Assessment Record.© CACHE 2013 Version 5.0 51

CYP Core 3.2: Promote child and young person developmentCYP Core 3.2: Promote child and young persondevelopmentUnit reference R/601/1694 Level 3Credit value 3 GLH 25Unit aimThis unit provides a sound basis of knowledge, understanding and thecompetence required to promote children and young people’sdevelopment and positive behaviour. It also includes how to supportchildren and young people going through transitions in their lives.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, 5 and 6 must be assessed in a real work environment. Simulation isnot permitted.1. Be able to assess thedevelopment needs ofchildren or young peopleand prepare a developmentplan.1.1. Explain the factors that needto be taken into account whenassessing development.1.2. Assess a child or youngperson’s development in thefollowing areas:• physical• communication• intellectual/cognitive• social, emotional andbehavioural• moral.1.3. Explain the selection of theassessment methods used.1.4. Develop a plan to meet thedevelopment needs of a childor young person in the worksetting.© CACHE 2013 Version 5.0 53

CYP Core 3.2: Promote child and young person developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to promote thedevelopment of children oryoung people.2.1. Implement the developmentplan for a child or youngperson according to own roleand responsibilities, taking intoaccount that development isholistic and interconnected.2.2. Evaluate and revise thedevelopment plan in the lightof implementation.2.3. Explain the importance of aperson-centred and inclusiveapproach and give examplesof how this is implemented inown work.2.4. Listen to children or youngpeople and communicate in away that encourages them tofeel valued.2.5. Encourage children or youngpeople to actively participate indecisions affecting their livesand the services they receiveaccording to their age andabilities.3. Be able to support theprovision of environmentsand services that promotethe development of childrenor young people.3.1. Explain the features of anenvironment or service thatpromotes the development ofchildren and young people.3.2. Demonstrate how own workenvironment or service isorganised to promote thedevelopment of children oryoung people.4. Understand how workingpractices can impact on thedevelopment of childrenand young people.4.1. Explain how own workingpractice can affect childrenand young people’sdevelopment.© CACHE 2013 Version 5.0 54

CYP Core 3.2: Promote child and young person developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Explain how institutions,agencies and services canaffect children and youngpeople’s development.5. Be able to support childrenand young people’s positivebehaviour.5.1. Demonstrate how they workwith children and young peopleto encourage positivebehaviour.5.2. Evaluate different approachesto supporting positivebehaviour.6. Be able to support childrenand young peopleexperiencing transitions.6.1. Explain how to supportchildren and young peopleexperiencing different typesof transitions.6.2. Demonstrate provision ofstructured opportunities forchildren or young people toexplore the effects oftransitions on their lives.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: CYP Core 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.© CACHE 2013 Version 5.0 55

CYP Core 3.2: Promote child and young person developmentAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitThere are links with:CCLD 303: Promote children’s development.LDSS 10: Support the child or young person’ssuccessful transfer and transition in learning anddevelopment contexts.HSC 36: Contribute to the assessment of children andyoung peoples' needs and the development of careplans.CWDC Training, Support and Development Standardsfor Foster Care, Standard 5: Understand thedevelopment of children and young people.UK Codes of Practice for Social Care Workers.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitUnit needs to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Learning outcomes 1, 2, 3, 5 and 6 must be assessed ina real work environment. Simulation is not permitted.Some reflection on practice should be included in theassessment.Unit assessment guidance – provided bythe sectorFactors that need to be taken into account whenassessing development e.g.:• confidentiality and when, for the safety of thechild or young person confidentiality must bebreached• children’s wishes and feelings• ethnic, linguistic and cultural background• disability or specific requirements (additionalneeds)• reliability of information• avoiding bias.Methods of assessing development needs e.g.:Plan• assessment framework/s• observations• standard measurements• information from parent, carers, children andyoung people, other professionals andcolleagues.© CACHE 2013 Version 5.0 56

CYP Core 3.2: Promote child and young person developmentEncouraging a child or young person to takeresponsibility for own development should feature in theplan.Development planA development plan can be drawn from a leadpractitioner (e.g. a teacher’s overarching plan).Features of an environment or service e.g.:• stimulating and attractive• well planned and organised• personalised and inclusive• encouraging and practising participation• high quality polices in place and followed• regulatory requirements met• varied• meeting individual and group needs• providing appropriate risk and challenge• involving parents and carers where appropriateto setting or service.How own work environment or service is organisede.g.:• taking into account personal and external factors• providing specific activities such as play, learninghome visiting• providing services• measuring outcomes• communicating effectively and showingappropriate empathy and understanding• supporting participation• involving parents and carers where appropriateto setting or service• supporting children and young people’s rights.Positive behaviour support e.g.:• least restrictive principle• reinforcing positive behaviour• modelling/positive culture• looking for reasons for inappropriate behaviourand adapting responses• individual behaviour planning• phased stages• planning interventions to reduce inappropriate© CACHE 2013 Version 5.0 57

CYP Core 3.2: Promote child and young person developmentbehaviour• de-escalation and diversion• containment• following management plans• boundary setting and negotiation• supporting children and young people’sreflections on and management of ownbehaviour• anti-bullying strategies• time out (following up to date guidance)• use of physical intervention (following up to dateguidance).Different types of transitions e.g.:• emotional, affected by personal experience e.g.bereavement , entering/leaving care• physical e.g. moving to a new educationalestablishment, a new home/locality, from oneactivity to another• physiological e.g. puberty, long term medicalconditions• intellectual e.g. moving from pre-school toprimary to post-primary• smaller daily transitions.© CACHE 2013 Version 5.0 58

CYP Core 3.2: Promote child and young person developmentAssessment task – CYP Core 3.2 Promote child and young persondevelopmentThe knowledge evidence for this unit can be added to your development folder produced forunit “Understand child and young person development” but your assessor must recordevidence of achievement on the documentation for this unit “Promote child and young persondevelopment.Task links to learning outcome 4, assessment criteria 4.1 and 4.2.You will need to present evidence that you understand the following points in relation topromoting development:• an explanation of how your own working practice can affect children and youngpeople’s development• an explanation of how institutions, agencies and services can affect children andyoung people’s development.© CACHE 2013 Version 5.0 59

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleCYP Core 3.3: Understand how to safeguard thewellbeing of children and young peopleUnit reference Y/601/1695 Level 3Credit value 3 GLH 25Unit aimThis unit provides the knowledge and understanding required to support thesafeguarding of children and young people. The unit contains material on e-safety.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, 5 and 6 must be assessed in a real work environment. Simulation isnot permitted.1. Understand the mainlegislation, guidelines,policies and procedures forsafeguarding children andyoung people.1.1. Outline current legislation,guidelines, policies andprocedures within own UKHome Nation affecting thesafeguarding of children andyoung people.1.2. Explain child protection withinthe wider concept ofsafeguarding children andyoung people.1.3. Analyse how national and localguidelines, policies andprocedures for safeguardingaffect day-to-day work withchildren and young people.1.4. Explain when and whyinquiries and serious casereviews are required and howthe sharing of the findingsinforms practice.© CACHE 2013 Version 5.0 61

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Explain how the processesused by own work setting orservice comply with legislationthat covers data protection,information handling andsharing.2. Understand the importanceof working in partnershipwith other organisations tosafeguard children andyoung people.2.1. Explain the importance ofsafeguarding children andyoung people.2.2. Explain the importance of achild or young person-centredapproach.2.3. Explain what is meant bypartnership working in thecontext of safeguarding.2.4. Describe the roles andresponsibilities of the differentorganisations that may beinvolved when a child or youngperson has been abused orharmed.3. Understand the importanceof ensuring children andyoung people’s safety andprotection in the worksetting.3.1. Explain why it is important toensure children and youngpeople are protected fromharm within the work setting.3.2. Explain policies andprocedures that are in placeto protect children and youngpeople and adults who workwith them.3.3. Evaluate ways in whichconcerns about poor practicecan be reported whilstensuring that whistleblowersand those whose practice orbehaviour is being questionedare protected.© CACHE 2013 Version 5.0 62

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.4. Explain how practitioners cantake steps to protectthemselves within theireveryday practice in the worksetting and on off site visits.4. Understand how to respondto evidence or concernsthat a child or young personhas been abused orharmed.4.1. Describe the possible signs,symptoms, indicators andbehaviours that may causeconcern in the context ofsafeguarding.4.2. Describe the actions to take ifa child or young personalleges harm or abuse in linewith policies and procedures ofown setting.4.3. Explain the rights that children,young people and their carershave in situations where harmor abuse is suspected oralleged.5. Understand how to respondto evidence or concernsthat a child or young personhas been bullied.5.1. Explain different types ofbullying and the potentialeffects on children and youngpeople.5.2. Outline the policies andprocedures that should befollowed in response toconcerns or evidence ofbullying and explain thereasons why they are in place.5.3. Explain how to support a childor young person and/or theirfamily when bullying issuspected or alleged.6. Understand how to workwith children and youngpeople to support theirsafety and wellbeing.6.1. Explain how to supportchildren and young people’sself-confidence and selfesteem.© CACHE 2013 Version 5.0 63

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6.2. Analyse the importance ofsupporting resilience inchildren and young people.6.3. Explain why it is important towork with the child or youngperson to ensure they havestrategies to protectthemselves and makedecisions about safety.6.4. Explain ways of empoweringchildren and young people tomake positive and informedchoices that support their wellbeing and safety.7. Understand the importanceof e-safety for children andyoung people.7.1. Explain the risks and possibleconsequences for children andyoung people of being onlineand of using a mobile phone.7.2. Describe ways of reducing riskto children and young peoplefrom:• social networking• internet use• buying online• using a mobile phone.© CACHE 2013 Version 5.0 64

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleLearner 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: CYP Core 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.Additional information about the unit:Relationship to occupational standards –provided with the QCF unit.CCLD 305 Protect and promote children’s rightsLDSS 1 Contribute to the protection of children andyoung people from abuseHSC34 Promote the well-being and protection ofchildren and young peopleCWDC Training, support and development standardsfor Foster care Standard 6 Safeguard children andyoung peopleUK Codes of Practice for Social Care Workers.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitGuidance for developing unit assessmentarrangements – provided with the QCF unit.Unit needs to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Day-to-day work e.g.:• childcare practice• child protection• risk assessment• ensuring the voice of the child or young person isheard (e.g. providing advocacy services)• supporting children and young people and otherswho may be expressing concerns.Different organisations e.g.:• social services• NSPCC• health visiting© CACHE 2013 Version 5.0 65

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young people• GP• probation• police• school• psychology service.Policies and practice for safe working e.g.:• working in an open and transparent way• listening to children and young people• duty of care• whistle blowing• power and positions of trust• propriety and behaviour• physical contact• intimate personal care• off site visits• photography and video• sharing concerns and recording/ reportingincidents.Bullying e.g.:• physical (pushing, kicking, hitting, pinching andother forms of violence or threats)• verbal (name-calling, insults, sarcasm, spreadingrumours, persistent teasing)• emotional (excluding, tormenting, ridicule,humiliation)• cyberbullying (the use of Information andCommunications Technology, particularly mobilephones and the internet, deliberately to upsetsomeone else)• specific types of bullying which can relate to allthe above such as homophobic or gender based,racist, relating to special educational needs anddisabilities.Unit assessment guidance – provided bythe sectorLearning outcomes 1, 2, 3, 5 and 6 must be assessed ina real work environment. Simulation is not permitted.Some reflection on practice should be included in theassessment.© CACHE 2013 Version 5.0 66

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleAssessment task – CYP Core 3.3 Understand how to safeguard thewellbeing of children and young peopleTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.‘Please keep me safe.’ This simple but profoundly important hope is the very minimum uponwhich every child and young person should be able to depend.‘Protection of Children in England A progress report 12th March 2009’In order to support the above statement you need to compile a folder which includes:• an outline of current legislation, guidelines, policies and procedures within own UKHome Nation affecting the safeguarding of children and young people• an explanation of child protection within the wider concept of safeguarding childrenand young people• an analysis of how national and local guidelines, policies and procedures forsafeguarding affect day-to-day work with children and young people• an explanation of when and why inquiries and serious case reviews are required andhow the sharing of the findings informs practice• an explanation of how the processes used by own work setting or service comply withlegislation that covers data protection, information handling and sharing.Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.An important part of safeguarding children and young people is working in partnership withother organisations to ensure a robust support system. Add to your folder the following:• an explanation of the importance of safeguarding children and young people• an explanation of the importance of a child or young person-centred approach• an explanation of what is meant by partnership working in the context of safeguarding• a description of the roles and responsibilities of the different organisations that maybe involved when a child or young person has been abused or harmed.Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.Policies and procedures form an important part of work place practice. It is vital to ensure thatall staff have a clear understanding of the requirements and responsibilities in relation to thesafeguarding of children, young people and staff.Add to your folder the following:• an explanation of why it is important to ensure children and young people areprotected from harm within the work setting© CACHE 2013 Version 5.0 67

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young people• an explanation of policies and procedures that are in place to protect children andyoung people and adults who work with them• an evaluation of ways in which concerns about poor practice can be reported whilstensuring that whistleblowers and those whose practice or behaviour is beingquestioned are protected• an explanation of how practitioners can take steps to protect themselves within theireveryday practice in the work setting and on off site visits.Task 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.It is important that as a practitioner you are able to respond to a child or young person who mayhave been abused or harmed. Add to your folder the following:• a description of the possible signs, symptoms, indicators and behaviours that maycause concern in the context of safeguarding• a description of the actions to take if a child or young person alleges harm or abuse inline with policies and procedures of own setting• an explanation of the rights those children, young people and their carers have insituations where harm or abuse is suspected or alleged.Task 5 links to learning outcome 5, assessment criteria 5.1, 5.2 and 5.3.The anti Bullying Alliance of the UK states:“We want to stop bullying and create a safer environment in which children and young peoplecan grow, play and learn”www.anti-bullyingalliance.org.ukAs a practitioner you will need to be able to identify and manage situations where bullying mayoccur. Add to your folder the following:• an explanation of different types of bullying and the potential effects on children andyoung people• an outline of the policies and procedures that should be followed in response toconcerns or evidence of bullying and explain the reasons why they are in place• an explanation of how to support a child or young person and/or their family whenbullying is suspected or alleged.© CACHE 2013 Version 5.0 68

CYP Core 3.3: Understand how to safeguard the wellbeing of children and young peopleTask 6 links to learning outcome 6, assessment criteria 6.1, 6.2, 6.3 and 6.4.An important part of safeguarding is to empower the child or young person so that they candevelop strategies to protect themselves. Add your folder the following:• an explanation of how to support children and young people’s self-confidence andself-esteem• an analysis of the importance of supporting resilience in children and young people• an explanation of why it is important to work with the child or young person to ensurethey have strategies to protect themselves and make decisions about safety• an explanation of ways of empowering children and young people to make positiveand informed choices that support their well being and safety.Task 7 links to learning outcome 7, assessment criteria 7.1 and 7.2.E-safety is an area of growing importance and you need to be informed of the issues involvedin children and young people using technology. Add to your folder the following:• an explanation of the risks and possible consequences for children and young peopleof being online and of using a mobile phone• a description of ways of reducing risk to children and young people from:- social networking- internet use- buying online- using a mobile phone.© CACHE 2013 Version 5.0 69

CYP Core 3.4: Support children and young people's health and safetyCYP Core 3.4: Support children and young people's healthand safetyUnit reference D/601/1696 Level 3Credit value 2 GLH 15Unit aimThis unit provides the knowledge, understanding and skills required tosupport children and young people’s health and safety. It requires ademonstration of competence in recognising hazards and undertaking riskassessments in the work setting.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateAssessment of learning outcome 2 must take place in a real work environment. Simulation isnot permitted.1. Understand how to planand provide environmentsand services that supportchildren and youngpeople’s health and safety.1.1. Describe the factors to takeinto account when planninghealthy and safe indoor andoutdoor environments andservices.1.2. Explain how health and safetyis monitored and maintainedand how people in the worksetting are made aware ofrisks and hazards andencouraged to work safely.1.3. Identify sources of currentguidance for planning healthyand safe environments andservices.1.4. Explain how current health andsafety legislation, policies andprocedures are implemented inown work setting or service.© CACHE 2013 Version 5.0 71

CYP Core 3.4: Support children and young people's health and safetyLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to recognise andmanage risks to health,safety and security in awork setting or off sitevisits.2.1. Demonstrate how to identifypotential hazards to thehealth, safety and security ofchildren or young people,families and other visitors andcolleagues.2.2. Demonstrate ability to dealwith hazards in the worksetting or in off site visits.2.3. Undertake a health and safetyrisk assessment in own worksetting or service illustratinghow its implementation willreduce risk.2.4. Explain how health and safetyrisk assessments aremonitored and reviewed.3. Understand how to supportchildren and young peopleto assess and manage riskfor themselves.3.1. Explain why it is important totake a balanced approach torisk management.3.2. Explain the dilemma betweenthe rights and choices ofchildren and young people andhealth and safetyrequirements.3.3. Give example from ownpractice of supporting childrenor young people to assess andmanage risk.4. Understand appropriateresponses to accidents,incidents, emergencies andillness in work settings andoff site visits.4.1. Explain the policies andprocedures of the setting orservice in response toaccidents, incidents,emergencies and illness.© CACHE 2013 Version 5.0 72

CYP Core 3.4: Support children and young people's health and safetyLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Identify the correct proceduresfor recording and reportingaccidents, incidents, injuries,signs of illness and otheremergencies.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: CYP Core 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 unitThere are links withCCLD 302: Develop and maintain a healthy, safe andsecure environment for children.HSC 32: Promote, monitor and maintain health, safetyand security in the working environment.LDSS Unit 2: Ensure your own actions reduce risk tohealth and safety.CWDC Training, support and development standardsfor Foster care.Standard 3: Understand health and safety, and healthycare.UK Codes of Practice for Social Care Workers.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitAssessment of learning outcome 2 must take place in areal work environment. Simulation is not permitted.Unit should be assessed in line with the Skills for Careand Development QCF Assessment Principles.© CACHE 2013 Version 5.0 73

CYP Core 3.4: Support children and young people's health and safetyUnit assessment guidance – provided bythe sectorFactors e.g.:• the individual needs, age and abilities of thechildren and young people• specific risks to individuals such as pregnancy,sensory impairments• the needs of carers where relevant• the function and purpose of environments andservices offered• the duty of care• desired outcomes for the children and youngpeople• lines of responsibility and accountability.Potential hazards e.g.:• physical• security• fire• food safety• personal safety.Balanced approach to risk management:• taking into account child or young person’s age,needs and abilities• avoiding excessive risk taking• not being excessively risk averse• recognising the importance of risk and challengeto a child or young persons development.Accidents, incidents, emergencies and illness e.g.:• accidents involving children, young people oradults• incidents – all types• emergencies such as fire, missing children oryoung people, evacuation• recognising signs of illness such as fever, rashesor unconsciousness and taking appropriateaction.© CACHE 2013 Version 5.0 74

CYP Core 3.4: Support children and young people's health and safetyAssessment task – CYP Core 3.4 Support children and young people’shealth and safetyProviding a safe environment for children and young people requires knowledge ofunderstanding of hazards and an ability to assess and manage risk.Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.You are asked to provide a resource to inform staff in the setting about health and safetyissues. You will need to provide:• a description of the factors to take into account when planning healthy and safeindoor and outdoor environments and services• an explanation of how health and safety is monitored and maintained and how peoplein the work setting are made aware of risks and hazards and encouraged to worksafely• an identification of sources of current guidance for planning healthy and safeenvironments and services• an explanation of how current health and safety legislation, policies and proceduresare implemented in own work setting or service.Task 2 links to learning outcome, assessment criteria 3.1, 3.2 and 3.3.Include in your resource:• an explanation of why it is important to take a balanced approach to risk management• an explanation of the dilemma between the rights and choices of children and youngpeople and health and safety requirements• give an example from own practice of supporting children or young people to assessand manage risk.Task 3 links to learning outcome, assessment criteria 4.1 and 4.2.Include in your resource:• an explanation of the policies and procedures of the setting or service in response toaccidents, incidents, emergencies and illness• an identification of the correct procedures for recording and reporting accidents,incidents, injuries, signs of illness and other emergencies.© CACHE 2013 Version 5.0 75

CYP Core 3.5: Develop positive relationships with children, young people and others involved in theircareCYP Core 3.5: Develop positive relationships withchildren, young people and others involved in their careUnit reference H/601/1697 Level 3Credit value 1 GLH 8Unit aimTo enable the learner to understand and practice the skills required todevelop positive relationships with children, young people and carers.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateThis unit must be assessed in a real work environment.1. Be able to develop positiverelationships with childrenand young people.1.1. Explain why positiverelationships with childrenand young people areimportant and how these arebuilt and maintained.1.2. Demonstrate how to listen toand build relationships withchildren and young people.1.3. Evaluate own effectiveness inbuilding relationships withchildren or young people.2. Be able to build positiverelationships with peopleinvolved in the care ofchildren and young people.2.1. Explain why positiverelationships with peopleinvolved in the care ofchildren and young people areimportant.2.2. Demonstrate how to buildpositive relationships withpeople involved in the care ofchildren and young people.© CACHE 2013 Version 5.0 77

CYP Core 3.5: Develop positive relationships with children, young people and others involved in theircareLearner 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: CYP Core 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 78

CYP Core 3.5: Develop positive relationships with children, young people and others involved in theircareAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 301: Develop and promote positiverelationships.HSC 31: Promote effective communication for andabout individuals.CWDC Training, Support and DevelopmentStandards for Foster Carers. Standard 4: Knowhow to communicate effectively.UK Codes of Practice for Social Care Workers.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitThis unit must be assessed in a real workenvironment.Unit should be assessed in line with the Skills forCare and Development QCF Assessment Principles.Unit assessment guidance – provided by thesectorPositive relationships are built and maintainede.g.:• communicating effectively• identifying and sorting out conflicts anddisagreements• being consistent and fair• showing respect and courtesy• valuing and respecting individuality• keeping promises and honouringcommitments• monitoring impact of own behaviour on others• keeping confidentiality as appropriate• recognising and responding appropriately tothe power base underpinning relationships.People involved e.g.:• colleagues• organisational managers and supervisors(where appropriate)• carers• official visitors e.g. inspectorate for the UKhome nation (where appropriate)• other visitors• colleagues from other agencies and services• external partners.© CACHE 2013 Version 5.0 79

CYP Core 3.5: Develop positive relationships with children, young people and others involved in theircareAssessment task – CYP Core 3.5 Develop positive relationships withchildren, young people and others involved in their careThis is a skills/competency unit only; therefore, assessment by a CACHE task is not applicable.© CACHE 2013 Version 5.0 80

CYP Core 3.6: Working together for the benefit of children and young peopleCYP Core 3.6: Working together for the benefit of childrenand young peopleUnit reference K/601/1698 Level 3Credit value 2 GLH 15Unit aimThe unit is designed to enable the learner to understand the importance ofmulti-agency and integrated working and to develop the skills of effectivecommunication for professional purposes. It includes and assessescompetence in information sharing between those involved in work withchildren and young people.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.1. Understand integrated andmulti-agency working.1.1. Explain the importance ofmulti-agency working andintegrated working.1.2. Analyse how integratedworking practices and multiagencyworking in partnershipdeliver better outcomes forchildren and young people.1.3. Describe the functions ofexternal agencies with whomyour work setting or serviceinteracts.1.4. Explain common barriers tointegrated working and multiagencyworking and how thesecan be overcome.1.5. Explain how and why referralsare made between agencies.© CACHE 2013 Version 5.0 81

CYP Core 3.6: Working together for the benefit of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.6. Explain the assessmentframeworks that are used inown UK Home Nation.2. Be able to communicatewith others for professionalpurposes.2.1. Select appropriatecommunication methods fordifferent circumstances.2.2. Demonstrate use ofappropriate communicationmethods selected for differentcircumstances.2.3. Prepare reports that areaccurate, legible, concise andmeet legal requirements.3. Be able to supportorganisational processesand procedures forrecording, storing andsharing information.3.1. Demonstrate own contributionto the development orimplementation of processesand procedures for recording,storing and sharinginformation.3.2. Demonstrate how to maintainsecure recording and storagesystems for information:• paper based• electronic.3.3. Analyse the potential tensionbetween maintainingconfidentiality with the need todisclose information:• where abuse of a child oryoung person is suspected• when it is suspected that acrime has been/may becommitted.© CACHE 2013 Version 5.0 82

CYP Core 3.6: Working together for the benefit of children and young peopleLearner 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: CYP Core 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.© CACHE 2013 Version 5.0 83

CYP Core 3.6: Working together for the benefit of children and young peopleAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 301: Promote children’s’ development.CCLD 431: Contribute to leadership andmanagement of integrated childcare provision.CCLD 323: Manage multi-agency workingarrangements.HSC 31: Promote effective communication with, forand about individuals.CWDC Training, Support and DevelopmentStandards for Foster Care, Standard 4: Knowhow to communicate effectively.UK Codes of Practice for Social Care Workers.Guidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitLearning outcomes 2 and 3 must be assessed in realwork environments.Unit should be assessed in line with the Skills forCare and Development QCF Assessment Principles.Unit assessment guidance – provided by thesectorAppropriate communication e.g.:• use of electronic communication aids• use of pictorial and design communicationaids such as Mankato• use of an interpreter when appropriateincluding British/Irish Sign Languageinterpreters• effective use of the telephone• preparing and delivering presentations• written communication:- notes of meetings- personal records- presentations- letters- formal reports- e-mail.© CACHE 2013 Version 5.0 84

CYP Core 3.6: Working together for the benefit of children and young peopleAssessment task – CYP Core 3.6 Working together for the benefit ofchildren and young peopleMulti-agency and integrated working is one of the developments in the field of caring forchildren and young people. To make this model of working effective you need to increase yourknowledge of this area.You have a new member of staff in your organisation and the manager has asked you to beresponsible for the part of their induction which deals with multi-agency and integrated working.Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6.Prepare handouts that:• explain the importance of multi-agency working and integrated working• analyse how integrated working practices and multi-agency working in partnershipdeliver better outcomes for children and young people• describe the functions of external agencies with whom your work setting or serviceinteracts• explain common barriers to integrated working and multi-agency working and howthese can be overcome• explain how and why referrals are made between agencies• explain the assessment frameworks that are used in own UK Home Nation.© CACHE 2013 Version 5.0 85

CYP Core 3.7: Understand how to support positive outcomes for children and young peopleCYP Core 3.7: Understand how to support positiveoutcomes for children and young peopleUnit reference M/601/1699 Level 3Credit value 3 GLH 25Unit aimThis unit aims to provide members of the children and young people’sworkforce with an understanding of the factors that can impact, bothnegatively and positively, on the outcomes and life chances of children andyoung people. It includes approaches to supporting positive outcomesincluding disability and specific requirements (additional needs).Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand how the social,economic and culturalenvironment can impact onthe outcomes and lifechances of children andyoung people.1.1. Describe the social,economic and culturalfactors that will impact on thelives of children and youngpeople.1.2. Explain the importance andimpact of poverty on outcomesand life chances for childrenand young people.1.3. Explain the role of children andyoung people’s personalchoices and experiences ontheir outcomes and lifechances.2. Understand howpractitioners can make apositive difference inoutcomes for children andyoung people.2.1. Identify the positiveoutcomes for children andyoung people thatpractitioners should be strivingto achieve.© CACHE 2013 Version 5.0 87

CYP Core 3.7: Understand how to support positive outcomes for children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Explain the importance ofdesigning services around theneeds of children and youngpeople.2.3. Explain the importance ofactive participation of childrenand young people in decisionsaffecting their lives.2.4. Explain how to supportchildren and young peopleaccording to their age, needsand abilities to make personalchoices and experiences thathave a positive impact on theirlives.3. Understand the possibleimpact of disability, specialrequirements (additionalneeds) and attitudes onpositive outcomes forchildren and young people.3.1. Explain the potential impact ofdisability on the outcomes andlife chances of children andyoung people.3.2. Explain the importance ofpositive attitudes towardsdisability and specificrequirements.3.3. Explain the social and medicalmodels of disability and theimpact of each on practice.3.4. Explain the different types ofsupport that are available fordisabled children and youngpeople and those with specificrequirements.4. Understand the importanceof equality, diversity andinclusion in promotingpositive outcomes forchildren and young people.4.1. Explain the meaning ofequality, diversity and inclusionin the context of positiveoutcomes for children andyoung people.© CACHE 2013 Version 5.0 88

CYP Core 3.7: Understand how to support positive outcomes for children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.2. Compare, giving examples,ways in which services forchildren, young people andtheir carers take account ofand promote equality, diversityand inclusion to promotepositive outcomes.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: CYP Core 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.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitThere are links with:CCLD 308: Promote children’s wellbeing andresilience.HSC38: Support children and young people tomanage their lives.HSC310: Work with children and young people toprepare them for adulthood, citizenship andindependence.UK Codes of Practice for Social Care Workers.© CACHE 2013 Version 5.0 89

CYP Core 3.7: Understand how to support positive outcomes for children and young peopleGuidance for developing assessment arrangements for the unit:Additional unit assessment requirementsprovided with the QCF unitUnit assessment guidance – provided by thesectorUnit should be assessed in line with the Skills for Careand Development QCF Assessment Principles.Social, economic, cultural factors e.g.:• personal choice• being in care system• poverty• housing and community• educational environment• offending or anti social behaviour• health status of self-or family member• disability• health support (GP, health clinic, access toA&E etc)• addictions in family or self• bereavement and loss• family expectations and encouragement• religious beliefs and customs• ethnic/cultural beliefs and customs• marginalisation and exclusion.Positive outcomes for children and young peoplee.g.:• be healthy• stay safe• enjoy and achieve• make a positive contribution• achieve economic well being.Additional support e.g.:• speech and language therapy• support from health professionals’ additionallearning support• assistive technology• specialised services.© CACHE 2013 Version 5.0 90

CYP Core 3.7: Understand how to support positive outcomes for children and young peopleAssessment task – CYP Core 3.7 Understand how to support positiveoutcomes for children and young peopleWe live in a multi-faceted society where diverse factors can affect children and young people.You are asked by your manager to give a talk to parents about some of the factors.Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.Prepare a handout for this talk which includes:• a description of the social, economic and cultural factors that will impact on the livesof children and young people• a explanation of the importance and impact of poverty on outcomes and life chancesfor children and young people• an explanation of the role of children and young people’s personal choices andexperiences on their outcomes and life chances.Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4.Create information for the parents, which includes the following:• identification of the positive outcomes for children and young people that practitionersshould be striving to achieve• an explanation of the importance of designing services around the needs of childrenand young people• an explanation of the importance of active participation of children and young peoplein decisions affecting their lives• an explanation of how to support children and young people according to their age,needs and abilities to make personal choices and experiences.© CACHE 2013 Version 5.0 91

CYP Core 3.7: Understand how to support positive outcomes for children and young peopleTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.Following the success of your talk with parents you have been asked by your manager toundertake some professional development with staff in a team meeting in the area of disability.Prepare the following:• an explanation of the potential impact of disability on the outcomes and life chancesof children and young people• an explanation of the importance of positive attitudes towards disability and specificrequirements• an explanation of the social and medical models of disability and the impact of eachon practice• an explanation of the different types of support that are available for disabled childrenand young people and those with specific requirements.Task 4 links to learning outcome 4, assessment criteria 4.1 and 4.2.Your manager has allocated a volunteer to work with you for one afternoon a week for sixmonths, as part of your support for the volunteer:• explain the meaning of equality, diversity and inclusion in the context of positiveoutcomes for children and young people• compare, giving examples, ways in which services for children, young people andtheir carers take account of and promote equality, diversity and inclusion to promotepositive outcomes.© CACHE 2013 Version 5.0 92

SCMP 1: Assessment and planning with children and young peopleSCMP 1: Assessment and planning with children andyoung peopleUnit reference M/600/9760 Level 3Credit value 5 GLH 35Unit aimThis unit provides a basis of knowledge, understanding and competence inorder to make effective contributions to the assessment and planning forthe lives of children and young people in need. The unit stresses theimportance of children and young people engaging with the process ofassessment and planning.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 a real work environment.1. Understand how to placechildren and young peopleat the centre of assessmentand planning.1.1 Explain the value of a childcentredmodel of assessmentand planning.1.2. Explain how to identify theneeds of children and youngpeople.1.3. Explain the importance ofworking with others to assessthe needs of children andyoung people to informplanning.1.4. Analyse current evidenceabout effective methods ofensuring participation andengagement of children andyoung people of all ages andlevels of understanding inassessment and planning.© CACHE 2013 Version 5.0 93

SCMP 1: Assessment and planning with children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Explain the importance ofpermanency planning forchildren and young people.2. Be able to participate inassessment and planningfor children and youngpeople towards theachievement of positiveoutcomes.2.1. Demonstrate in own practiceengagement with children oryoung people and their carersin expressing their needs andaspirations to inform planning.2.2. Demonstrate how toencourage a child or youngperson to plan realistic,achievable but challenginggoals.2.3. Explain how the goals andtargets identified will supportthe achievement of positiveoutcomes.2.4. Develop a plan with a child oryoung person and others tomeet their needs with a focuson the achievement of positiveoutcomes.2.5. Explain how to support a childor young person and others tounderstand and agree thegoals, targets and outcomes ofthe plan.3. Be able to work withchildren and young peopleto implement the plan forthe achievement of positiveoutcomes.3.1. Demonstrate how a child,young person and others areprovided with clear informationabout the roles andresponsibilities of all thoseinvolved in the plan.3.2. Agree with a child, youngperson and others how goalsand targets will be.© CACHE 2013 Version 5.0 94

SCMP 1: Assessment and planning with children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.3. Demonstrate how a positiveapproach is used to encouragechildren or young people towork towards the achievementof goals and targets.3.4. Demonstrate how progresstowards goals and targets isagreed and recorded with thechild or young person.4. Be able to work withchildren and young peopleto review and update plans.4.1. Demonstrate how to recordrelevant information to preparefor a review.4.2. Demonstrate how to supportchildren and young people tocontribute to reviewingachievement of goals andtargets.4.3. Demonstrate how to contributeto reviews based onmeasurement of progress ofthe child or young person.4.4. Present information to reviewsabout aspects of the plan thatare working well and those thatneed to be changed.© CACHE 2013 Version 5.0 95

SCMP 1: Assessment and planning with children and young peopleLearner 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: SCMP 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 96

SCMP 1: Assessment and planning with children and young peopleAdditional information about the unit:Relationship to occupational standards –provided with the QCF unit.Professional Practice in residential child careStandard: 4.1Training Support and Development Standards for FosterCare: 1.3Health and Social Care NOS Unit 36.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAll of the assessment in this unit should be undertakenin relation to the stage of development and level ofunderstanding of the child or young person concerned.Others e.g.:• children and young people• carers• foster carers• residential workers• social workers• psychologists• doctors• support workers• police• youth justice• speech and language therapists• other agencies.Effective methods/ Ways to engage e.g.:• appropriate venue/location• contributions through play• contributions through pictures• children and young people setting ground rules• written contributions• video/audio contributions.© CACHE 2013 Version 5.0 97

SCMP 1: Assessment and planning with children and young peoplePermanency planningPermanency planning is necessary for looked-afterchildren and young people who need to have plansmade for their long-term future. The purpose ofPermanency Planning is to give each child or youngperson a greater sense of security, and, if possible, afamily for life. It takes into account a child or youngperson's history and current situation, makes anassessment of the young person’s needs and how bestto meet those needs in the future. PermanencyPlanning should include the child or young person andrelevant others in the decision making. It takes intoaccount individual circumstances and the age, needsand abilities of the child or young person.Additional unit assessment requirementsprovided 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.© CACHE 2013 Version 5.0 98

SCMP 1: Assessment and planning with children and young peopleAssessment task – SCMP 1 Assessment and planning with children andyoung peopleTask links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.As a worker within the children and young people’s social care sector an important part of yourrole is to participate in assessment and planning with children and young people. As part ofyour induction you have been asked to produce a series of written notes which show that youcan:• explain the value of a child-centred model of assessment and planning• explain how to identify the needs of children and young people• explain the importance of working with others to assess the needs of children andyoung people to inform planning• analyse current evidence about effective methods of ensuring participation andengagement of children and young people of all ages and levels of understanding inassessment and planning• explain the importance of permanency planning for children and young people.© CACHE 2013 Version 5.0 99

SCMP 2: Promote the well being and resilience of children and young peopleSCMP 2: Promote the well being and resilience of childrenand young peopleUnit reference F/600/9780 Level 3Credit value 4 GLH 30Unit aimThis unit provides the basis of knowledge, understanding and competenceto support children and young people to be well and happy and to face thechallenges they will encounter. It includes the promotion of health as well aspromoting self-esteem and supporting children to recognise and value whothey are.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 3 and 4 should be assessed in a real work environment1. Understand the importanceof promoting positive wellbeing and resilience ofchildren and young people.1.1. Explain the factors thatinfluence the well being ofchildren and young people.1.2. Explain the importance ofresilience for children andyoung people.1.3. Analyse effective ways ofpromoting well being andresilience in the work setting.1.4. Describe ways of working withcarers to promote well beingand resilience in children andyoung people.© CACHE 2013 Version 5.0 101

SCMP 2: Promote the well being and resilience of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Understand how to supportthe development of childrenand young people’s socialand emotional identity andself-esteem in line with theirage and level ofunderstanding.2.1. Explain why social andemotional identity is importantto the well being and resilienceof children and young people.2.2. Explain how to supportchildren and young people toidentify with their own selfimageand identity.2.3. Demonstrate how toencourage children and youngpeople to recognise and valuetheir own abilities, talents andachievements.2.4. Demonstrate how to supportchildren and young people tobe involved in decisions andhave as much control aspossible over their lives.2.5. Explain how goals and targetsidentified as part of theplanning process contributetowards building the selfesteemof children or youngpeople.3. Be able to provide childrenand young people with apositive outlook on theirlives.3.1. Demonstrate work withchildren or young people in amanner that is open,trustworthy, respectful andreliable.3.2. Explain how a solution focusedapproach will encouragechildren and young people tohave a positive outlook on theirlives.3.3. Support and encouragechildren and young people torespond positively tochallenges anddisappointments.© CACHE 2013 Version 5.0 102

SCMP 2: Promote the well being and resilience of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date3.4. Demonstrate ways toencourage and supportchildren and young people toexpress their feelings, viewsand hopes.3.5. Support children and youngpeople to reflect on the impactof their own actions andbehaviour.4. Be able to respond to thehealth needs of childrenand young people.4.1. Support children and youngpeople to recognise value andmeet their health needs asappropriate to their age andlevel of understanding.4.2. Encourage children and youngpeople to make positivechoices about all of theirhealth needs.4.3. Assess any risks or concernsto the health and well being ofchildren and young people andtake appropriate action.4.4. Explain the importance ofinforming relevant peoplewhen there are concerns abouta child or young person’shealth or well being.4.5. Record concerns about a childor young person’s health orwell being following recognisedprocedures.© CACHE 2013 Version 5.0 103

SCMP 2: Promote the well being and resilience of children and young peopleLearner 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: SCMP 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 unit.HSC NOS units 34 and 313CCLD NOS units 307 and 308.Professional Practice in residential child careStandards: 1.5, 2.2, 2.3 and 4.3Training Support and Development Standards for FosterCare: 3.3 and 5.2.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAll of the assessment in this unit should be undertakenin relation to the stage of development and level ofunderstanding of the child or young person concerned.Factors that influence well being e.g.:• attachment• relationships• emotional security• health• self-esteem• diet• exercise• rest and sleep• prompt medical/dental attention when needed• preventive health programmes.© CACHE 2013 Version 5.0 104

SCMP 2: Promote the well being and resilience of children and young peopleWays to encourage e.g.:• positive role models• cultural/ethnic networks• life story work.Heath needs e.g.:• physical• mental• sexual.Concerns e.g.:• illness• injury• use of illegal substances• emotional distress• poor lifestyle choices• bullying (either as victim or perpetrator)• exploitative behaviour (either as victim orperpetrator)• harm or abuse• changes in behaviour.Relevant people e.g.:• carers• social worker• lead professional• residential workers.Additional unit assessment requirementsprovided with the QCF unitUnits need to be assessed in line with the Skills for Careand Development QCF Assessment Principles.Learning outcomes 3 and 4 should be assessed in areal work environment.© CACHE 2013 Version 5.0 105

SCMP 2: Promote the well being and resilience of children and young peopleAssessment task – SCMP 2 Promote the well being and resilience ofchildren and young peoplePromoting the well being and resilience of children and young people in your care is an integralpart of your job role. You have been asked to prepare a briefing note for a staff meeting whichshows that you can:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.• explain the factors that influence the well being of children and young people• explain the importance of resilience for children and young people• analyse effective ways of promoting well being and resilience in the work setting• describe ways of working with carers to promote well being and resilience in childrenand young peopleTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5.• explain why social and emotional identities are important to the well being andresilience of children and young people• explain how to support children and young people to identify with their own self-imageand identity• demonstrate how to encourage children and young people to recognise and valuetheir own abilities, talents and achievements• demonstrate how to support children and young people to be involved in decisionsand have as much control as possible over their lives• explain how goals and targets identified as part of the planning process contributetowards building the self-esteem of children or young people.© CACHE 2013 Version 5.0 106

SCMP 3: Professional practice in children and young people’s social careSCMP 3: Professional practice in children and youngpeople’s social careUnit reference F/601/0315 Level 3Credit value 4 GLH 30Unit aimThis unit introduces the competence required for the application ofprinciples and values in day-to-day practice. It introduces the concepts ofthe practitioner’s duty of care and the need to support positive outcomesfor 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 dateLearning outcomes 3 and 4 must be assessed in a real work environment.1. Understand the legislationand policy framework forworking with children andyoung people in social carework settings.1.1. Explain how current andrelevant legislation andpolicy affects work withchildren and young people.1.2. Describe the impact of socialcare standards and codes ofpractice on work with childrenand young people.1.3. Explain the importance of theUnited Nations Convention onthe Rights of the Child(UNCRC).2. Understand theprofessional responsibilitiesof working with children andyoung people.2.1. Explain the responsibilities ofa:• corporate parent• professional carer.2.2. Explain what is meant by a‘duty of care’.© CACHE 2013 Version 5.0 107

SCMP 3: Professional practice in children and young people’s social careLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Analyse the impact ofprofessional relationshipson children and young people.2.4. Give examples of poorpractice and unprofessionalconduct that may impact onoutcomes for children andyoung people.2.5. Explain the actions to takewhere poor practice andunprofessional conduct arehaving a negative impact onoutcomes for children andyoung people.3. Be able to meetprofessional responsibilitiesby reflecting on ownperformance and practice.3.1. Explain the professionalresponsibility to maintaincurrent and competentpractice.3.2. Engage with professionalsupervision in order to improvepractice.3.3. Seek, and learn from,feedback on own practice fromcolleagues and children andyoung people.3.4. Explain the importance ofunderstanding the limits ofpersonal competence andwhen to seek advice.4. Be able to develop effectiveworking relationships withprofessional colleagues.4.1. Respect and value theprofessional competence andcontribution of colleagues.4.2. Explain own rights andexpectations as a professionaland how to assert them.© CACHE 2013 Version 5.0 108

SCMP 3: Professional practice in children and young people’s social careLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Understand the implicationsof equalities legislation forworking with children,young people and families.5.1. Explain how current equalitieslegislation affects work withchildren, young people andfamilies.5.2. Identify examples of goodpractice in promoting equalityand explain how and why theyare effective.6. Understand the value ofdiversity and theimportance of equality andanti-discriminatory practice.6.1. Explain what is meant bydiversity.6.2. Explain what is meant by antidiscriminatorypractice givingexamples of how it is appliedin practice with children, youngpeople and families.6.3. Describe the effects ofdiscrimination and explain thepotential results for childrenand young people.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: SCMP 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 5.0 109

SCMP 3: Professional practice in children and young people’s social careAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitCCLD 305.Professional Practice in residential child care:Standards: 1.1, 1.2, 1.3, 1.6, 6.1, 6.2 and 6.3.Training Support and Development Standards for FosterCare:Standards: 1.2, 2.2, 7.3 and 7.4.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitCurrent and relevant legislation and policies asappropriate to UK Home Nation.Impact of professional relationships e.g.:• power relationships• dealing with an employed professional• feelings of powerlessness• uncertainties about how to behave and relate.Equalities legislation as appropriate to UK HomeNation.Additional unit assessment requirementsprovided with the QCF unitUnits need to be assessed in line with the Skills for Careand Development’s QCF Assessment Principles.Learning outcomes 3 and 4 must be assessed in a realwork environment.© CACHE 2013 Version 5.0 110

SCMP 3: Professional practice in children and young people’s social careAssessment task – SCMP 3 Professional practice in children and youngpeople’s social careTask 1 links to learning outcome 1, assessment criteria 1.1, 1.2, and 1.3.As a member of a profession where you are working with children and young people in socialcare you are required to demonstrate continual professional development.You have been asked to produce a folder which shows that you can:• explain how current and relevant legislation and policy affects work with childrenand young people• describe the impact of social care standards and codes of practice on work withchildren and young people• explain the importance of the United Nations Convention on the Rights of the Child(UNCRC).Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3, 2.4 and 2.5.Include in your folder evidence that shows that you can:• explain the responsibilities of a:- corporate parent- professional carer• explain what is meant by a ‘duty of care’• analyse the impact of professional relationships on children and young people• give examples of poor practice and unprofessional conduct that may impact onoutcomes for children and young people• explain the actions to take where poor practice and unprofessional conduct arehaving a negative impact on outcomes for children and young people.Task 3 links learning outcome 5, assessment criteria 5.1 and 5.2.Include in your folder evidence that shows that you can:• explain how current equalities legislation affects work with children young peopleand families• identify examples of good practice in promoting equality and explain how and whythey are effective.© CACHE 2013 Version 5.0 111

SCMP 3: Professional practice in children and young people’s social careTask 4 links to learning outcome 6, assessment criteria 6.1, 6.2, and 6.3.Include in your folder evidence that shows that you can:• explain what is meant by diversity• explain what is meant by anti-discriminatory practice, giving examples of how it isapplied in practice with children, young people and families• describe the effects of discrimination and explain the potential results for children andyoung people.© CACHE 2013 Version 5.0 112

Section 4: Assessment and qualityassurance information for tutors andassessors© CACHE 2013 Version 5.0 113

Section 4: Assessment and quality assurance information for tutors and assessorsAssessment guidanceA recommended range of assessment methods has been identified for the units in thisqualification. This gives the opportunity for different learning styles and individual needs oflearners to be taken into account.Recommended range of assessment methods for this qualificationOne of the following assessment methods can be chosen to produce evidence.For Competence / Skills and Knowledge learning outcomes:• Direct observation of learner by assessor- by an assessor who meets the relevant Sector Skills Council’s or otherassessment strategy/principles and includes inference of knowledge from thisdirect observation of practice• Professional discussion• Expert Witness evidence- when directed by the Sector Skills Council or other assessmentstrategy/principles• 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• Reflection on own practice in real work environment• Oral questions and answers 1For knowledge only learning outcomes:• Written and pictorial information• Scenario or case study• Task set by CACHE (for knowledge learning outcomes)• Oral questions and answers• Assessment method devised by Centre and approved by CACHEIf you are proposing to use an assessment method that is not included within therecommended list you should contact your Centre Quality Advisor with full details of yourproposed method. It will need formal approval from us before it can be used.A key to the recommended assessment methods is included in “How to … A Guide toAssessing CACHE QCF Qualifications” , which can be found on cachezone.1 Oral questions and answers may be used to evidence understanding of skills based learning outcomes whereassessment criteria start with ‘Explain’ or ‘Describe’ (or similar words to demonstrate understanding). These can beassessed by the assessor who is assessing the skills competencies as it relates to evidence from the workplace.© CACHE 2013 Version 5.0 114

Section 4: Assessment and quality assurance information for tutors and assessorsAssessment strategies and principles relevant to thisqualificationThe units we offer have been developed in line with the specific assessment strategies orprinciples of different Sector Skills Councils (SSCs) or by us where there is no SSC lead.The key requirements of the assessment strategies or principles that relate to units in thisqualification are summarised below. More detailed strategies or principles can be found in the“How to … A Guide to Understanding the Requirements of Assessors and Internal QualityAssurers for CACHE QCF Qualifications”.The Centre needs to ensure that individuals undertaking assessor or quality assurer roleswithin your Centre conform to the SSC assessment requirements for the unit they areassessing or quality assuring.Skills for Care and Development Assessment Principles / CACHEAssessment StrategyKnowledge learning outcomes• Assessors will need to be both occupationally knowledgeable and qualified to makeassessment decisions• Internal Quality Assurers will need to be both occupationally knowledgeable andqualified to make quality assurance decisionsCompetence / Skills learning outcomes• Assessors will need to be both occupationally competent and qualified to makeassessment decisions• Internal Quality Assurers will need to be both occupationally knowledgeable andqualified to make quality assurance decisions© CACHE 2013 Version 5.0 115

Section 5: Feedback© CACHE 2013 Version 5.0 117

Section 5: FeedbackTell us what you think!Your feedback is really important to us.Please take a few moments to tell us how well this document supports you when teaching orstudying this qualification.The form is also available as a separate document on cachezone.© CACHE 2013 Version 5.0 118

Section 5: FeedbackQCF Support Materials Feedback FormQualification:CACHE Level 3 Diploma in Health and Social Care (Children and YoungPeople) for Wales and Northern Ireland (QCF)Name: Are you: a Tutor / a LearnerCentre name:Centre no.:Contact details: *Tel.:Email:Please rate the following statements on a scale of 1-3:1 Disagree 2 Tend to agree 3 Agree1 2 31. This document is presented in a clear and accessible way and Ican easily find the information I need.2. This document contains all the information I need to teach orstudy this qualification.3. The language used throughout this document is clear,unambiguous and appropriate for both tutors and learners.4. Tutors only. This document has had a positive effect on the way Ideliver this qualification.Please use the space below to provide more detailed comments or additional feedback* Please indicate if you would like us to contact you about your feedback Yes / NoPlease email your completed feedback form to: qcfsupportmaterials@cache.org.ukAlternatively, you may post or fax your form to:CACHE QCF Support Materials,CACHE, Apex House,81 Camp Road, St. Albans, Herts. AL1 5GBFax: 01727 818613© CACHE 2013 Version 5.0 119

Section 6: 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• QCF Glossary (Skills for Health)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 5.0 121

Section 7: 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 5.0 123