DCE-l3 hb Aug 2007

CACHE

Candidate Handbook

Level 3 Diploma in Child Care and Education 2007

Syllabus, Regulations and Assessment Materials (Centres have a CentreInformation Pack which contains additional information)

8th edition

© CACHE 2007

Except as allowed by law, or where specified in the text, no part of this publicationmay be reproduced or transmitted in any form or by any means without prior permissionfrom the Council for Awards in Children's Care and Education.

Qualification Accreditation Number 100/0649/7

Published in Great Britain by CACHE

First edition 2000 Book code D633Second edition 2001 Book code D775Third edition 2002 Book code D908Fourth edition 2003 Book code D1028Fifth edition 2004 Book code D1174Sixth edition 2005 Book code D1174-05/06Version 7 June 2006 Book code 100/0649/7/V7Version 8 August 2007 Book code 100/0649/7/V8

Publication dateAugust 2007

PublisherCouncil for Awards in Children's Care and EducationBeaufort House23 Grosvenor RoadSt AlbansHertfordshireAL1 3AWTelephone 0845 347 2123

Registered Company No: 2887166Registered Charity No: 1036232

Printed in England byCorporate Document Services8 Faraday RoadRabans Lane Industrial EstateAylesburyBucksHP19 8RY

CDS Ref: 422286

© CACHE 2007 Version 8

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

i

Contents

Contents

Information Sheet iii

Assignment Planner v

Introduction vii

Section 1 1What do you have to do? 3

Candidate registration 4

Qualification fees 4

Entry requirements 4

Possible restrictions on entry to the qualification 4

Key Skills 4

Children with special needs 5

Recommended hours 5

Attendance at classes 5

Remission of tuition 5

Practical training 5

UCAS tariff points 6

Placement monitoring 6

Guidelines and requirements for direct entry to the Diploma Year 2 7

General requirements 8

Accreditation of prior achievement for candidates entering directly into Year 2 of the Diploma 8

Specific requirements for access from particular programmes 10

The Irish Further Education and Training Awards Council (www.fetac.ie) 12

Progression from the Level 3 Diploma in Child Care and Education 12

Section 2 – Learning Outcomes and the Syllabus 13Unit 1 – Observation and Assessment 15

Unit 2 – Work with Young Children 21

Unit 3 – Foundations to Caring 29

Unit 4 – The Developing Child 33

Unit 5 – Health and Community Care 37

Unit 6 – Play, Curriculum and Early Learning 41

Unit 7 – Work with Babies in the First Year of Life 47

Unit 8 – Preparation for Employment 51

© CACHE 2007 Version 8ii

Level 3 Diploma in Child Care and Education Candidate Handbook 2007Contents

Unit 9 – The Provision of Services and the Protection of Children 53

Unit 10 – Anti-Discriminatory/Anti-Bias Practice 57

Unit 11 – Working with Parents 61

Unit 12 – Practical Training 63

Section 3 – Assessment of your learning 67Assessment of your learning 69

Assessment procedures 69

Plagiarism 69

Portfolios 70

Unit assignments 70

Referral of Unit Assignments 70

Improving your grades for assignments marked by the Centre 71

Reasonable adjustments 71

Overall grade for the qualification 72

Additional support 72

Certification 72

References and Bibliography 72

Re-mark enquiry and Appeals Procedure 72

Section 4 – Practice Evidence Record Sheets 73

Section 5 – Unit 1 & 2 Documentation & Unit Assignments 125

Annex A – Record of Grades table 177

Annex B – About CACHE 181

Annex C – The CACHE website: www.cache.org.uk 185

Annex D – The Links between the Diploma Programme and 189 the National Occupational Standards



iii

Information Sheet

Your Personal DetailsName:

Address:

Telephone Number:

PIN:

Date you registered for the Diploma in Child Care and Education:

Information Sheet

Your Study Centre DetailsSite/Centre Name:

Address:

Telephone Number:

Site/Centre Number:

Name of your Course Tutor:

© CACHE 2007 Version 8iv

Level 3 Diploma in Child Care and Education Candidate Handbook 2007Information Sheet

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v

Assignment Planner

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vii

Introduction

Introduction

Would you like to work as a:

• Nursery practitioner

• Pre-school leader

• Nanny

• Home based carer

• Creche leader

• Nursery supervisor

• Special educational needs support worker

• Community nursery practitioner, working with different professionals.

Then this qualification is for you.

The CACHE Level 3 Diploma in Child Care and Education:

• provides an qualification that allows the candidate to practice in almost every early yearsenvironment of Children's Services in the United Kingdom and several countries abroad

• prepares you to work with children in their early years and their families as well as olderchildren with special needs

• gives you a secure basis of knowledge and assesses practical skills

• allows you to work unsupervised or in a supervisory capacity

• provides an qualification that allows progression to higher level professional trainingsuch as the CACHE Level 4 qualifications, related higher education programmes forexample nursing, teaching or foundation degrees (subject to the entry requirements ofthe individual university or college)

• carries UCAS tariff points i.e. you can achieve a maximum of 240 points for the theorycomponent and 120 for the professional practice, e.g. an A grade for both thesecomponents is equivalent to 3 "A" levels

• is a level 3 qualification on the Qualifications and Curriculum Authority (QCA) NationalFramework of Qualifications.

© CACHE 2007 Version 8viii

Level 3 Diploma in Child Care and Education Candidate Handbook 2007Introduction




1

Section 1

Section 1


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 1




3

Section 1

Section 1

What do you have to do?The Diploma is normally a two-year full-time programme. Some Centres however may offerthe qualification in a part time mode or, where candidates have already achieved specificCACHE qualifications, may allow direct entry into year 2.

There are 12 units including the practical training. Each unit can stand-alone and becertificated. Unit 12 Practical Training: Practice Evidence Records/Professional DevelopmentProfiles, is not certificated.

CACHE advises Centres to offer Unit 3 Foundations to Caring in the first year. Units 1 and 2are studied throughout both years. Other than this, the Centre will decide the order in whichthey deliver the units.

The requirements of the Practice Evidence Records and Professional Development Profilesin Unit 12 must be met to a satisfactory standard. It is very important to link theory topractice and you will find that generally, the unit you are studying has close links with thetraining environment where you have been placed.

Unit Title Recommended Guided Learning Hours

1 Observation and Assessment 120 hours

2 Work with Young Children 120 hours

3 Foundations to Caring 90 hours

4 The Developing Child 90 hours

5 Health and Community Care 90 hours

6 Play, Curriculum and Early Learning 90 hours

7 Work with Babies in the First Year of Life 30 hours

8 Preparation for Employment 30 hours

9 The Provision of Services 60 hours

10 Anti-Discriminatory 60 hours

11 Working with Parents 30 hours

12 Practical Training 750 hours

Personal and subject based tutorial time 90 hours

Total for the whole course including practical training 1650 hours



Candidate registrationWhen you start the course your Centre will register you for the qualification with CACHE.You must have this in order to enter for the external assessment of the qualification.

If this is the first qualification you have undertaken with CACHE you will be issued with aPersonal Identification Number (PIN). The PIN should be used if you are registered for anysubsequent qualifications with CACHE.

Qualification feesCACHE charges a registration fee for all candidates, which will be dealt with by your Centre.If you require information about fees you should contact your Centre or see the CACHE feeslist on our website.

Entry requirementsCACHE does not recommend any formal entry qualifications. However you should:

• be over 16 years of age

• be able to show you will be able to cope with the demands of the programme. Forexample you have achieved a GSCE at grade C or above in English and at least oneother subject. Mature applicants may have different equivalent qualifications.

You should not under-estimate the demands of the Diploma programme. You will have tocomplete both academic and practical work at level 3. You should have a sensible andmature attitude to both work and study and be prepared to make a considerablecommitment of time and effort during your course.

Possible restrictions on entry to the qualificationIf you work with children and young people you are exempt from the Rehabilitation ofOffenders Act 1974. In most Centres a security check, e.g. Criminal Record Bureau will benecessary for all volunteers, candidates in placement and employees working in thisvocational area.

Key SkillsThis is not a compulsory part of the CACHE Level 3 Diploma in Child Care and Education,but you may be required to study Key Skills.

With your tutor, you may wish to use the website: www.cache.org.uk to identify where thebest evidence for your Key Skills portfolio can be found.



5

Section 1

Children with special needsWhen dealing with children with special needs, it may be necessary to refer to theirdevelopmental age rather than their chronological age (provided that is not beyond 18years). You will find that, throughout the programme of study, you will consider children withdisabilities and those with special or particular needs. You may choose to spend some ofthe placement days in special needs environments. This should be taken from the 40 dayswhich are not allocated to a specific age range.

Recommended hoursYour Centre will use a number of different teaching methods so that not all the hoursrecommended in the table on page 3 will be spent in the classroom.

Attendance at classesCACHE recommends that you attend at least 80% of the teaching time allocated by theCentre for each unit. Your Centre will keep a record of your attendance and if they feel thatyou have not attended sufficient teaching time, they may ask you to take additional studybefore allowing you to submit the relevant assignment.

Remission of tuitionIf you have a considerable amount of experience or previous training, you should discussremission of tuition with your Centre. The Centre may agree a reduction of up to 50%teaching time. However, you will have to complete all the assessments to gain thequalification within your registration period of 3 years.

Practical trainingA total of 125 days or 750 hours of practical training is recommended and your Centre willallocate the hours within the age groups below.

Birth – 11 months recommended 15 days

1 – 3 years 11 months recommended 30 days

4 – 7 years 11 months recommended 40 days

The remaining 40 recommended days may be spent with any of the above age ranges,except in a special needs environment where the age range may differ.

To become a competent practitioner the range of training environments should provide for aspread of experience. Your tutor will only sign Unit 12 when satisfied that you have achievedthe criteria for the Practice Evidence Record Profiles and Professional Development Profiles.

You will need to demonstrate satisfactory personal and professional developmentthroughout your training by passing at least 3 Professional Development Profiles. One mustcome from at least two different age ranges, with a minimum of one being produced in eachacademic year of the two year programme.



Where you are in supervised employment with children within the age range Birth – 7 years11 months you may take some of your practical training in your place of employment aslong as it is approved by your Centre and registered by the appropriate authorities. Howeveryou must cover all the age ranges and should have placements outside your workenvironment to gain balanced and wider experience.

At least two of your Professional Development Profiles should come from otherenvironments. For candidates who enter year two this is reduced to one externalenvironment and Professional Development Profile.

UCAS tariff pointsThe CACHE Diploma has UCAS tariff points. A maximum of 240 points can be given for thetheoretical component of the qualification i.e. a combined grade for units 3 - 11 and amaximum of 120 points for your professional practice i.e. a combined grade for units 1 and2. Your total UCAS tariff points are allocated on the basis of the overall grades awardedshown below.

Theory ProfessionalPractice

240 AA A 120

200 BB B 100

160 CC C 80

120 DD D 60

80 EE E 40

See page 179 or 180 to calculate your overall grade achieved.

Placement monitoringIt is necessary for the Centre to work closely with practical work environments to assessyour level of competence. The criteria are set out in Section 4. This qualification has beenmapped to the NVQ in Children's Care, Learning and Development. The relationshipbetween the units in this qualification and the NVQ Children's Care, Learning andDevelopment are shown on the Practice Evidence Record sheets in Section 4.

You will be visited in your training environments by a tutor or placement officer from yourCentre and will be given verbal and written feedback following the visit.



7

Section 1

Guidelines and requirements for direct entry to theDiploma Year 2 Candidates who have successfully completed any of the following qualifications and whoregistered for their qualification after September 2000 may be able to enter directly into theyear 2 of the Diploma, but this is at the discretion of the Centre. You should speak to yourCentre if this may apply to you.

• CACHE Level 2 Certificate in Child Care and Education

• NVQ Level 2 in Early Years Care and Education or NVQ Level 2 in Children’s Care,Learning and Development

• CACHE Level 3 Diploma in Pre-School Practice

• Northern Ireland Pre-School Playgroup Association (NIPPA) Diploma in Pre-SchoolPractice

• Wales Pre-School Playgroup Association Diploma in Playgroup Practice.

Candidates with the qualifications listed may fall into the following categories:

(a) Those who will benefit from direct entry into the year 2 of the Diploma and undertake areduced programme of teaching and assessment for the Diploma and are able toundertake this in less than two years.

(b) Those who will benefit from direct entry into the year 2 of the Diploma and undertake areduced programme of teaching and assessment for the Diploma but require a greatertime to do this than category (a) candidates.

(c) Those who will benefit from the full two year (or equivalent) Diploma programme withoutany reduction in the programme, either teaching or assessment.

N.B. Study Centres are reminded that they must exercise discretion in the selection ofcategory (a) candidates as the assessment burden will be very demanding.



General requirements

Attainment of the Diploma by candidates entering directly into the year 2

Candidates entering directly into the year 2 must:

• pass the assessment scheme in each of the following Units: 1, 2, 4, 5, 6, 8, 9 and 10.Units 7 or 11 may need to be completed dependent on your previous qualification.Generally, work cannot be brought forward from past study for assessment purposes

• complete the PERs relating to the units taken

• complete two successful PDPs

• pass the external assessment (test) at the end of the course.

Accreditation of Prior Achievement for candidatesentering directly into Year 2 of the DiplomaCandidates entering directly into year 2 of the Diploma will be referred to as being exemptedfor a maximum of 2 units. These candidates take 9 units, plus Practice Evidence Recordsand PDPs.

Centres must use the appropriate registration form and the overall grade calculations are onpage 179.

Programme for all candidates entering directly into the year 2 of the Diploma (includesrecommended hours for practical training):

Unit Title Suggested Time Allocation

1 Observation and Assessment 60 hours

2 Work with Young Children 60 hours

4 The Developing Child 60 hours

5 Health and Community Care 60 hours

6 Play, Curriculum and Early Learning 60 hours



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Section 1


7 Work with Babies in the First Year of Life 30 hours

Candidates registered from Sept 2000 who have completed Option Unit 5a Working with Babies of the CACHE Level 2 Certificate in Child Care and Education are exempt from this unit

8 Preparation for Employment 30 hours

Candidates registered before Sept 2000 for the Certificate in Child Care and Education, who completed Option Unit 2 "Skills for Employment" may not require the full tuition hours for Unit 8. However all candidates must complete the unit assignment

9 The Provision of Services and the 30 hoursProtection of Children

10 Anti-Discriminatory/Anti-Bias Practice 30 hours

11 Working with parents 30 hours*

Candidates who have successfully completed the following qualifications and who registered for their qualification after 2000 are exempt from the assessment of this unit:

• NVQ Level 2 in Early Years Care and Education or Children’s Care, Learning and Development


• Northern Ireland Pre-School Playgroup Association (NIPPA) Diploma in Pre-School Practice

• CACHE Level 3 Diploma in Playgroup Practice in Wales

• CACHE Level 2 Certificate in Child Care and Education Option Unit 5b, Parents and Carers.




12 Practical Training: Practice Evidence 360 hoursRecords/Professional Development Profiles

CACHE Diploma Test Paper Candidates will be tested on the whole Diploma curriculum

Tutorial 60 hours

Total including practical training 840 hours

* NB

• All candidates have to pass the test paper (including Units 3, 7 and 11) and candidates must be given a flexible programme that ensures they have covered thewhole Diploma syllabus, therefore Centres must ensure candidates entering directly intoyear 2 are sufficiently prepared in all units.

• Candidates may only be exempted from Unit 3 and ONE other unit (7 or 11only).

Specific requirements for access from particularprogrammes

Direct access to year 2 from Certificate or NVQ Level 2 in Early YearsCare and Education entrants - requirements for practical trainingplacements

A total of 60 days (360 hours) should be in practical training placements. In order to achievecompetence in practical work, the range of placements used by Centres must provide forthe spread of experience in working with young children.

The following are recommended days with particular age groups but may be variedaccording to an individual candidate's needs:

Birth - 1 year – recommended 15 days (90 hours) OR 10 days for those who havecompleted the Certificate in Child Care & Education Option 5a Working with Babies, or NVQ units C12, C13

1 - 3 years 11 months – recommended 20 days (120 hours)

4 - 7 years 11 months – recommended 10 days (60 hours)

The setting(s) for the remaining 10/20 days required in practical placements are at theCentre's discretion and should reflect local circumstances and candidate need. Placementsgiving experience of a range of settings such as with Health Visitors, in hospital settings or inspecial schools are encouraged, even when not indicated by the PERs.



11

Section 1

If you are in employment at least one practical placement of 20 days or above should beoutside your employment setting and should provide one of your required ProfessionalDevelopment Profiles (PDPs).

Candidates with an NVQ at Level 2 in Early Years Care and Education NVQ Level 2 inChildren’s Care, Learning and Development must be given additional teaching and supportin the area of work with parents. This is to enable them to attain the same standard asDiploma candidates undertaking Unit 11.

The form and content of this additional teaching is not specified by CACHE, but the externalmoderator may ask for evidence that it is taking place.

Direct Access to the Diploma year 2 is available for holders of the qualifications below:

• Pre-School Learning Alliance Diploma in Pre-School Practice

• Northern Ireland Pre-School Playgroup Association (NIPPA)


• Wales Pre-School Playgroup Association Diploma in Playgroup Practice.

Candidates must have obtained their qualifications within the last five years.

Direct entrants with the above qualifications must:

• have substantial authenticated practical experience of employment or as a volunteer inthis occupational field, i.e. 3 years full time or part-time equivalent. A candidate'sexperience of bringing up their own family cannot be considered

• complete the full training and its associated assessment

• undertake the following recommended minimum days of practical training:

Birth - 1 year 15 days

1 - 2 year 11 months 5 days

3 - 4 years 11 months 5 days

5 - 7 years 11 months 20 days (in primary school setting)

These direct access candidates can only be exempted from units 3 and 11.



The Irish Further Education and Training Awards Council(www.fetac.ie)Where candidates who wish to gain the Diploma already hold the FETAC Certificate in ChildCare Level 2, they do not need to undertake Units 3 or 4 of the Diploma (teaching orassessment). A grade E Pass only should be entered on to the Mark Record Sheet.Candidates holding the FETAC qualification must complete the whole of the remainder ofthe Diploma programme.

In addition to accreditation for Units 3 and 4 the following will also apply:

• Remission of tuition up to 50% for Units 5, 6, 7, 8. Candidates will be required toundertake the assessment for these units.

• No remission for Units 9 and 10.

• Assessed work from the FETAC course can be used in the Diploma Units 1 and 2portfolios if it meets all the criteria and is assessed using CACHE grading criteria.

• No accreditation for practical work and practical placement requirements.

Progression from the Level 3 Diploma in Child Care andEducationYou may want to progress on to higher level qualifications. These may include professionaldevelopment such as CACHE Level 4 professional development qualifications or highereducation qualifications for example nursing or teaching. This will be subject to individualuniversity or higher education college requirements.



13

Section 2

Section 2

Learning Outcomes and the Syllabus






15

Section 2

Section 2 – Learning Outcomes and the Syllabus

Unit 1 – Observation and Assessment

Aims

This module aims to enable candidates to develop knowledge and understanding of theprinciples of observation and assessment and their use in the care and education ofchildren.

Learning outcomes

On successful completion of this unit you will be able to:

• Explain:

- the use of observations as a means of recording development

- different methods of observation and recording techniques

• Consider:

- the role of observation and assessment in planning

- the value of observing and assessing children

• Examine:

- the assessment of children's development and the implications for practice

- the links between current research and practice in explaining development andlearning.



Syllabus

This unit will teach you about:

1. Demonstrate knowledge and understanding of the principles of observationand assessment:

a) Show understanding of the reasons why practitioners use observations andassessment to:

• inform planning

• build a profile of individuals

• review effectiveness of areas of provision and use of resources

• promote children's development

• identify learning priorities and plan relevant and motivating experiences

• review own practice

• develop understanding of the areas of development

• develop understanding of the areas of learning

• protect children

• understand how children deal with conflict

• identify changes in behaviour

• see how children interact with adults and other children

• understand individual children's needs.

b) Have knowledge of different methods of observation:

• written record

• time and event samples

• target child

• checklists

• graphs, pie and bar charts and histograms

• longitudinal studies

• sociograms

• media - photographs, video, taped language samples

• high Scope Pre-school key Experiences.



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Section 2

c) Consider the appropriate method to use in different situations

d) Explore the advantages and limitations of the different observational methods andthe validity and reliability of observation material

e) Reflect upon confidentiality issues when carrying out observations

f) Show understanding of inclusive and anti-discriminatory/ anti bias

g) Identify the difference between objectivity and subjectivity

h) Recognise the need for unbiased, non-judgemental analysis

i) Practice carrying out observations using different methods and build confidence

j) Consider the professional role and responsibilities of the student in carrying outobservations and assessments.

2. How to use observations and assessments to identify the development ofchildren:

a) Develop knowledge and understanding of all areas of child development:

• physical

• intellectual

• cultural

• language

• emotional

• social

• spiritual/moral.

b) Knowledge of development for a range of ages

c) Understanding of factors that may affect development

d) Consider the role of the childcare practitioner in meeting children's developmentneeds

e) Consider the role of the student in meeting children's developmental needs

f) Develop an understanding of observations and assessments of children involved inactivities within the curriculum frameworks

g) Understand how observations and assessments are used to demonstrateawareness of children who may need additional support and consider how supportis to be provided



h) How to identify the needs of children through observing individuals, and groups,using a variety of methods

i) Consider the use of observations as a basis for discussion with children andparents

j) Consider the methods used to share information with other professionals and inpartnership with parents

k) Consider the impact of information gained from observations and assessments onthe practitioner, the child and the parent.

3. Using observations and assessments to respond appropriately to children'sneeds and facilitate their progress:

a) Recognise that every aspect of development and learning is interrelated andinterdependent

b) Investigate current methods of recording assessments based upon observations

c) The role of evaluation of observations carried out in different settings with a range ofchildren and using different methods

d) The importance of being a reflective practitioner in understanding of children'sdevelopment and learning

e) The use of observations to assess children's achievements, interests and learningstyles and recommend activities that are well planned and purposeful based uponthis information

f) Recognise patterns in children's play, development, interactions, learning and link tothe age and stage of development

g) An understanding of current research in relation to children's development andlearning

h) Using observations to identify learning priorities and to plan appropriate andmotivating experiences for children to promote development

i) The use of observation and assessment in informing planning and in relation tocurrent curriculum frameworks

j) How to use information gained from observations to reflect on whether individualneeds are met

k) Understand the use of observations when working with other professionals.



19

Section 2

Assessment

You will need to demonstrate that you have achieved the outcomes by producing:

A portfolio of 20 observations and assessments (known as 'observations') throughout thewhole study period.

Requirements for each observation and the final portfolio

The portfolio must contain:

• 2 - 4 observations of children Birth - 11 months

• 2 - 4 observations of children 1 - 3 years 11 months

• 2 - 4 observations of children aged 4 - 7 years 11 months

• 2 observations of children learning through a framework/curriculum for children agedBirth - 5 years 11 months

• 2 observations of children learning through a curriculum for children aged aged 6 - 7years 11 months

• 3 observations which must be of groups of children

• 10 observations which must be of individual children

• 4 different methods of observation/forms of recording

• The remaining observations can be from any of the above age ranges.

Each observation must:

• be undertaken during your approved work environment

• be individually numbered

• include confirmation from the early years environment of primary carer's permission tocarry out the observation and authenticated by a signature

• include the date, time duration of observation and type of setting

• maintain confidentiality and protect the identity of children

• state the roles of other adults present

• be signed as authentic by your workplace supervisor or tutor

• meet all the CACHE criteria for observations

• be recorded on the DCE Unit 1 Portfolio Requirements matrix.






21

Section 2

Unit 2 – Work with Young ChildrenYour work, and learning for this unit will continue throughout the whole of the qualification. Itwill link in to your placements and practical work and will involve you in demonstrating thatyou can plan and carry out activities which promote children's learning over the whole of theage range Birth - 7 years 11 months, with a wide range of abilities and from differentcultures and backgrounds. You will develop a set of plans which will provide evidence ofyour knowledge and understanding.

Your workplace supervisor, as well as your tutor will give you advice and support for thisunit.

Overseas candidates please note:

Assessment for this unit should be produced in relation to the curriculum and country whereyou live. All candidates will need to have a knowledge of the UK curriculum as it may appearin the external assessment.

Learning Outcomes


• plan curriculum activities which will promote children's learning and development

• identify curriculum activities which will promote children's learning and development

• evaluate the use of curriculum activities in promoting children's learning anddevelopment

• plan appropriate routines for babies and young children

• understand your role and that of other colleagues.

Syllabus


1. Planning the curriculum, activities/experiences and routines to promotechildren's learning:

a) ways of providing a rationale for the play, activities and experiences within thecurriculum plans

b) working within a structured and unstructured framework

c) how to plan routines for young children including the Birth - 1 age range

d) how to plan play, learning activities and experiences for children aged Birth - 3 years 11 months utilising everyday opportunities



e) the constraints of the setting

f) safety and needs of children, carers and colleagues

g) how to use the views of primary carers, colleagues and other professionals

h) how to involve children in planning

i) Early Years curriculum frameworks in the UK including Foundation Stage,Foundation Phase in Wales and Curriculum Guidance for Pre-school Education inNorthern Ireland

j) The National Curriculum

k) the role and responsibilities of the childcare practitioner in planning for babies andyoung children

l) layout and attractive presentation of activities.

2. Appropriate activities and experiences to promote children's learning anddevelopment:

a) Providing a range of activities and experiences such as:

Communication, language and literacy:

• books and stories

• songs and rhymes

• music

• speaking and listening

• early reading and writing

• experimenting with sounds, words and texts.

Mathematical development:

• counting; using numbers in context

• recognising numerals

• sorting and matching

• number operations

• number rhymes, songs and stories

• using mathematical language.



23

Section 2

Knowledge and understanding of the world:

• exploring and selecting equipment and materials

• using the environment and the natural world

• using technology

• using tools and techniques

• discovering how things happen and work

• understanding immediate past and present.

Personal, social and emotional development:

• games of various types

• turn taking and sharing; working as a group

• role play

• dressing and personal hygiene.

Physical development:

• physical play using balls and small equipment

• physical activity using large equipment

• activities to encourage balance, co-ordination and movement

• handling tools, objects, equipment and materials safely

• activities to develop an awareness of keeping healthy.

Creative development:

• activities involving texture, shape, form, space, colour and dimension

• activities involving sand

• tactile and sensory experiences

• imaginative and role play

• music, dance, stories, using imagination

• expression of thoughts and ideas through tools and materials.

b) Providing or suggesting suitable supporting materials and resources with reasons for their use

c) Ways of making maximum use of the available resources in the setting and in thelocal community.



3. How to evaluate activities and experiences designed to promote children'slearning and development:

a) how to set and use criteria for evaluation, e.g. validity, reliability, links to assessment, self-reflection etc

b) methods of monitoring, observing and recording

c) how to present evaluations and plans for future work to primary carers, carers orother professionals

d) resource considerations

e) modifying, adapting and revising plans following evaluation and/or the changingneeds of children.

4. The importance of inclusive practice/anti-discriminatory/anti-bias practice inproviding activities for all children:

a) ways to use material designed to extend understanding, equality of opportunity anda positive world view

b) how to provide activities and routines for children with particular needs includingsensory impairment.

5. The role of the child care and education practitioner:

a) the planning cycle

b) the roles of other professionals and the lines of reporting and responsibility

c) self-reflection and self-evaluation.



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Assignment Task – What do I have to do?

The whole task must be completed in order to achieve the unit.

Complete this task

Carry out and present 4 pieces of work in a final portfolio that demonstrates your ability to:

• identify and plan curriculum activities which will promote children's learning anddevelopment

• evaluate the use of curriculum activities in promoting children's learning anddevelopment

• plan appropriate routines for babies and young children

• understand your role and that of other colleagues'.

In order to meet the assessment outcomes of this unit, the final portfolio of 4 pieces of workmust contain:

1) ONE curriculum plan, which will promote the learning and development of children fromONE of the following age groups:

• Birth - 3 years

• 3 - 5 years 11 months

2) Two detailed activity plans that support the teacher's planning for children's learning(aged 6-7 years 11 months) according to the appropriate curriculum of the country inwhich they (and you) live.

3) A routine for a session in an early years environment for children from ONE of thefollowing age groups:

• Birth - 11 months


4) One additional piece of work from any of the above.

Each piece of work must be signed as authentic by your workplace supervisor or tutor.

Each piece of work must be numbered and easy to find.

You must maintain confidentiality and protect the identity of children.

You may include charts and diagrams to show your plans.



1. Requirements for the Curriculum Plan, which will promote the children'slearning and development.

Curriculum Plan

ONE curriculum plan, which will promote the learning and development of children fromONE of the following age groups:

• Birth - 3 years


The curriculum plan must show how you can plan and carry out a range of appropriateactivities/or experiences for ONE area of a relevant curriculum framework.

Your curriculum plan must include:

• an overall plan showing a range of activities/experiences

• how your plan relates to the appropriate curriculum framework

• TWO detailed activity plans developed from the range of activities/experiences, whichyou must implement in your placement

• a resource for ONE of your detailed activity plans which will support the children'slearning, such as a story sack, game, chart, book, a display in which the children havebeen involved

• reflections on your learning after implementation.

The detailed activity plans should include:

• a description of the planned activity

• the learning that may take place for the child

• how the detailed activities planned relate to the age and stage of development of thechildren

• an assessment of the learning which has taken place for the children after the detailedactivity plans have been implemented.



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2. Requirements for TWO activities/experiences that support the teacher'splanning for children's learning (aged 6-7 years 11 months) according to theappropriate curriculum of the country in which they (and you) live.

You must include:

• two detailed activity plans that support the learning of children aged 6-7 years 11months. (The activity plans should support the planning which has been undertaken bythe class teacher.)

• a suitable resource for ONE detailed activity plan that will support the learning anddevelopment of the children.

EACH detailed activity plan must be implemented.

3. Requirements for a daily routine to support the care and development ofchildren.

A routine should cover all the aspects of all activities to meet the development needs ofchildren throughout the period of the routine.

You should use a daily routine from an early years setting, which takes account of a sessionfor children from ONE of the following age groups:

• Birth - 11 months

• 1 - 3 years 11 months.

You must be able to take part in carrying out this routine.

Your work must include:

• the aim of the overall routine

• an outline of the overall routine

• the aim of the chosen part of the routine

• a detailed description of the chosen activity/aspect of care

• how this part of the routine relates to the age and stage of development of the children

• reflections on your learning after carrying out this part of the routine

• recommendations for future practice.

4. One additional piece of work.

You should choose to carry out the additional piece of work from the above sections 1-3.Please note that if you choose a second curriculum plan or a daily routine, you shouldchoose a different age group to demonstrate the range of your knowledge andunderstanding.



These are the overall grade criteria for your PORTFOLIO.

See pages 105 - 115 for grading criteria.

You must achieve Grade A - E for each piece of work in your portfolio. Each grade will beallocated these points:

Grade A = 5 pointsGrade B = 4 pointsGrade C = 3 pointsGrade D = 2 pointsGrade E = 1 point

The points for each piece of work will be added together and the total of your points willdetermine the overall grade for your portfolio as follows:

Portfolio Grade A = 18 - 20 pointsPortfolio Grade B = 15 - 17 pointsPortfolio Grade C = 11 - 14 pointsPortfolio Grade D = 7 - 10 pointsPortfolio Grade E = 4 - 6 points

Referral

If your Portfolio contains less than Four pieces of work at Grade E or above your grade forthis unit will be a Referral.

The grade you achieve for your portfolio will be your grade for Unit 2.



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Section 2

Unit 3 – Foundations to CaringThis unit will prepare you to work safely with children, to provide care and appropriatestimulation in a variety of settings.

The physical care of children is vitally important, and you will need to learn how to meet thephysical needs of children and to comply with legal requirements, policies and guidelines.The environment of the child refers to both indoor and outdoor settings.

CACHE recommends that you undertake additional training in food handling.

Learning Outcomes

On successful completion of this unit, you will be able to:

• recognise the factors which provide a positive environment for children

• understand your role and that of other colleagues in promoting and maintaining apositive environment

• understand how to provide an environment which will meet the needs of individualchildren

• identify best practice in provision of physical care for children

• understand the regulations and good practice which support physical care and apositive environment for children

• understand the principles of nutrition and the importance of food.

You will need to demonstrate that you have achieved the outcomes bysuccessfully completing the Unit Assignment for this unit.

Syllabus


1. The characteristics of a positive child care and education environment:

a) physical, social, personal, cultural environment and other aspects of a child'sexperience

b) ways to promote a healthy, hygienic, safe, caring and stimulating environment

c) the importance of a reassuring and secure environment

d) the importance of supporting and promoting inclusive/anti-discriminatory practiceand equality of opportunity



e) ways of adapting the environment to meet special and particular needs

f) environmental factors such as layout, lighting, heating, use of colour

g) how to display children's work

h) ways to encourage children to relate positively to the world around them.

2. Professional practice in the support of a positive care and educationenvironment:

a) ways to promote relationships between the care and education setting and theprimary carer/home and family

b) working as part of a team

c) lines of management and reporting

d) effects of other professionals on the child's environment.

3. Physical care:

a) basic physical and health needs of children

b) basic care of individual children and groups of children throughout the age rangeBirth - 7 years 11 months e.g. washing, toileting, mealtime and general supervision

c) care and protection of skin, oral hygiene, care of hair and feet

d) children's needs for rest and sleep and the benefits for children

e) signs and symptoms of potential concern including signs and symptoms of infection, skin abrasions, or injuries

f) bladder and bowel control including signs and symptoms of potential concern.

4. Regulations and good practice to support physical care and a positive environment:

a) current food handling and health and safety requirements and regulations for childcare and education settings to include current health and safety, risk assessment,food handling, inspection requirements, settings own polices practices

b) personal hygiene routines for each level of development

c) use of equipment and materials, safety and cost factors

d) safe and hygienic practice with children when caring for animals



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e) identification and reporting of potential hazards in all types of settings

f) significant adults as positive role models

g) safe management of daily routines such as home times as well as emergencyprocedures

h) safe management of trips and outings.

5. Diet, nutrition and food:

a) the role of food and nutrition as part of an overall healthy lifestyle

b) requirements of a balanced diet

c) methods of preparation and their effects on nutritional value

d) economic and social factors affecting diet and nutrition

e) the effects of dietary deficiencies and common food allergies

f) the effects of illness on a child's appetite and ways to meet their nutritional needs

g) presentation and children's food preferences

h) cultural, and religious importance of food

i) the social and educational role of food and mealtime preparation, mealtimes andclearing away.






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Section 2

Unit 4 – The Developing ChildUnderstanding how children develop is a key requirement for all those who work in earlyyears. Your learning in this unit will underpin much of the work you carry out and a greatdeal of the content of other units.

This unit covers the development of children from Birth - 7 years 11 months. It will assistyou with the requirements for many of the units within the National Occupational Standards.

Learning Outcomes


• understand the general principles of child development

• show a basic and broad understanding of the stages of children's development fromBirth - 7 years 11 months

• understand the role of the adults in the development of the child

• understand the effects of separation on the child

• implement basic techniques for managing behaviour.


Syllabus


1. The general principles of child development:

a) an overview of the main theoretical perspectives of development

b) use of measurements and age and stage of development, recognition of variationsin ages of achievement

c) the role of social, cultural, religious, economic and environmental factors in thepromotion of development

d) provision for children whose development falls outside the accepted norms.



2. Cognitive development:

a) the stages and sequence of cognitive development Birth - 7 years 11 months

b) concentration, attention and memory span, sensory and perceptual development

c) influences from biological, environmental and social and emotional development

d) basic conceptual development

e) active learning, the importance of play

f) the role of the adult in promoting development

g) the importance of stimulation

h) children who experience developmental delay

i) children who experience sensory impairment.

3. Language development:

a) the stages and sequence of language development Birth - 7 years 11 months

b) the inter-related components of language development such as listening,expressive and receptive language, reading and writing

c) the particular needs of children who use more than one language

d) the effect of language delay on overall development

e) the role of adults in promoting language development.

4. Physical development:

a) the stages and sequence of physical development Birth - 7 years 11 months

• different aspects of physical development e.g.

- gross motor skills/large muscle movements

- fine manipulative skills/eye/hand co-ordination

- skills of locomotion and balance

• relationship to other developmental areas.

b) implications and consequences of delayed or impaired physical development

c) the role of the adult in promoting physical development.



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5. Emotional and social development:

a) the stages and sequence of emotional and social development Birth - 7 years 11 months

b) environmental influences on emotional and social development

c) the importance of play in social and emotional development

d) factors which affect emotional and social development, such as genetic, physical, and cultural influences

e) the role of the adult in promoting social and emotional development

f) strategies to help young children relate to others and encourage socially acceptablebehaviour

g) how to meet the needs of children who express themselves or relate to others inparticular, or challenging ways

h) influences on the development of self-image e.g. ethnicity, gender, language,particular and special needs, abuse, economic circumstances

i) role of adults in promoting a positive self-image.

6. Effects on children of separation from primary carer/s or carer/s:

a) an outline of the main theoretical perspectives on attachment, separation and lossin children's lives

b) effects on children of different ages and their families of the transition from thehome environment to other settings

c) effects of multiple transitions, separations and/or carers on children at different agesand stages of development

d) strategies to enable children and families to cope with change and transition e.g.key worker system.

7. Managing behaviour:

a) links between needs, feelings and behaviour

b) strategies and resources to encourage children to recognise and deal with theirfeelings

c) the effects of loss and grief

d) the role of the adult

e) links between behaviour and stages of development including conditioning andsocial learning theory



f) causes of change in usual behaviour patterns including distress, abuse, illness

g) promoting and encouraging positive behaviour

h) techniques of managing undesirable aspects of children's behaviour includingmodification, encouragement, re-inforcement, harm reduction

i) goals and boundary setting, frameworks for behaviour

j) use of physical punishment by:

• primary carers/carers

• professionals

k) management of challenging situations

l) policies and procedures of work settings

m) responses to racist, sexist or other discriminatory behaviour

n) sources of specialist help and guidance.



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Section 2

Unit 5 – Health and Community CareIn this unit you will learn about the promotion and maintenance of health, includingsurveillance programmes, childhood illnesses, the care of the sick child and a child with alife threatening or terminal illness. This unit will provide you with the basic knowledgerequired to work in most early years care and education settings.

If you plan to work in a hospital setting, this unit will provide a useful introduction andoverview, although it is not intended to be a detailed preparation for that role.

The Council strongly recommends that you undertake a practically based externallyassessed course in First Aid of at least 12 hours duration.

Learning Outcomes

On the successful completion of this unit you will be able to:

• identify how the health of children and their families can be promoted and maintained

• demonstrate a basic understanding of how ill health is caused and the steps which canbe taken to prevent it

• recognise and respond to basic, common illnesses in children

• recognise and respond to health emergencies

• provide support to sick children and to their parents/carers and families.



1. The promotion and maintenance of health:

a) the principles of the promotion and maintenance of personal health in children andadults including definitions of health and rights to health

b) methods of preventing illness e.g. education, public health, immunisation, screeningsurveillance

c) the key factors in the promotion of community health and health education e.g.primary, secondary and tertiary groups, approaches such as educational,empowerment, fear

d) primary, secondary and tertiary health care



e) influences on health and access to health care e.g. social, economic, cultural

f) the role of the child care and education practitioner and other professionals insupporting health services to children and families in the community e.g. healthpromotion specialist, health visitor, GP etc.

2. Causes and prevention of ill-health:

a) causes of ill health e.g. genetic inheritance, microbiological infection, allergies,parasitic infections, environmental causes

b) the range and purpose of immunisations available for young children and therelative responsibility of parents and professionals involved

c) the possible side effects and contra-indications to immunisation programmes andparental concerns

d) tests involved in common screening/surveillance programmes.

3. The effects of ill health on children and families:

a) possible effects of:

• acute and chronic illness on the overall development of the child and theirfamily

• prolonged illness, hospital or institutional care on a child's overalldevelopment.

b) the impact on children of varying ages of planned and emergency admission tohospital

c) role of carer/child care and education practitioner in providing support for the childand family

d) the particular problems of children in isolation

e) particular problems and needs of children with life threatening terminal illness andthose of their families

f) the role of play and specific play activities in mitigating the effects of illness,hospitalisation and/or medical and surgical procedures for children.



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4. Responses to childhood illness:

a) symptoms of the more commonly encountered acute chronic illnesses or infections including any common complications and possible treatments e.g.asthma, cystic fibrosis, diabetes, measles, rubella, meningitis etc.

b) significance of symptoms in relation to age, developmental stage and skin tone

c) actions to take - e.g. reporting, obtaining help

d) monitoring children's health

e) ways of dealing with distress in a sick child

f) basic routines in caring for sick children e.g. informing parents, adapting normalroutines, safe hygiene practices

g) health and safety policies and procedures for the hygienic and safe disposal ofbody fluids/waste, the prevention of cross-infection, and the minimising of healthand safety risks in the different settings

h) procedures for administering medicines e.g. legal requirements, settings

i) safe storage and labelling of medicines

j) medication and health records

k) first aid responses in emergency situations.

5. Ways of supporting children suffering from common illnesses:

a) range of common illnesses and conditions e.g. asthma, eczema, ENT conditions,cystic fibrosis, diabetes, epilepsy etc

b) methods of support e.g. establishing routines, working with families, working withother professionals, empowering etc

c) use of common medications, range of medications

d) signs and symptoms which indicate an emergency.

6. Providing support to parents and families:

a) needs and anxieties of parents/carers when children are ill

b) range of social, emotional, cultural and religious responses to illness of a child

c) multi-disciplinary working, liaison and sharing information, confidentiality

d) support groups and networks available to families including access to information.






41

Section 2

Unit 6 – Play, Curriculum and Early LearningThis unit is designed to give you an understanding of the play and learning opportunitiesoffered to babies and children in a variety of group care and education settings. It explicitlyincludes children who are in Key Stage 1 classes in primary schools and children who maybe following the appropriate curriculum for children aged 5 - 7 years in the country in whichthey live, which means that if you work in a school setting, you will be able to support thework of the class teacher. The term 'early years curriculum' refers to all early years educationwhich is the curriculum offered to children before they commence statutory education.

* Overseas candidates please note:

Assessment for this unit is to be produced in relation to the curriculum and country whereyou live. All candidates will need to have a knowledge of the UK curriculum as it may appearin the external assessment.

Learning Outcomes

On successful completion of this unit, you will be able to:

• demonstrate how to provide a positive environment for play and learning

• recognise the links between play and learning

• show how the Early Years and National Curriculum are structured and assessed and how learning and play are linked

• identify the extent of your own role and that of other adults in promoting play andlearning

• identify the value of various types of play and the ways in which each can be promoted.


Syllabus


1. How to provide an environment that supports and encourages learning:

a) the selection of equipment and materials which promote a non-biased and apositive world view

b) developmentally appropriate activities, materials, equipment and resourcesdesigned to promote and support learning

c) provision which builds on the experiences and background of a baby or youngchild



d) role of play and playful experiences in early learning

e) how to care for and maintain the equipment, room and materials.

2. The role of the adult in supporting children's learning and development:

a) the learning opportunities in everyday routines

b) the different types and forms of activity including adult directed, child initiated,structured, and spontaneous

c) appropriate interventions to support learning and development

d) how to support self-reliance, self-confidence and independence

e) how to support concentration, direction, application and task achievement.

3. The principles of effective communication with babies and young children:

a) how to communicate appropriately with babies and young children according totheir stage of development

b) use of non-verbal communication e.g. touch, massage, tone of voice, expressionetc

c) common communication difficulties experienced by young children and babies

d) speaking and listening activities

e) methods of communicating with children who have sensory impairment or delayeddevelopment

f) the importance of songs, rhymes, story telling, finger plays and musical activitieswith young children

g) criteria for selecting appropriate books.

4. The curriculum:

a) different educational and philosophical approaches to the curriculum for babies andyoung children

b) curriculum designed to meet the social, cultural and linguistic needs of all childrenincluding those with particular needs which encourages a positive image andidentity

c) the current curriculum/framework for children from Birth - 7 years eleven months.



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5. The role of the child care and education practitioner in the delivery of thecurriculum/framework for babies and young children:

a) developing children's competence in language and literacy (e.g. emergent writing,auditory discrimination, early reading skills, reading and writing skills, readingconventions and writing forms)

b) developing children's knowledge and understanding of the environment, otherpeople and features of the natural and made world

c) numeracy skills, using and understanding simple mathematical language and thedevelopment of mathematical concepts such as number, shape, pattern,sequencing mass and volume

d) creative development (e.g. exploration of sound, colour, texture, shape and formand space in two and three dimensions; art, music, dance, stories and imaginativeplay; using materials, tools and instruments)

e) physical development (e.g. physical control, mobility, awareness of space andmanipulative skills in indoor and outdoor environments; developing positive attitudesto a healthy and active way of life)

f) personal, social and emotional development (e.g. learning how to work, play andco-operate with others, understanding of self and others and aspects of personal,social, moral, spiritual and cultural learning)

g) development of learning towards the current curriculum/framework for children frombirth to the end of the early years curriculum.

6. The structure and content of the National Curriculum:

a) structure and component parts

b) the assessment structure at Key Stage 1

c) how to support children's abilities in speaking and listening (e.g. encouragingchildren to talk, listen to others and respond appropriately, develop confidence inspeaking and listening, develop awareness of use of English language)

d) how to support children's reading and writing abilities (e.g. reading aloud shared and guided reading, phonic and graphic clues, composition, transcription,writing forms)

e) how to support children's learning in mathematics (e.g. numeracy concepts,sorting, matching, ordering, classify, represent and interpret data, shape, spaceand measures, mathematical language, use and application of mathematics)

f) how to support children's learning in science (e.g. use of play, importance in healthand day to day life application of information technology, life processes and livingthings, developing questioning skills, materials and properties).



7. The purpose and potential of play activities:

a) theoretical and philosophical approaches to children's play

b) providing for a range of different types of play both individual and group

c) the role of play for the developing child

d) how to provide materials and approaches to meet the particular needs of individual children including those with special needs.

8. Play environments and materials:

a) safe secure and stimulating play environment e.g. the effects of room design andphysical conditions on play, safety issues in respect of equipment, securityconsiderations

b) different play materials and equipment e.g. indoor equipment, outdoor equipment,uses with different age groups

c) selection, maintenance and organisation of material and equipment within the homeand group settings e.g. safe and hygienic storage, labelling, inspection, reportingfaults, de-commissioning

d) evaluation of the role of play in an overall curriculum plan e.g. methods ofevaluation, developing criteria, using observations etc.

9. Types of play:

a) creative play with natural and other materials including:

• play with natural and other materials, tools and equipment e.g. sand, water,paint, clay, dough, musical instruments, sensory materials

• opportunities for creative play appropriate to a child's stage of development.

b) physical play with large equipment including:

• activities and large equipment suitable for physical play, both indoors andoutdoors

• the value of physical play to the overall development of the child includingthe particular value of outdoor play

• safety issues with regard to physical play, both indoors and outdoors, thesetting up and use of equipment

• potential hazards and the principles of accident prevention

• how to use space effectively

• balancing the provision of a challenging play experience against the child'sneed to consolidate and practice skills.



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c) imaginative play including:

• different forms of imaginative play, e.g. role, domestic, doll, small world play,fantasy and dramatic play

• different forms of imaginative play for different stages of development

• 'pretend play' areas and how to use space, both indoors and outdoors

• props for imaginative play including those which could be used to extendchildren's understanding of different cultures and which reflect the culturaldiversity of the children in the group.

d) manipulative play including:

• range of materials and equipment suitable for gross and fine manipulativeplay

• ways to evaluate materials and equipment used in manipulative play

• providing for manipulative play for different stages of development.






47

Section 2

Unit 7 – Work with Babies in the First Year of LifeIn this unit you will learn about conception, birth, ante-natal care and the care and learningopportunities of young babies.

You may have already covered the development of children Birth - 7 years 11 months inUnit 4. The emphasis of this unit is on the growing and developing baby and you will learnabout pregnancy and birth in less detail. However, all the different aspects of working withbabies are very closely linked, so it is hard to separate care, development and learning.

It is likely that you will undertake a work placement with babies under 1 year around thesame time as you work on this unit.

Learning Outcomes


• understand in outline the processes of conception, pregnancy, birth and the post-natalperiod

• understand how to promote development and learning

• identify how to practice with safety and provide a positive caring environment

• understand how to promote a positive relationship with primary carers

• understand the dietary needs of the baby

• recognise and meet the needs of babies being cared for in a group or home-basedsetting.


Syllabus


1. The processes of conception, birth and the post-natal care of mother andbaby:

a) outline knowledge of the process of conception and development of the unbornbaby

b) the key principles and practice of ante-natal care

c) outline knowledge of the birth process and difficulties which may be encounteredand their effects

d) the particular needs of low birth weight babies and multiple birth babies, thepotential impact on their care and subsequent overall development.



2. The principles of promoting development and learning:

a) the role and responsibilities of the child care and education practitioner and otheradults in promoting the overall development of the baby

b) the role and responsibilities of the child care and education practitioner and otheradults in the provision of a safe, secure and stimulating environment for childrenBirth - 1 year

c) the importance of the quality of adult/baby interaction

d) the role of play and playful experiences in overall development

e) activities, materials and equipment which promote the overall development of thebaby according to his/her needs.

3. Positive overall care and safe practice:

a) the principles of positive care of a baby Birth - 1 year including understanding andsensitively responding to diverse cultural needs and practice

b) the principles of adequate preparation and safety when carrying out any routine

c) importance of care routines providing a pleasurable experience for babies

d) the principles and practice of care for the skin, hair and teeth of babies Birth - 1year and understanding diverse cultural needs and practice

e) the commonly encountered symptoms and signs which may indicate that a baby isill

f) the role of the child care and education practitioner and other adults in obtainingfurther assistance and advice where appropriate

g) different types of surveillance for babies under one year and the preventative healthscreening programmes available

h) the normal care and maintenance of equipment and materials with particularreference to safety

i) 'Sudden Infant Death Syndrome' (SIDS) and ways in which basic care and choiceof infants can minimise risk

j) are and choice of clothing and footwear for babies Birth - 1 year

k) appropriate health and safety measures in the disposal of body waste/fluidsincluding policies of setting, agreement in home setting, cross infection risks.



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4. Positive relationships with primary carers:

a) the diversity of child rearing practices and the need to avoid stereotypical attitudes

b) potential for positive and negative attitudes from primary carers

c) the pressures on families and family life of caring for a baby Birth - 1 year

d) access to health care and support for all families caring for babies

e) support groups and networks available for families with babies, the role of the childcare and education practitioner and other professionals in providing access toinformation, includes confidentiality

f) dealing with primary carers who may have difficult or challenging attitudes towardsthe staff and setting.

5. The nutritional needs of babies:

a) the nutritional needs of babies aged Birth - 1 year

b) methods of meeting nutritional needs including breast and bottle feeding

c) the principles of weaning on to solid food and the importance of this to the baby'soverall development

d) the principles of safety and hygiene in the preparation and storage of feeds andsolid foods

e) common food allergies and feeding difficulties, how to get further information andadvice.

6. The particular requirements of young babies in group and home-based care:

a) the emotional and social needs of babies separated from their primary carer/s e.g.attachment and separation

b) how babies learn through everyday interactions with their carers

c) the importance of child care and education practitioner giving one to one attentionto young babies and developing appropriate attachments

d) the key worker system e.g. methods of implementation, advantages anddisadvantages.






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Section 2

Unit 8 – Preparation for EmploymentIn this unit, you will learn about what you can expect when you begin work as a Child Careand Education Practitioner. If you already have experience, this unit will help you byproviding you with information about how to plan your career and professional development.

You will work alongside your workplace supervisor as well as your tutor in this unit.

Learning Outcomes


• recognise the structures of a range of work settings

• identify the role of the early years care and education worker in a range of work settings

• prepare yourself for employment in the sector

• work as part of a team.


Syllabus


1. Structures of organisation and work settings and the job role:

a) structure of the organisation, including the role of the team within the organisation,types of working arrangements in family settings

b) different organisational arrangements for service provision including key workersystem and staff rotas

c) implications of policies, practices and guidelines of different settings

d) lines of management and reporting, the constraints which operate within the setting

e) responsibilities and relationships which exist between employer and employeeincluding contractual arrangements

f) the effects of different management styles.



2. The responsibilities of a professional worker:

a) the principles of confidentiality

b) respect for the choices and freedoms of others

c) respect for the roles and contributions of others within multi-disciplinary working

d) accountability, reliability

e) principles of decision making including information, sharing alternatives, usingcriteria, making judgements, accepting responsibility

f) the role of trade unions and professional organisations and ways to access helpand information

g) the role of the Child Care and Education Practitioner within the public sectorincluding factors and constraints, policies, statutory responsibilities, health,education or social services settings, child protection issues

h) the role of the Child Care and Education Practitioner in the independent, private andvoluntary sector e.g. policies and procedures, relationships with primary carers,quality assurance and registration requirements, financial factors, child protectionissues

i) the role of the Child Care and Education Practitioner in private homes e.g. the needfor professional support and advice when working alone within a home setting,ensuring access to evaluation and feedback, contractual issues, recording andreporting, child protection and allegations of possible abuse.

3. Prepare for employment through:

a) accurate and representative curriculum vitae

b) interview techniques

c) the requirements of employers.

4. How teams work including:

a) effective communication between team members and between the team and otherprofessionals

b) participation in team meetings

c) seeking and using feedback from others

d) stress and conflict within teams

e) grievance and complaints procedures.



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Section 2

Unit 9 – The Provision of Services and the Protection ofChildrenThis unit is designed to give you an overview of the area of legal and social relationships asthey affect the family. It will also give you an understanding of how to protect children fromthe possibility of abuse, and how to support children who have been abused.

The way in which society works has an important effect on how you do your job, you willneed to understand the structure of the family lives of the children you work with. You willalso need to understand the provision of services and the children's legal framework forEngland, Wales and Northern Ireland. You may record your assessment in relation to currentlegislation or framework in the country where you live.

Learning Outcomes


• describe the development and structure of family in society

• understand the role of the statutory, voluntary and independent services in relation tochildren and families

• describe the principles of protecting children and recognising abuse

• empower children in how to protect themselves

• identify different forms of abuse and the effects on the child, family and workers

• explain child protection procedures

• describe how to support children.


Syllabus


1. Development and structure of the family in society:

a) diverse range of family structures including nuclear, extended, re-constructed, loneprimary carer

b) changing patterns of family roles including gender roles, division of labour,employment

c) effects of social and economic deprivation on families



d) recent and relevant legislation relating to children and their families i.e. marriage,marital breakdown, fostering and adoption, including Children Act 1989/2004

e) pressure faced by some children and their families such as violence, poverty,housing, discrimination and disadvantage, high expectations, bullying

f) economic and social policy which affects children and their families including,welfare benefits, funding for service provision

g) outline of provision for children and families

h) rights and responsibilities of adults to children.

2. The role of the statutory, voluntary and independent services in relation tochildren and families:

a) function of the local authority in relation to children's services

b) local authority powers, obligations and responsibilities to children and their familieswho may be in need

c) types of care for those children in need

d) role of statutory, voluntary and private provision in relation to children and familiesincluding current initiatives such as the Sure Start programme

e) main relevant legislation in relation to the rights of the child

f) the power and responsibilities of service provision for young children and families bymajor national voluntary organisations

g) how and where to obtain detailed help and information on family entitlements andbenefits

h) the role of the media and information technology in providing and disseminatinginformation to families.

3. Principles of protecting children and recognising abuse:

a) the paramount interest and welfare of the child

b) the needs and rights of young children

c) signs of abuse

d) listening to children

e) disclosure and methods of recording and reporting

f) confidentiality on a need to know basis



55

Section 2

g) the influence of judgement attitudes concerning social class, family structures andfunctioning, race, gender and disability on the possible assessment of abuse

h) theories of abuse such as the medical, feminist, social and psychological models

i) policies in the setting relating to the consultation and information given to theprimary carer when abuse is suspected

j) enabling and empowering children and their families

k) policies and procedures of the setting on dealing with institutional abuse.

4. Enabling children to protect themselves:

a) confidence, assertion and body awareness

b) respecting children, listening and believing what they say

c) personal safety for example always telling an adult where they are going

d) sharing worries and the concept of secrets

e) empowering children and the teaching of the concept of 'no'.

5. Forms of abuse, and effects on child, family and practitioners including:

a) the types of abuse within the four categories of: physical abuse; sexual abuse;emotional abuse and neglect

b) abuse perpetrated in group settings by a practitioner providing care for youngchildren and the policies and procedures for dealing with this

c) the effects of different types of abuse on the child, family and the local community

d) the long term effects of abuse on the child

e) strategies used by the Child Care and Education Practitioner when coping withchildren and their families who may have experienced abuse

f) abuse of vulnerable children including those with special needs.

6. Child protection procedures:

a) legislative framework and procedures for child protection at national and local level

b) your own role and roles of other professionals and agencies involved

c) procedures and regulations of the work setting including recording, reporting, linesof responsibility and confidentiality

d) procedures for reporting and investigating institutional abuse



e) stages of child protection procedures such as recording, reporting, investigation,protection of child/ren, case conference, at risk register, key worker and monitoring

f) the role of the Child Care and Education Practitioner in gathering evidence to beused by other professionals.

7. Supporting children:

a) use of play therapy

b) strategies for dealing with anger

c) measures for building confidence and self-esteem

d) day care provisions for children in need

e) co-ordination of multi-disciplinary support

f) provision of safe environments.



57

Section 2

Unit 10 – Anti-Discriminatory/Anti-Bias PracticeThis unit covers equality of opportunity and rights issues as they relate to child care andeducation and you may study it at any time during the course. Although this is a freestanding unit, the principles of rights, equality of opportunity, anti-discriminatory and anti-biaspractice are integrated throughout all the work you do. You will need to demonstrate thatyou understand and use the principles behind this unit in both the practical and academicwork of the whole course.

This unit will provide you with the opportunity to participate in a series of learningexperiences designed to give you greater self awareness and a deeper understanding andawareness of the experiences of children and families who, for whatever reason, sufferdiscrimination and deprivation.

You will learn about issues of discrimination from a range of perspectives which will include:age, class, disability, gay, lesbian, or bi-sexual people, gender, health, race and religion.You will also learn how to support children with special educational needs and their families.

Learning Outcomes


• show that you understand the rights of children and their families

• explain the causes and effects of discrimination

• identify legislation, charters and policies designed to promote equal opportunities

• clearly identify the role of the child care and education worker in promoting anti-discriminatory and anti-bias practice.


Syllabus


1. The rights of children and their families:

a) definitions of children's rights e.g. United Nations Convention on the Rights of theChild

b) human rights and rights of families e.g. enforceable and non-enforceable rights,basic human rights, legal rights, charters etc

c) balance of rights and responsibilities

d) ethical issues e.g. confidentiality, conflicts with rights of others.



2. The causes and effects of discrimination:

a) the role of attitudes, values and stereotyped views in influencing behaviour

b) labelling and stereotyping

c) the general effects on individuals of discriminatory practices and behaviour, e.g. selfesteem, employment, promotion, housing, education

c) the effects of discrimination and discriminatory practices on children's developmentassumptions, employment practices, organisational culture etc

f) educational issues e.g. inclusion, materials, resources, access etc

g) the benefits of a diverse environment for all children.

3. How society promotes equal opportunities:

a) the role of legislation in combating racism, sexism and other forms of discriminationand discriminatory practices. e.g. Race Relations Act, Sex Discrimination Act, EqualPay Act, Disability Discrimination Act, Criminal Justice Act etc

b) codes of practice, charters and equal opportunities and anti-discriminatory policiese.g. Citizen's Charter, Patient's Charter

c) organisational and personal review and evaluation of all provision and practice withinan equal opportunities framework

d) where to obtain information and resources concerning equal opportunities, anti-discriminatory and anti-bias practice e.g. Commission for Racial Equality, EqualOpportunities Commission, Disability Council for UK, Council for Human Rights

e) providing an environment and curriculum which actively opposes discrimination andencourages a positive world view

f) valuing a variety of child rearing practices which provide security for children andfoster development

g) providing resources, equipment and activities which avoid bias and which presentpositive images for all children

h) implementation of anti-discriminatory and anti-bias practice

i) provision of accessible information for all service users.



59

Section 2

4. The identification and support of children with special educational needs:

a) code of Practice for special educational needs

b) identification of children's special educational needs

c) the range of special educational needs

d) supporting children with special educational needs and their families

e) professionals working with children with special education needs and their families

f) practical ways of working with children with special education needs.

5. How individuals can promote effective equal opportunities, anti-discriminatoryand anti-bias practice:

a) how to recognise and support the rights of all children and families

b) the practitioner's role in recognising discrimination and discriminatory practices

c) the practitioner's role in confronting and combating discrimination and discriminatorypractices

d) reflecting on own values, attitudes and beliefs and the effects on practice

e) valuing diversity

f) anti-bias care and educational practice in relation to children with disabilities,children from a range of cultural, religious and linguistic backgrounds, children withchallenging behaviour etc

g) supporting and valuing families of children

h) how to use materials, equipment, images and types of play which reflect positivemodels of diversity for all children.






61

Section 2

Unit 11 – Working with ParentsThis unit refers to work with parents or whoever is the child's primary carer.

In Unit 11 you will find out about the roles of parents and the type of pressures faced bymany families, you will also have the chance to explore how parents, and children, can reactwhen being separated for the first time. The key lessons of this unit are the ways in whichyou can make parents feel involved in the care you are providing for their child and ensurethat they have all the information they need. This unit will also help you to examine your ownrole and the role of the practitioner in your workplace in respect of parents and to be clearabout its scope and limitations.

Learning Outcomes

On the successful completion of this unit you will be able to:

• recognise, value and respect parents as the primary carers and educators of theirchildren

• explain the factors which affect good communication with parents

• identify the scope of your role, and responsibilities towards parents and the setting

• describe the impact on parents of their first experience of an early years setting.


Syllabus


1. The roles of parents:

a) roles of parents and carers

b) different parenting styles and attitudes

c) values

d) rights and responsibilities of parents under current legislation

e) factors, which affect the lifestyle and life choices of many families, including:economic factors, environmental factors, education, health, culture

f) range of values held by parents and potential differences with those of the setting

g) ways to recognise and respond to the needs of parents and children.



2. The principles of good communication with parents:

a) the importance of positive relationships with parents

b) ways of effectively using a range of communication methods and skills with parents

c) potential barriers to communication and how to overcome them

d) methods of communicating and sharing all types of information with parents wherethere are communication differences or difficulties

d) how to recognise when you should refer parents to other sources of information.

3. Your role in relation to parents:

a) the boundaries and scope of your role in the work setting

b) the roles and responsibilities of colleagues

c) the lines of management and reporting

d) the rules, limits and boundaries of confidentiality according to the setting andcircumstances

e) how to challenge discriminatory or oppressive behaviour

f) methods of offering support to parents with particular requirements or who areexperiencing difficulties.

4. Meeting the needs of parents and children in the setting:

a) possible negative reactions of parents and children

b) ways of managing negative reactions

c) management and negotiation of commitments and priorities of parents

d) liaison with other agencies, scope and limits of information sharing.



63

Section 2

Unit 12 – Practical Training

1. What is in Unit 12?

Unit 12 contains 3 parts which must be completed.

a) Placement Summary Record

b) Practice Evidence Records (PERs)

c) Interim (not mandatory) and Final Professional Development Profiles (PDPs).

(a) Placement Summary Record

This is a record of the placements/environments that you have attended and the number ofdays or equivalent hours you have completed. You should fill in the record when you havecompleted each practical training environment. Your tutor will then sign the placementsummary record at the end of your course. It is very important that you keep this record upto date and provide accurate information.

(b) Practice Evidence Records (PERs)

The Practice Evidence Records contain statements which describe the skills and tasks youmust be able to perform in your practical training environment in order to achieve theCACHE Level 3 Diploma in Child Care and Education.

The statements are linked to the learning outcomes in each of the units within the Diplomaand also show the links with the National Occupational Standards for NVQ 3 in Children'sCare, Learning and Development.

Your placement supervisor or tutor will sign each statement only when they are satisfied thatyou are competent. Additional days may be required at the discretion of your tutor andsupervisor.

Statements may be signed in different environments.

All documentation should be completed in ink and signed and dated as appropriate toensure it is authentic. Corrections should only be made using a single line through the textto be amended - the use of correcting fluid or erasers of any type is not permitted.



(c) Professional Development Profiles (PDPs)

There are nine sections in a PDP. You must achieve a pass in each section to achieve asatisfactory PDP. If you do not achieve a pass you will be referred. There is the opportunityto have your supervisor complete an interim report to assess progress.

Each placement/environment supervisor will complete a PDP towards the end of theplacement.

You must complete three PDPs satisfactorily at pass level (in each of the nine sections) inorder to achieve an overall pass in the Professional Development Profiles. These must beachieved in at least two different age ranges.

Each PDP must be completed over a period of at least 20 days unless it was achieved inthe Birth - 1 year environment.

If at the end of your course of study you have not achieved the required number ofsatisfactory PDPs you will be required to undertake an additional practical training placementof 20 days for each outstanding PDP.

Your study Centre can photocopy additional copies of the PDP or take a copy from theCACHE website, if these are required.

Interim Reports are not mandatory. They may be completed at any time to support you inachieving the placement.

2. Who is responsible for the Practice Evidence Records?

This is a very important document and it is your responsibility to ensure that it is completedby the end of the course. Take great care of it as this is your only evidence for Unit 12.

3. Do I need to complete every PER?

All candidates must complete all of the PERs in order to gain the CACHE Level 3 Diploma inChild Care and Education.

4. What happens if I sign or falsify a PER?

If you sign a PER yourself, or falsify any area of the PERs, that part of your work will not beconsidered valid for assessment.



65

Section 2

5. Additional evidence?

An Additional Evidence column is on the Practice Evidence Record Sheet. This is intendedto provide evidence of the candidates' ability to transfer skills to different settings/age rangeof children. The 'additional evidence' section is not mandatory.

6. Can I use my own family experience towards completingmy PERs?

No. Experience with your own family cannot be used towards the required number ofplacement days. All placement days must be carried out in an approved setting, closelymonitored by your placement supervisor or tutor. Evidence of your performance recorded inthe PERs must be from an approved setting only.

7. Can I use my observations and activities from Units 1 and 2in my PERs?

Yes. If the observations and activities demonstrate that you are competent in a particulararea then you could make reference to it in the section entitled 'additional evidence'.

8. National Curriculum PERs for Overseas Candidates (Referto Unit 6 – Play, Curriculum and Early Learning)

If you have no direct practical experience of implementing the National Curriculum becauseyour placements are outside the UK, you may complete the PERs (37 - 44) by referring tothe appropriate curriculum for children aged 5 - 7 years in the country in which they live.






67

Section 3

Section 3

Assessment of Your Learning






69

Section 3

Section 3 – Assessment of Your Learning

Assessment of your Learning and Practical CompetenceYou will have to complete each of the following assessments at E grade or above in order togain the diploma within your registration period.

The Diploma has 12 units. You must successfully complete the assessments for thefollowing:

Unit Title Type of Assessment

1 Observation and Assessment Portfolio of 20 child observations

2 Work with Young Children Portfolio of 4 pieces of work

3 - 11 Unit Assignments Assignment set by CACHE and marked by your Centre

12 Practical Training Practice Evidence Records and 3 Professional Development Profiles (Pass grade only is possible)

Diploma Test Paper A test paper covering Units 3 - 11

Assessment ProceduresYou will find the word limit for each assignment printed on the task sheet of this handbook.Assignments should be submitted on A4 paper where possible and can be hand written inink, typed or word-processed. You need to write your name, personal identification numberand Centre name and number on each sheet of paper.

PlagiarismThis means claiming work to be your own which has been copied from elsewhere. All thework you submit must be your own and not copied from somewhere else unless it hasbeen clearly referenced. Your tutor will explain how to provide a reference list showingwhere you found your information. If the Centre has evidence that your work has beencopied it will not be accepted and you may be subject to their disciplinary procedure. To complete you will have to submit a further piece of work for assessment. CACHE will benotified of any cases of plagiarism.

Candidates are not allowed to offer their assignments for sale. This includes on eBay. A candidate who attempts to sell an assignment will not be permitted to submit any furtherwork for assessment for this qualification.



PortfoliosUnits 1 and 2 will be assessed by a portfolio of work you have compiled. For Unit 1 this willconsist of a series of child observations, and for Unit 2 a range of curriculum plans androutines. Grades A - E are awarded for individual pieces of work which meet therequirements of the grading criteria. Work that does not meet the requirements of thegrading criteria will be graded as a Refer. Grades A - E are also awarded overall for eachportfolio. You should make sure that you have understood and followed the details for eachunit and that each piece of work is clearly labelled and easy to find in your portfolio.

Your portfolios are very important and are essential pieces of evidence. You must make surethat you keep them safely and look after them. It would take a huge amount of work toreplace a lost or damaged portfolio. It is your responsibility to keep your portfolios safe andto produce them when asked, for example for the internal moderator.

Unit AssignmentsUnits 3-11 are assessed through an assignment which is set by CACHE and marked byyour Centre. The assignment task and grading criteria are shown in Section 5.

You should read the grading criteria before starting your assignment. In order to achieve thehigher grades you must achieve all the criteria as stated on the grading sheet i.e. you mustachieve all the criteria for an E grade before working on the criteria necessary to obtain a Dgrade and so on.

Your Centre will agree the date when you are to submit the assignment to them. If there arespecial reasons why it will be difficult for you to submit on this date, you must discuss thesewith your tutor who will inform you of the Centre's policy on submitting assignments after thedate agreed.

The tutor marks the assignment against the grading criteria written by CACHE, which isfound at the back of this handbook with the assignment. Then another tutor, the internalmoderator, will take a sample to ensure the correct standard has been achieved.

Referral of Unit AssignmentsIf your assignment does not meet the criteria for an E grade it will be graded as a Referral.You may submit your work with improvement. Your tutor will negotiate a resubmission date.If your assignment still does not achieve an E grade or above your tutor will discuss anaction plan which may involve some extra study before submitting your assignment again.You can achieve grades E to A at any stage. All assignments must be achieved within yourregistration period.



71

Section 3

Improving your grades for assignments marked by theCentreIf you have achieved an E - B grade on your first submission of your assignment, you maytry to improve your result to achieve a higher grade. For your resubmission your work mustremain within the word limit and you should resubmit the original work with the additionalwork.

Please note: Once you have handed in your completed portfolio for Units 1 and 2 it cannotbe upgraded.

Diploma Test PaperThere is one Diploma Test paper to assess your knowledge of units 3 - 11. For this testpaper there are three test dates available. (January, May and September.)

You will not see the paper in advance, so you will have to make sure that you are confidentabout everything you have learned in the units. Your Centre is responsible for entering andpreparing you for the test paper. Practice test papers and the external assessment datesare available on the CACHE website.

The papers are sent away to be marked by CACHE examiners who use CACHE's markingguidelines. Grades E - A are awarded according to the number of marks gained.

If your tutors believe that your result does not reflect your ability, you may request a re-mark.Your Centre will do this on your behalf and a request to CACHE must be made within 20working days of the issue of results.

If the result remains unchanged CACHE will charge your Centre.

Referral in the Test

If you are referred in the test, your Centre should discuss arrangements to re enter you forany test date within your registration period until you are successful.

Improving your grade for an Externally AssessedassignmentYou may want to improve your result and achieve a higher grade. You may do this providedit is within your registration period. This is called an upgrade. You should discuss anyupgrades with your tutor and Centre. There is no fee for your first upgrade but CACHE willcharge a fee for the second and subsequent entries to re-sit.

Reasonable AdjustmentsIf you need to have adjustments made in order for you to complete your assessments youshould discuss this with your tutor.



Overall grade for the qualificationEach unit is marked against CACHE grading criteria and points are allocated. The table inAnnex A will help you calculate the overall grade. The points achieved for the Test Paperand all units (except the Practical Unit 12) will be totalled and overall grades for the Diplomawill be set within grades E - A.

Unit 12 must be successfully completed in order to achieve the full Diploma.

CACHE remains the sole arbitrator of this decision and will apply "natural justice" whereappropriate.

Additional Support If you require additional support with your unit assignments, you can access the followingdocuments from the CACHE website:

• Finding the level

• Assignment Guidance.

Both of these documents will help you understand what is required to complete theassignment.

CertificationIf you successfully complete all units of the qualification you will be issued with a fullqualification certificate. Your Centre will be able to request unit certificates for each unit ifyou register 'Unit by Unit', or if you do not complete the full course. Individual unit certificatesare not available for Unit 12 or the test paper.

References and BibliographyYour assessment may require you to include references and a bibliography. You shouldinclude at least two references in the text of your work. These references should be clearlyidentified and related to one or more sources of information which should be included inyour bibliography. Your bibliography should list two or more relevant sources of information.The CACHE booklet 'Finding the Level' explains how to show your references andbibliography.

Re-mark enquiry and Appeals ProcedureCACHE operates an enquiries and appeals procedure which candidates may use if theywish to challenge an assessment decision. Details are available on the CACHE website:www.cache.org.uk click on ‘CACHE Centres’ tab, then ‘Support for CACHE Centres’ andscroll down to find this and other useful information.



73

Section 4

Section 4

Practice Evidence Record Sheets






75

Section 4

Placement Summary

Placement dates Name of placement supervisor Number of days*/hours with children

and address of placement/environment

From To Birth – 1 year 1 – 3.11 years 4 – 7.11 years

Total number of days*/hours attended throughout course:

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

CACHE Level 3 Diploma in Child Careand Education

Placement Summary Record

Authorisation

Tutor’s Name:

Tutor’s Signature: Date:

Site/Centre Name:

*A day represents approximately six hours

Candidate

Name:

PIN:

Site/Centre No:

CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk






77

Section 4

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See

nA

geo

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See

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See

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79

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 3Fo

llow

ing

corre

ct p

roce

dure

s to

30

2.3.

3av

oid

trans

mitt

ing

infe

ctio

n e.

g:•

han

d w

ashi

ng•

use

of d

ispo

sabl

e gl

oves

• s

afe

disp

osal

of w

aste

• s

afe

hand

ling

of b

ody

fluid

s•

saf

e ha

ndlin

g of

food

.

Uni

t 3S

uppo

rt ch

ildre

n in

thei

r pe

rson

al

302.

2.3

hygi

ene

rout

ines

(res

pect

ing

309.

2.6

pare

nts/

care

rs w

ishe

s) a

nd th

e ch

ild’s

age

/sta

ge o

f dev

elop

men

t, by

pro

mot

ing

hygi

ene

awar

enes

s e.

g. d

urin

g th

e fo

llow

ing

rout

ines

: •

han

dwas

hing

• c

are

of th

e te

eth

• c

are

of th

e ha

ir an

d sk

in•

toile

ting.

Uni

t 3P

rovi

ding

food

and

drin

k (in

a

307.

2.1/

2re

al o

r si

mul

ated

situ

atio

n) w

hich

m

eets

the

diet

ary

and

nutri

tiona

l ne

eds

of th

e ch

ild,

follo

ws

the

prin

cipl

es o

f hea

lthy

eatin

g an

d is

pr

epar

ed a

ccor

ding

to d

ieta

ry

and

cultu

ral r

equi

rem

ents

.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

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See

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See

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 3En

cour

age

heal

thy

eatin

g by

30

7.2.

3/4/

5in

volv

ing

child

ren

in p

lann

ing

and

prep

arin

g fo

od o

r sn

acks

, ap

prop

riate

to th

eir

age/

stag

e of

dev

elop

men

t, fo

llow

ing

safe

ty

proc

edur

es.

Uni

t 3Fo

llow

ing

set p

roce

dure

s 30

7.2.

7re

gard

ing

spec

ial d

ieta

ry

requ

irem

ents

of i

ndiv

idua

l ch

ildre

n an

d m

aint

ain

accu

rate

re

cord

s.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

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See

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81

Section 4

Uni

t 4

– T

he D

evel

op

men

t C

hild

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 4P

lan,

pro

vide

and

rev

iew

30

9.1.

11ac

tiviti

es w

hich

ref

lect

the

304.

1.1

need

s of

indi

vidu

al c

hild

ren

and

prom

ote

e.g.

307.

1.7

• fin

e m

anip

ulat

ive

skills

307.

1.6

• gr

oss

mot

or s

kills

307.

1.6

• lo

com

otio

n an

d ba

lanc

e30

7.1.

8•

eye-

hand

co-

ordi

natio

n

Uni

t 4En

sure

saf

ety

and

enco

urag

e 30

2.2.

1/4

the

child

ren

to u

se e

quip

men

t/re

sour

ces

in a

saf

e an

d co

ntro

lled

away

.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

nA

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See

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 4P

rom

ote

the

child

’s s

enso

ry

306.

1.9

deve

lopm

ent t

hrou

gh a

ppro

pria

te

activ

ities

/exp

erie

nces

.

Uni

t 4Li

sten

and

enc

oura

ge th

e ch

ild

301.

2.2

to ta

lk a

bout

thei

r ex

perie

nces

30

1.2.

4in

clud

ing,

whe

re a

ppro

pria

te,

givi

ng o

ppor

tuni

ties

for

child

ren

who

are

lear

ning

Eng

lish

to

desc

ribe

thei

r ex

perie

nces

.

Uni

t 4P

rom

ote

the

child

ren’

s se

lf-re

lianc

e an

d se

lf es

teem

30

6.3.

3by

for

exam

ple:

• G

ivin

g pr

aise

and

rec

ogni

tion

301.

1.3

for

effo

rt an

d ac

hiev

emen

t.•

Enco

urag

ing

disc

ussi

on w

ith

301.

1.3

the

child

abo

ut th

eir

need

s an

d pr

efer

ence

s.30

7.1.

10•

Enco

urag

ing

the

child

to

mak

e ch

oice

s an

d de

cisi

ons

appr

opria

te to

thei

r ag

e an

d st

age

of d

evel

opm

ent.

• En

cour

agin

g th

e ch

ild to

wor

k at

dev

elop

ing

a sk

ill on

its

own

but b

e th

ere

to h

elp

whe

n ne

cess

ary.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

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See

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See

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See

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83

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 4P

rovi

de a

pos

itive

rol

e m

odel

for

301.

1.1

child

ren

that

hel

ps th

em fe

el

wel

com

e an

d va

lued

.

Uni

t 4En

cour

age

child

/chi

ldre

n to

30

1.3.

5re

solv

e ar

gum

ents

and

diff

icul

ties

them

selv

es in

a s

afe

and

301.

3.4

reas

surin

g m

anne

r. S

uppo

rt ch

ildre

n w

ho h

ave

been

ups

et

by o

ther

s.

Uni

t 4P

rovi

de a

ttent

ion

to in

divi

dual

30

1.1.

6ch

ildre

n in

a p

ositi

ve s

ensi

tive

man

ner

that

is fa

ir to

them

and

the

grou

p as

a w

hole

.

Uni

t 4B

e co

nsis

tent

in a

ppro

ach

and

301.

1.2

adap

t you

r be

havi

our

to m

eet

the

age,

nee

ds a

nd a

bilit

ies

ofin

divi

dual

chi

ldre

n.

Uni

t 4M

anag

e in

cide

nts

of u

nwan

ted

301.

3.2

beha

viou

r in

a c

alm

and

co

ntro

lled

way

whi

ch e

nabl

es

child

ren

to u

nder

stan

d ot

her

peop

les

feel

ings

.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

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See

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geo

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 4P

rom

ote

the

child

ren’

s ac

tive

308.

2en

joym

ent i

n th

e da

y-to

-day

life

of

the

setti

ng.

Pro

vide

a p

ositi

ve

308.

1en

viro

nmen

t, w

hich

enc

oura

ges

child

ren

to r

elat

e to

adu

lts a

nd

othe

r ch

ildre

n.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

nA

geo

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ge

See

nA

geo

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85

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 5P

lan,

pro

vide

and

rev

iew

30

7.2.

1ac

tiviti

es/e

xper

ienc

es w

hich

30

7.2.

4pr

omot

e th

e pe

rson

al h

ealth

of

the

child

, w

hich

avo

id b

ias

and

take

acc

ount

of a

ny c

ultu

ral o

r so

cial

fact

ors.

Uni

t 5C

omfo

rt a

child

who

is il

l or

302.

3.4

feel

ing

unw

ell.

Uni

t 5R

epor

t inf

orm

atio

n co

ncer

ning

302.

2.66

a ch

ild w

ho is

ill,

in a

n ac

cura

te

way

to th

e ap

prop

riate

adu

lt.

Uni

t 5

– H

ealth

and

Co

mm

unity

Car

e

Can

dida

te N

ame:

PIN

:C

entre

No:

See

nA

geo

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See

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See

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See

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See

nA

geo

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ge






87

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 6S

et o

ut a

nd c

lear

aw

ay

309.

1.5/

6re

sour

ces,

whi

ch p

rom

ote

child

ren'

s le

arni

ng th

roug

h pl

ay

e.g:

•sa

nd p

lay

•w

ater

pla

y•

mal

leab

le m

ater

ials

dou

gh,

clay

etc

•pa

intin

g, d

raw

ing

and

thre

e di

men

sion

al c

reat

ive

mat

eria

ls•

item

s fo

r he

uris

tic p

lay

and

stim

ulat

ing

sens

ory

expe

rienc

es•

smal

l sca

le e

quip

men

t and

to

ys.

305.

2.1/

2P

rovi

de a

lear

ning

env

ironm

ent

that

pro

mot

es p

ositi

ve im

ages

of

child

ren

and

refle

cts

a di

vers

e so

ciet

y.

Uni

t 6

– P

lay,

Cur

ricu

lum

and

Ear

ly L

earn

ing

Can

dida

te N

ame:

PIN

:C

entre

No:

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

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erA

ge



NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 6En

cour

age

child

ren

to p

artic

ipat

e 30

9.2.

4/in

cur

ricul

um a

ctiv

ities

whi

ch

5/7

supp

ort e

.g:

•co

mm

unic

atio

n, la

ngua

ge

and

liter

acy

•un

ders

tand

ing

of m

athe

mat

ics

•kn

owle

dge

and

unde

rsta

ndin

g of

the

wor

ld•

pers

onal

, so

cial

and

em

otio

nal

deve

lopm

ent

•ph

ysic

al d

evel

opm

ent

•cr

eativ

e de

velo

pmen

t.

Uni

t 6En

cour

age

child

ren

to p

artic

ipat

e 30

6.2.

3in

the

setti

ng o

ut,

clea

ring

away

an

d cl

eani

ng o

f pla

y m

ater

ials

as

appr

opria

te.

Uni

t 6P

rovi

de p

rote

ctiv

e cl

othi

ng fo

r 30

7.1.

3/4

child

ren

and

clea

n an

d sa

fe

reso

urce

s to

ens

ure

thei

r w

ell

bein

g w

hen

play

ing.

Can

dida

te N

ame:

PIN

:C

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89

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 6En

cour

agin

g ch

ildre

n to

sha

re

308.

1.2/

3an

d co

-ope

rate

in th

e ac

tiviti

es

and

to c

onsi

der

the

feel

ings

of

othe

rs in

the

grou

p.

Uni

t 6S

uppo

rt th

e de

velo

pmen

t of

345.

3.1/

liter

acy

skills

by

enco

urag

ing

the

8/9

child

to,

for

exam

ple:

•jo

in in

con

vers

atio

ns a

nd

disc

ussi

ons.

•lis

ten

to o

ther

s co

ntrib

utio

ns

and

resp

ond

posi

tivel

y to

wha

t th

ey s

ay.

•re

spec

t and

val

ue h

ome

lang

uage

s, lo

cal a

ccen

ts a

nd

dial

ects

in a

way

that

val

ues

cultu

ral d

iver

sity

.

Can

dida

te N

ame:

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 6En

cour

age

the

child

to d

evel

op

345.

3.2/

and

exte

nd h

is/h

er v

ocab

ular

y by

:5/

7•

usin

g ev

ery

oppo

rtuni

ty to

in

trodu

ce n

ew w

ords

to th

e ch

ild.

•us

ing

open

-end

ed q

uest

ions

to

enc

oura

ge th

e ch

ild to

join

in

con

vers

atio

ns a

nd

disc

ussi

ons.

•gi

ving

pra

ise

and

enco

urag

emen

t to

enha

nce

self-

conf

iden

ce.

Uni

t 6S

uppo

rt th

e de

velo

pmen

t of

345.

1.5

child

ren'

s re

adin

g sk

ills.

Uni

t 6S

uppo

rt th

e de

velo

pmen

t of

345.

2.5

child

ren'

s w

ritin

g sk

ills.

Can

dida

te N

ame:

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91

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 6S

uppo

rt th

e de

velo

pmen

t of

346.

1.6

num

erac

y sk

ills b

y:•

Hel

ping

chi

ldre

n to

inte

rpre

t an

d fo

llow

mat

hem

atic

al

inst

ruct

ions

in a

ctiv

ities

.•

Ask

ing

ques

tions

whi

ch

enco

urag

e un

ders

tand

ing

of

mat

hem

atic

al c

once

pts

e.g.

"H

ow m

any

mor

e/le

ss".

•Ex

plai

ning

and

rep

eatin

g th

e co

rrect

use

of m

athe

mat

ical

la

ngua

ge.

346.

11.7

•U

se p

rais

e an

d gi

ve h

elp

in

orde

r to

mai

ntai

n th

e ch

ild's

in

tere

st in

num

erac

y.

Uni

t 6S

uppo

rt ac

tiviti

es,

whi

ch p

rom

ote

346.

2.6

child

ren'

s un

ders

tand

ing

of

shap

e, s

pace

and

mea

sure

.

Uni

t 6S

uppo

rt an

d en

cour

age

child

ren

346.

2.6

in s

olvi

ng n

umer

ical

pro

blem

s an

d in

terp

retin

g si

mpl

e da

ta.

Can

dida

te N

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 6S

uppo

rt ch

ildre

n us

ing

306.

2.5

info

rmat

ion

and

com

mun

icat

ion

tech

nolo

gy.

Uni

t 6S

uppo

rt ac

tiviti

es,

whi

ch p

rom

ote

309.

1.4/

6ch

ildre

n's

unde

rsta

ndin

g of

sc

ienc

e:•

Pro

vide

chi

ldre

n w

ith

reso

urce

s th

at e

nabl

e th

em to

in

vest

igat

e an

d un

ders

tand

sc

ient

ific

conc

epts

.30

1.2.

3•

Ask

que

stio

ns,

whi

ch w

ill en

cour

age

child

ren

to

inve

stig

ate,

und

erst

and

and

deve

lop

scie

ntifi

c th

inki

ng.

305.

2.1/

2S

uppo

rt a

lear

ning

env

ironm

ent

that

pro

mot

es p

ositi

ve im

ages

of

chi

ldre

n an

d re

flect

s a

dive

rse

soci

ety.

Can

dida

te N

ame:

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93

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 7U

nder

stan

d th

e im

porta

nce

of

314.

4.9

enco

urag

ing

pare

nts

to s

hare

in

form

atio

n th

at m

ay a

ffect

the

baby

’s d

evel

opm

ent a

nd w

ell

bein

g.

Uni

t 7S

uppo

rt ef

fect

ive

com

mun

icat

ion

314.

3.11

with

par

ents

to k

eep

them

in

form

ed a

bout

the

child

’s

deve

lopm

ent a

nd p

rogr

ess.

Uni

t 7

– W

ork

with

Bab

ies

in t

he F

irst

Yea

r o

f Li

fe

Can

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te N

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 7S

how

a n

on-ju

dgem

enta

l atti

tude

332.

13th

at v

alue

s di

vers

ity a

nd ta

kes

into

acc

ount

cul

tura

l, re

ligio

us

and

ethn

ic d

iffer

ence

s.

Uni

t 7C

arry

out

rou

tines

sui

ted

to th

e 31

4.3.

1/in

divi

dual

nee

ds o

f the

bab

y e.

g:2/

3•

was

hing

•dr

essi

ng•

napp

y ch

angi

ng•

bath

ing

314.

1Fo

llow

set

pro

cedu

res

for

heal

th

and

safe

ty.

Uni

t 7U

se c

arin

g ro

utin

es to

pro

mot

e31

4.3.

7se

nsor

y de

velo

pmen

t.31

4.3.

8Id

entif

y le

arni

ng a

nd

deve

lopm

ent o

ppor

tuni

ties

whe

n ca

rryin

g ou

t rou

tines

of c

are.

Uni

t 7S

teril

ise

feed

ing

equi

pmen

t.

314.

2.3

Can

dida

te N

ame:

PIN

:C

entre

No:

See

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95

Section 4

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 7M

ake

up in

fant

feed

s fo

r ba

bies

. 31

4.2.

3

Uni

t 7Fe

ed a

bab

y (b

ottle

or

spoo

n31

4.2.

4fe

edin

g).

314.

2.7

Inte

ract

sen

sitiv

ely

with

the

314.

4.1

baby

to m

ake

feed

ing

a po

sitiv

e so

cial

and

em

otio

nal e

xper

ienc

e.

Uni

t 7P

lan,

pro

vide

and

rev

iew

31

4.1.

1op

portu

nitie

s fo

r ph

ysic

al

314.

3.10

deve

lopm

ent a

ccor

ding

to a

ge,

need

and

abi

lity.

Uni

t 7P

rom

ote

the

soci

al a

nd

314.

4.2

emot

iona

l dev

elop

men

t of t

he

baby

by,

for

exam

ple:

314.

4.3

•R

espo

nd p

rom

ptly

to s

igns

of

dis

tress

.•

Use

diff

eren

t way

s to

cal

m

and

reas

sure

a b

aby

who

is

upse

t. •

Take

into

acc

ount

thei

r ag

e,

need

s an

d le

vel o

f un

ders

tand

ing.

Can

dida

te N

ame:

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NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 7P

rom

ote

the

lang

uage

and

31

2.2.

9le

arni

ng o

f the

bab

y by

pla

nnin

g,

312.

3.3

prov

idin

g an

d re

view

ing

a va

riety

of

act

iviti

es th

at a

re

deve

lopm

enta

lly a

ppro

pria

te e

.g:

•lis

teni

ng•

talk

ing

•si

ngin

g•

stor

ies

•rh

ymes

.U

se th

e ch

ild’s

hom

e la

ngua

ge

whe

re p

ossi

ble.

Can

dida

te N

ame:

PIN

:C

entre

No:

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97

Section 4

Uni

t 8

– P

rep

arat

ion

for

Em

plo

ymen

t

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 8C

ontri

bute

to th

e w

ork

of th

e 33

8.1/

2/3/

7te

am in

a p

ositi

ve a

nd e

ffect

ive

way

.

Uni

t 8P

artic

ipat

e in

team

mee

tings

in

301.

4.1/

3/4

an a

ppro

pria

te w

ay.

Uni

t 8Fo

llow

pro

cedu

res

set o

ut in

the

301.

4.2

Div

ersi

ty/E

qual

Opp

ortu

nitie

s po

licy

of th

e w

ork

setti

ng.

Can

dida

te N

ame:

PIN

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entre

No:

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Age



NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 8C

arry

out

inst

ruct

ions

and

33

8.4

resp

onsi

bilit

ies

give

n to

him

/her

by

the

plac

emen

t sup

ervi

sor,

in

a re

spon

sibl

e an

d ef

fect

ive

way

.

Uni

t 8P

rovi

de fe

edba

ck to

the

team

30

1.4.

4co

ncer

ning

the

task

that

he/

she

ha

s be

en in

volv

ed in

.

Uni

t 8R

efle

ct o

n th

e ta

sk y

ou h

ave

304.

2.1

carri

ed o

ut a

nd id

entif

y w

here

im

prov

emen

ts c

ould

be

mad

e.

Uni

t 8A

ct u

pon

advi

ce g

iven

by

othe

r 30

4.2.

2m

embe

rs o

f the

team

.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge



99

Section 4

Uni

t 11

– W

ork

ing

with

Par

ents

NO

ST

he c

and

idat

e is

ab

le t

o:

Evi

den

ce 1

S

igna

ture

D

ate

Op

tiona

lS

igna

ture

Dat

eC

hild

ren’

sC

andi

date

to c

ompl

ete

of

sup

ervi

sor/

evid

ence

2o

f tu

tor/

Car

e, L

earn

ing

by ti

ckin

g ev

iden

ce

pla

cem

ent

Ad

diti

ona

lsu

per

viso

ran

dty

pevi

sito

rev

iden

ceD

evel

op

men

tC

andi

date

to

Uni

ts*

com

plet

e by

tick

ing

evid

ence

type

Uni

t 11

Mai

ntai

n co

nfid

entia

lity

of a

ny

314.

4.10

pers

onal

info

rmat

ion

shar

ed w

ith

you

conc

erni

ng th

e pa

rent

.

Uni

t 11

Gre

et w

ith th

e ch

ild’s

par

ent i

n a

332.

1.3

resp

ectfu

l, w

elco

min

g m

anne

r 33

2.1.

4m

akin

g no

ste

reot

ypic

al

assu

mpt

ions

and

taki

ng c

are

to

dem

onst

rate

an

attit

ude

that

val

ues

dive

rsity

.

Uni

t 11

Res

pond

to e

nqui

ries

by r

efer

ring

33

2.1.

5th

e pa

rent

to a

ppro

pria

te s

taff

whe

n ne

cess

ary.

Can

dida

te N

ame:

PIN

:C

entre

No:

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge

See

nA

geo

r

Oth

erA

ge






101

Section 4

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Nee

dsR

efer

Dem

onst

rate

s po

sitiv

e an

d co

nsis

tent

atti

tude

s an

d m

ore

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

pr

actic

ech

ild a

nd fa

mily

.2.

Pas

sN

eeds

Ref

erR

espe

cts

conf

iden

tialit

y of

info

rmat

ion

rela

ting

to th

e m

ore

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s pr

actic

ean

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Nee

dsR

efer

Dem

onst

rate

s a

com

mitm

ent t

o di

vers

ity,

incl

usiv

enes

s an

d m

ore

diffe

rent

iatio

n.pr

actic

e4.

Pas

sN

eeds

Ref

erTh

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

with

chi

ldre

n.m

ore

prac

tice

5.P

ass

Nee

dsR

efer

Abi

lity

to r

elat

e po

litel

y, c

ourte

ousl

y an

d ap

prop

riate

ly

mor

ew

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

prac

tice

6.P

ass

Nee

dsR

efer

Dem

onst

rate

s pr

ofes

sion

al s

tand

ards

of t

ime

keep

ing.

mor

epr

actic

e7.

Pas

sN

eeds

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

mor

ere

gard

to C

entre

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.pr

actic

e8.

Pas

sN

eeds

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

mor

epr

ofes

sion

al s

taff

and

the

abilit

y to

wor

k ef

fect

ivel

y as

a

prac

tice

team

mem

ber.

9.P

ass

Nee

dsR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

mor

ese

curit

y an

d th

e ab

ility

to im

plem

ent t

his

in p

ract

ice.

prac

tice

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Inte

rim

Rep

ort

1(N

OT

MA

ND

ATO

RY

)

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk



Supervisor/Placement Visitors Guidance on PDPs 1

Criteria

1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.

2. • The candidate understands the principles of confidentiality on a 'need to know' basis.

3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.

4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities

• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt

accordingly.

5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.

6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.

7. • The candidate discusses work plan with the placement supervisor.• The candidate takes responsibility for completing the plan/s on time.• The candidate is aware of routine tasks to be completed and carries them out appropriately

within the confines of their job role.• The candidate is able to ask for clarification when needed.• Wide ranges of tasks are willingly undertaken within their job role.

8. • The candidate is able to accept and act upon constructive criticism given by the staff in the setting.

• The candidate understands their job role within the placement.• The candidate recognises the importance of preparing, providing and reviewing tasks that they

have agreed to undertake.

9. • The candidate has up to date and accurate information about health, safety and security requirements for the placement.

• The candidate follows health, safety and security procedures in the placement.• The candidate supervises children according to legislation and accepted policy and practice in

the placement.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and

support.

• At the interim stage you should develop an action plan with the candidate and Centre staff whichshould help the candidate achieve a "Pass" by the end of the placement.

• If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved.

Candidates need a pass in every criteria to achieve a Pass PDP.



103

Section 4

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Ref

erD

emon

stra

tes

posi

tive

and

cons

iste

nt a

ttitu

des

and

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

ch

ild a

nd fa

mily

.2.

Pas

sR

efer

Res

pect

s co

nfid

entia

lity

of in

form

atio

n re

latin

g to

the

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s an

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

diffe

rent

iatio

n.4.

Pas

sR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

5.P

ass

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

w

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

6.P

ass

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.

7.P

ass

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.

8.P

ass

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

te

am m

embe

r.9.

Pas

sR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Rep

ort

(Fin

al) 1

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk






105

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Inte

rim

Rep

ort

2(N

OT

MA

ND

ATO

RY

)

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Nee

dsR

efer

Dem

onst

rate

s po

sitiv

e an

d co

nsis

tent

atti

tude

s an

d m

ore

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

pr

actic

ech

ild a

nd fa

mily

.2.

Pas

sN

eeds

Ref

erR

espe

cts

conf

iden

tialit

y of

info

rmat

ion

rela

ting

to th

e m

ore

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s pr

actic

ean

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Nee

dsR

efer

Dem

onst

rate

s a

com

mitm

ent t

o di

vers

ity,

incl

usiv

enes

s an

dm

ore

diffe

rent

iatio

n.4.

Pas

sN

eeds

Ref

erTh

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

with

chi

ldre

n.m

ore

prac

tice

5.P

ass

Nee

dsR

efer

Abi

lity

to r

elat

e po

litel

y, c

ourte

ousl

y an

d ap

prop

riate

ly

mor

ew

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

prac

tice

6.P

ass

Nee

dsR

efer

Dem

onst

rate

s pr

ofes

sion

al s

tand

ards

of t

ime

keep

ing.

mor

epr

actic

e7.

Pas

sN

eeds

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

mor

ere

gard

to c

olle

ge c

ours

e w

ork

com

plet

ed w

ithin

the

setti

ng.

prac

tice

8.P

ass

Nee

dsR

efer

A r

ecog

nitio

n an

d re

spec

t for

the

cont

ribut

ion

of o

ther

m

ore

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

pr

actic

ete

am m

embe

r.9.

Pas

sN

eeds

Ref

erA

kno

wle

dge

and

awar

enes

s of

hyg

iene

, sa

fety

and

m

ore

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.pr

actic

e

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk




Criteria






accordingly.










the placement.


support.







107

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Rep

ort

(Fin

al) 2

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Ref

erD

emon

stra

tes

posi

tive

and

cons

iste

nt a

ttitu

des

and

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

ch

ild a

nd fa

mily

.2.

Pas

sR

efer

Res

pect

s co

nfid

entia

lity

of in

form

atio

n re

latin

g to

the

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s an

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

diffe

rent

iatio

n.4.

Pas

sR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

5.P

ass

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

w

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

6.P

ass

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.

7.P

ass

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.

8.P

ass

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

te

am m

embe

r.9.

Pas

sR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk






109

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Inte

rim

Rep

ort

3

(NO

T M

AN

DA

TOR

Y)

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Nee

dsR

efer

Dem

onst

rate

s po

sitiv

e an

d co

nsis

tent

atti

tude

s an

d m

ore

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

pr

actic

ech

ild a

nd fa

mily

.2.

Pas

sN

eeds

Ref

erR

espe

cts

conf

iden

tialit

y of

info

rmat

ion

rela

ting

to th

e m

ore

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s pr

actic

ean

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Nee

dsR

efer

Dem

onst

rate

s a

com

mitm

ent t

o di

vers

ity,

incl

usiv

enes

s an

dm

ore

diffe

rent

iatio

n.4.

Pas

sN

eeds

Ref

erTh

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

with

chi

ldre

n.m

ore

prac

tice

5.P

ass

Nee

dsR

efer

Abi

lity

to r

elat

e po

litel

y, c

ourte

ousl

y an

d ap

prop

riate

ly

mor

ew

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

prac

tice

6.P

ass

Nee

dsR

efer

Dem

onst

rate

s pr

ofes

sion

al s

tand

ards

of t

ime

keep

ing.

mor

epr

actic

e7.

Pas

sN

eeds

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

mor

ere

gard

to c

olle

ge c

ours

e w

ork

com

plet

ed w

ithin

the

setti

ng.

prac

tice

8.P

ass

Nee

dsR

efer

A r

ecog

nitio

n an

d re

spec

t for

the

cont

ribut

ion

of o

ther

m

ore

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

pr

actic

ete

am m

embe

r.9.

Pas

sN

eeds

Ref

erA

kno

wle

dge

and

awar

enes

s of

hyg

iene

, sa

fety

and

m

ore

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.pr

actic

e

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk




Criteria






accordingly.










the placement.


support.







111

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Rep

ort

(Fin

al) 3

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Ref

erD

emon

stra

tes

posi

tive

and

cons

iste

nt a

ttitu

des

and

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

ch

ild a

nd fa

mily

.2.

Pas

sR

efer

Res

pect

s co

nfid

entia

lity

of in

form

atio

n re

latin

g to

the

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s an

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

diffe

rent

iatio

n.4.

Pas

sR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

5.P

ass

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

w

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

6.P

ass

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.

7.P

ass

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.

8.P

ass

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

te

am m

embe

r.9.

Pas

sR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk






113

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Inte

rim

Rep

ort

4

(NO

T M

AN

DA

TOR

Y)

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Nee

dsR

efer

Dem

onst

rate

s po

sitiv

e an

d co

nsis

tent

atti

tude

s an

d m

ore

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

pr

actic

ech

ild a

nd fa

mily

.2.

Pas

sN

eeds

Ref

erR

espe

cts

conf

iden

tialit

y of

info

rmat

ion

rela

ting

to th

e m

ore

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s pr

actic

ean

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Nee

dsR

efer

Dem

onst

rate

s a

com

mitm

ent t

o di

vers

ity,

incl

usiv

enes

s an

dm

ore

diffe

rent

iatio

n.4.

Pas

sN

eeds

Ref

erTh

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

with

chi

ldre

n.m

ore

prac

tice

5.P

ass

Nee

dsR

efer

Abi

lity

to r

elat

e po

litel

y, c

ourte

ousl

y an

d ap

prop

riate

ly

mor

ew

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

prac

tice

6.P

ass

Nee

dsR

efer

Dem

onst

rate

s pr

ofes

sion

al s

tand

ards

of t

ime

keep

ing.

mor

epr

actic

e7.

Pas

sN

eeds

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

mor

ere

gard

to c

olle

ge c

ours

e w

ork

com

plet

ed w

ithin

the

setti

ng.

prac

tice

8.P

ass

Nee

dsR

efer

A r

ecog

nitio

n an

d re

spec

t for

the

cont

ribut

ion

of o

ther

m

ore

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

pr

actic

ete

am m

embe

r.9.

Pas

sN

eeds

Ref

erA

kno

wle

dge

and

awar

enes

s of

hyg

iene

, sa

fety

and

m

ore

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.pr

actic

e

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk




Criteria






accordingly.










the placement.


support.







115

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Rep

ort

(Fin

al) 4

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Ref

erD

emon

stra

tes

posi

tive

and

cons

iste

nt a

ttitu

des

and

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

ch

ild a

nd fa

mily

.2.

Pas

sR

efer

Res

pect

s co

nfid

entia

lity

of in

form

atio

n re

latin

g to

the

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s an

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

diffe

rent

iatio

n.4.

Pas

sR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

5.P

ass

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

w

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

6.P

ass

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.

7.P

ass

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.

8.P

ass

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

te

am m

embe

r.9.

Pas

sR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk






117

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Inte

rim

Rep

ort

5

(NO

T M

AN

DA

TOR

Y)

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Nee

dsR

efer

Dem

onst

rate

s po

sitiv

e an

d co

nsis

tent

atti

tude

s an

d m

ore

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

pr

actic

ech

ild a

nd fa

mily

.2.

Pas

sN

eeds

Ref

erR

espe

cts

conf

iden

tialit

y of

info

rmat

ion

rela

ting

to th

e m

ore

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s pr

actic

ean

d lim

its w

ithin

thei

r ro

le.

3.

Pas

sN

eeds

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

mor

edi

ffere

ntia

tion.

4.P

ass

Nee

dsR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

mor

epr

actic

e5.

Pas

sN

eeds

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

m

ore

with

par

ents

, ca

rers

and

oth

er a

dults

.pr

actic

e6.

Pas

sN

eeds

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.m

ore

prac

tice

7.P

ass

Nee

dsR

efer

Use

of p

erso

nal i

nitia

tive

with

in th

e se

tting

and

with

m

ore

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.pr

actic

e8.

Pas

sN

eeds

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

mor

epr

ofes

sion

al s

taff

and

the

abilit

y to

wor

k ef

fect

ivel

y as

a

prac

tice

team

mem

ber.

9.P

ass

Nee

dsR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

mor

ese

curit

y an

d th

e ab

ility

to im

plem

ent t

his

in p

ract

ice.

prac

tice

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk




Criteria






accordingly.










the placement.


support.







119

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Rep

ort

(Fin

al) 5

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Ref

erD

emon

stra

tes

posi

tive

and

cons

iste

nt a

ttitu

des

and

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

ch

ild a

nd fa

mily

.2.

Pas

sR

efer

Res

pect

s co

nfid

entia

lity

of in

form

atio

n re

latin

g to

the

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s an

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

diffe

rent

iatio

n.4.

Pas

sR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

5.P

ass

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

w

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

6.P

ass

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.

7.P

ass

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.

8.P

ass

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

te

am m

embe

r.9.

Pas

sR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk






121

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Inte

rim

Rep

ort

6

(NO

T M

AN

DA

TOR

Y)

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Nee

dsR

efer

Dem

onst

rate

s po

sitiv

e an

d co

nsis

tent

atti

tude

s an

d m

ore

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

pr

actic

ech

ild a

nd fa

mily

.2.

Pas

sN

eeds

Ref

erR

espe

cts

conf

iden

tialit

y of

info

rmat

ion

rela

ting

to th

e m

ore

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s pr

actic

ean

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Nee

dsR

efer

Dem

onst

rate

s a

com

mitm

ent t

o di

vers

ity,

incl

usiv

enes

s an

dm

ore

diffe

rent

iatio

n.4.

Pas

sN

eeds

Ref

erTh

e ab

ility

to c

omm

unic

ate

effe

ctiv

ely

with

chi

ldre

n.m

ore

prac

tice

5.P

ass

Nee

dsR

efer

Abi

lity

to r

elat

e po

litel

y, c

ourte

ousl

y an

d ap

prop

riate

ly

mor

ew

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

prac

tice

6.P

ass

Nee

dsR

efer

Dem

onst

rate

s pr

ofes

sion

al s

tand

ards

of t

ime

keep

ing.

mor

epr

actic

e7.

Pas

sN

eeds

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

mor

ere

gard

to c

olle

ge c

ours

e w

ork

com

plet

ed w

ithin

the

setti

ng.

prac

tice

8.P

ass

Nee

dsR

efer

A r

ecog

nitio

n an

d re

spec

t for

the

cont

ribut

ion

of o

ther

m

ore

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

pr

actic

ete

am m

embe

r.9.

Pas

sN

eeds

Ref

erA

kno

wle

dge

and

awar

enes

s of

hyg

iene

, sa

fety

and

m

ore

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.pr

actic

e

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk




Criteria






accordingly.










the placement.


support.







123

Section 4

Pro

fess

iona

l Dev

elo

pm

ent

Pro

file

Rep

ort

(Fin

al) 6

No

Gra

deC

ore

Prin

cipl

esC

omm

ents

from

pla

cem

ent s

uper

viso

r

1.P

ass

Ref

erD

emon

stra

tes

posi

tive

and

cons

iste

nt a

ttitu

des

and

beha

viou

r w

hich

sho

ws

com

mitm

ent t

o th

e w

elfa

re o

f the

ch

ild a

nd fa

mily

.2.

Pas

sR

efer

Res

pect

s co

nfid

entia

lity

of in

form

atio

n re

latin

g to

the

child

, fa

mily

and

the

setti

ng,

reco

gnis

ing

the

boun

darie

s an

d lim

its w

ithin

thei

r ro

le.

3.P

ass

Ref

erD

emon

stra

tes

a co

mm

itmen

t to

dive

rsity

, in

clus

iven

ess

and

diffe

rent

iatio

n.4.

Pas

sR

efer

The

abilit

y to

com

mun

icat

e ef

fect

ivel

y w

ith c

hild

ren.

5.P

ass

Ref

erA

bilit

y to

rel

ate

polit

ely,

cou

rteou

sly

and

appr

opria

tely

w

ith p

aren

ts,

care

rs a

nd o

ther

adu

lts.

6.P

ass

Ref

erD

emon

stra

tes

prof

essi

onal

sta

ndar

ds o

f tim

e ke

epin

g.

7.P

ass

Ref

erU

se o

f per

sona

l ini

tiativ

e w

ithin

the

setti

ng a

nd w

ith

rega

rd to

col

lege

cou

rse

wor

k co

mpl

eted

with

in th

e se

tting

.

8.P

ass

Ref

erA

rec

ogni

tion

and

resp

ect f

or th

e co

ntrib

utio

n of

oth

er

prof

essi

onal

sta

ff an

d th

e ab

ility

to w

ork

effe

ctiv

ely

as a

te

am m

embe

r.9.

Pas

sR

efer

A k

now

ledg

e an

d aw

aren

ess

of h

ygie

ne,

safe

ty a

nd

secu

rity

and

the

abilit

y to

impl

emen

t thi

s in

pra

ctic

e.

Num

ber

of d

ays

atte

nded

by

Can

dida

te:

Pla

cem

ent S

uper

viso

r’s s

igna

ture

:D

ate:

Pla

cem

ent

Loca

tion

Nam

e an

d A

ddre

ss:

Tuto

r’s C

omm

ents

Tuto

r’s S

igna

ture

:D

ate:

Can

dida

te N

ame:

Can

dida

te P

IN N

o:

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk






125

Section 5

Section 5

Unit 1 & 2 Documentation & Unit

Assignments

You will find an Assignment Planner at the front of this handbook. it is not mandatory but isavailable for you to record submission dates.

The star shows where the external assessment (test) is available. Your Centre will adviseyou of the exact date you have been entered for this.






127

Section 5

CACHE Level 3 Diploma in Child Careand Education

Unit 1 – Portfolio RequirementsNotes:1. Three observations should be of groups of children.

2. Ten observations should be of individual children.

3. Please record whether individual or group, in column 3 overleaf, alongside

observation technique.

4. At least four different observation techniques must be used.

In order to achieve a GRADE E for your PORTFOLIO you must:

• Include 20 observations which are at GRADE E or above

• Meet all the requirements for each observation and for the final portfolio

In order to achieve a GRADE D for your PORTFOLIO you must:

• Include 20 observations which are at GRADE E or above, 12 of which must be Grade D or above


In order to achieve a GRADE C for your PORTFOLIO you must:

• Include 20 observations which are at GRADE E or above, 12 of which must be Grade C or above


In order to achieve a GRADE B for your PORTFOLIO you must:

• Include 20 observations which are at GRADE E or above, 14 of which must be Grade B or above


In order to achieve a GRADE A for your PORTFOLIO you must:

• Include 20 observations which are at GRADE E or above, 14 of which must be Grade A


The grade you achieve for the PORTFOLIO will be your grade for Unit One.

Overall grade criteria for Diploma in Child Care and Education Unit 1

Declaration and Agreement

I confirm that all the material contained in this file was undertaken at the time,date and place stated on each individual observation and assessment.

Candidate Signature: Date:

Tutor Signature: Date:

Candidate

Name:

PIN:

Site/Centre No:





CACHE Level 3 Diploma in Child Care andEducation

Unit 1 Portfolio RequirementsA range of observation techniques should be demonstrated throughout the file. The observations must cover the following areas of development; Physical; Cognitive;Language; Social and Emotional; Play; The Curriculum or Framework appropriate to the ageof the child and country in which you practice.

Diploma in Child Care and Education Unit 1 Portfolio Requirements

Each observation must contain the information detailed below in order to achieve a pass. Result of observation

Age range Observation Technique Individual/Group Page Grade Date

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Overall Grade Awarded

Name:

PIN:

Site/Centre No:

Candidate

Photocopy as requiredCACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk



129

Section 5

Unit 1 – Observation and Assessment

E1: No: Date:

Grade awarded:

Tutor's Signature: Date:

IM Signature: Date:(if chosen for sample)

Signatures

I confirm that permission has been given and that this observation was undertaken as stated above

Supervisor

Signature

Print Name

Tutor’s Comments

(Staple any continuation sheets to this top copy)

E3: Children identifier eg. child; A Age in years and monthsNB Protect the identity of the child

E4: Method eg. Checklist

Title of Observation

E1: Details of Environment (eg. Day care, School)

Immediate Context eg. In the book corner

E2: Aim of Observation

Time observation started: Time observation finished:

Total number of adults in setting: Total number of children in setting:

Roles of Adults

P.I.N:

Candidate Name:I declare that this is entirely my own work and I understand that any grades given

are provisional until internal and external moderation has taken place.

Candidate’s Signature: Date:




Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

Uni

t 1

– O

bser

vatio

n an

d A

sses

smen

tC

riter

iaD

escr

iptio

nEv

iden

ce o

f crit

eria

met

Crit

eria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Page

Page

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1D

ate

your

obs

erva

tion

and

desc

ribe

the

imm

edia

te e

nviro

nmen

t for

the

obse

rvat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2S

tate

a c

lear

aim

for

the

obse

rvat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E3G

ive

the

age

of th

e ch

ild/c

hild

ren

bein

g ob

serv

ed b

ut m

aint

ain

conf

iden

tialit

yY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4Id

entif

y th

e m

etho

d to

be

used

for

the

obse

rvat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E5P

rese

nt a

n ac

cura

te r

ecor

d of

the

obse

rvat

ion

clea

rly a

nd a

ppro

pria

tely

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E6D

escr

ibe

the

deve

lopm

enta

l mile

ston

es th

at h

ave

been

iden

tifie

d in

the

obse

rvat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E7Li

nk th

ese

deve

lopm

enta

l mile

ston

es to

the

age

of th

e ch

ild o

bser

ved

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8M

ake

reco

mm

enda

tions

of a

ppro

pria

te w

ays

to m

eet t

he d

evel

opm

ent n

eeds

of t

he c

hild

/chi

ldre

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9R

efle

ct o

n yo

ur o

wn

unde

rsta

ndin

g of

chi

ldre

n’s

deve

lopm

ent a

s a

resu

lt of

the

obse

rvat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E11

Incl

ude

refe

renc

es a

nd b

iblio

grap

hyY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

D

E /

REF

ER

D1

Expl

ain

how

effe

ctiv

e th

e ob

serv

atio

n ha

s be

en in

info

rmin

g pl

anni

ng o

r do

cum

enta

tion

requ

ired

by th

e se

tting

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

how

cur

rent

res

earc

h in

to c

hild

ren’

s de

velo

pmen

t and

lear

ning

sup

ports

you

r Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

reco

mm

enda

tions

for

the

child

/chi

ldre

n

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

you

r le

arni

ng a

bout

the

obse

rved

chi

ld/c

hild

ren

and

the

impl

icat

ions

for

your

pra

ctic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

resu

lts o

f you

r obs

erva

tion

in re

latio

n to

cur

rent

rese

arch

into

chi

ldre

n’s

deve

lopm

ent

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

and

lear

ning

.

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

D

A



131

Section 5

Unit 1 – Observation and Assessment Portfolio

Tutor’s comments

Name of Candidate: PIN:

Grade awarded: Date:



Signatures







133

Section 5


CACHE Level 3 Diploma in Child Care and Education

Unit Submission FormYou must complete this form and attach it to your portfolio on submission. The portfolio will not be accepted without this form.

Candidate DeclarationUnit 2 – Work with Young Children

I declare that this is entirely my own work and I understand that any grades given are provisional until internal and external moderation

has taken place.


Candidate

Name:

PIN:

Site/Centre No:

Tutor Feedback

Grade awarded:



Signatures







135

Section 5

Uni

t 2

– W

ork

with

You

ng C

hild

ren

(Cur

ricul

um P

lan)

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etC

riter

ia m

et?

Resu

bmis

sion

or u

pgra

de

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1S

tate

the

age

of th

e ch

ildre

n fo

r whi

ch th

e C

urric

ulum

Pla

n is

app

ropr

iate

and

des

crib

e br

iefly

whe

re th

e Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

plan

will

be im

plem

ente

d

E2Id

entif

y cl

early

the

aim

of t

he C

urric

ulum

Pla

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E3Id

entif

y th

e ap

prop

riate

leng

th o

f tim

e fo

r the

Cur

ricul

um P

lan

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E4M

ake

an o

vera

ll pl

an o

f act

ivitie

s/ex

perie

nces

to b

e in

clud

ed in

the

Cur

ricul

um P

lan

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E5S

how

how

you

r pla

n re

late

s to

the

appr

opria

te c

urric

ulum

fram

ewor

kY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E6In

clud

e TW

O d

etai

led

activ

ity p

lans

sel

ecte

d fro

m y

our c

urric

ulum

pla

n w

hich

you

will

impl

emen

tY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7(F

or O

NE

deta

iled

activ

ity p

lan)

Incl

ude

a re

sour

ce w

hich

will

supp

ort t

he c

hild

ren’

s le

arni

ngY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E8D

escr

ibe

the

lear

ning

whi

ch m

ay ta

ke p

lace

for t

he c

hild

ren

in e

ach

of th

e de

taile

d ac

tivity

pla

nsY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9S

how

how

the

two

deta

iled

activ

ities

plan

ned

rela

te to

the

age

and

stag

e of

dev

elop

men

t of t

he c

hild

ren

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Asse

ss th

e le

arni

ng w

hich

has

take

n pl

ace

for t

he c

hild

ren

afte

r the

det

aile

d ac

tivity

pla

ns h

ave

been

Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

impl

emen

ted

E11

Ref

lect

on

wha

t you

hav

e le

arnt

from

impl

emen

ting

the

deta

iled

activ

ity p

lans

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E12

Mak

e re

com

men

datio

ns fo

r fut

ure

prac

tice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E13

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E14

Incl

ude

refe

renc

es a

nd b

iblio

grap

hyY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Dis

cuss

the

effe

ctiv

enes

s of

the

impl

emen

ted

deta

iled

activ

ity p

lans

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

D2

Dis

cuss

the

effe

ctiv

enes

s of

the

reso

urce

(for

one

det

aile

d ac

tivity

pla

n)Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

how

cur

rent

rese

arch

into

chi

ldre

n’s

lear

ning

and

dev

elop

men

t inf

luen

ced

your

reco

mm

enda

tions

Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

for f

utur

e pr

actic

e

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Anal

yse

wha

t you

hav

e le

arnt

abo

ut p

lann

ing

and

how

this

will

info

rm y

our p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1Ev

alua

te y

our p

lann

ing

in re

latio

n to

cur

rent

rese

arch

into

how

chi

ldre

n le

arn

and

deve

lop

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R A

GR

AD

E A

AC

HIE

VED

A

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

Det

aile

d Ac

tivity

Plan

1D

etai

led

Activ

ityPl

an 2

Det

aile

dAc

tivity

Pla

n 1

Det

aile

d Ac

tivity

Pla

n 2






137

Section 5U

nit

2 –

Sup

port

Chi

ldre

n's

Lear

ning

6 –

7 y

ears

11

mon

ths

Crit

eria

Des

crip

tion

Crit

eria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

Det

aile

d Ac

tivity

Plan

1Evid

ence

of c

riter

ia m

etP

age

Num

bers

Det

aile

d Ac

tivity

Plan

2D

etai

led

Activ

ity P

lan

1D

etai

led

Activ

ityPl

an 2

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

E1In

clud

e Tw

o de

taile

d ac

tivity

pla

ns w

hich

you

will

impl

emen

tY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E2St

ate

the

age

of th

e ch

ildre

n fo

r whi

ch th

e de

taile

d ac

tivity

pla

n is

app

ropr

iate

and

des

crib

e br

iefly

whe

re th

e pl

anY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

will

be im

plem

ente

d

E3D

escr

ibe

the

activ

ityY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4Id

entif

y cl

early

the

aim

of t

he d

etai

led

activ

ity p

lan

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E5G

ive

the

ratio

nale

for t

he d

etai

led

activ

ity p

lan

and

clea

rly li

nk th

e ra

tiona

le to

the

over

all p

lann

ing

of

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

the

clas

s/gr

oup

teac

her

E6(F

or O

NE

deta

iled

activ

ity p

lan)

des

crib

e br

iefly

a re

sour

ce w

hich

will

help

the

child

ren

lear

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7D

escr

ibe

the

lear

ning

whi

ch m

ay ta

ke p

lace

for t

he c

hild

ren

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8S

how

how

the

deta

iled

activ

ity p

lan

rela

tes

to th

e ag

e an

d st

age

of th

e ch

ildre

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9As

sess

the

lear

ning

whi

ch h

as ta

ken

plac

e fo

r the

chi

ldre

n af

ter t

he d

etai

led

activ

ity p

lan

has

been

Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

impl

emen

ted

E10

Refle

ct o

n w

hat y

ou h

ave

lear

nt fr

om im

plem

entin

g th

e de

taile

d ac

tivity

pla

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E11

Mak

e re

com

men

datio

ns fo

r fut

ure

prac

tice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E12

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E13

Incl

ude

refe

renc

es a

nd b

iblio

grap

hyY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Dis

cuss

the

effe

ctiv

enes

s of

the

impl

emen

ted

deta

iled

activ

ity p

lan

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

D2

Dis

cuss

the

effe

ctiv

enes

s of

the

reso

urce

(for

one

det

aile

d ac

tivity

pla

n)Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

how

cur

rent

rese

arch

into

chi

ldre

n’s

lear

ning

and

dev

elop

men

t inf

luen

ced

your

Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

reco

mm

enda

tions

for f

utur

e pr

actic

e

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Anal

yse

wha

t you

hav

e le

arnt

abo

ut s

uppo

rting

the

plan

ning

of t

he c

lass

teac

her a

nd h

ow th

is w

ill Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

info

rm y

our p

ract

ice

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1Ev

alua

te y

our d

etai

led

activ

ity p

lans

in re

latio

n to

cur

rent

rese

arch

into

how

chi

ldre

n le

arn

and

deve

lop

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R A

GR

AD

E A

AC

HIE

VED

A






139

Section 5U

nit

2 –

Rou

tine

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etC

riter

ia m

et?

Resu

bmis

sion

or u

pgra

de

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1S

tate

the

age

of th

e ch

ildre

n fo

r w

hich

the

rout

ine

is p

lann

ed a

nd b

riefly

des

crib

e w

here

the

rout

ine

Yes

/ N

oY

es /

No

Yes

/ N

oYe

s /

No

will

be im

plem

ente

d

E2Id

entif

y cl

early

the

aim

of t

he o

vera

ll ro

utin

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E3G

ive

an o

utlin

e of

the

over

all r

outin

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4Id

entif

y on

e pa

rt of

the

over

all r

outin

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5S

tate

the

aim

of t

he c

hose

n pa

rt of

the

rout

ine

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E6D

escr

ibe

in d

etai

l the

cho

sen

activ

ity/e

xper

ienc

e or

asp

ect o

f car

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7S

how

how

this

par

t of t

he ro

utin

e re

late

s to

the

age

and

stag

e of

dev

elop

men

t of t

he c

hild

ren

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8R

efle

ct o

n w

hat y

ou h

ave

lear

nt fr

om ta

king

par

t in

carry

ing

out t

his

part

of th

e ro

utin

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9M

ake

reco

mm

enda

tions

for

futu

re p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E11

Incl

ude

refe

renc

es a

nd b

iblio

grap

hyY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Dis

cuss

how

effe

ctiv

ely

the

chos

en p

art o

f the

ove

rall

rout

ine

has

been

in m

eetin

g th

e de

velo

pmen

tal

Yes

/ N

oY

es /

No

Yes

/No

Yes

/No

need

s of

the

child

ren

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

how

cur

rent

res

earc

h in

to c

hild

ren’

s ca

re a

nd d

evel

opm

ent i

nflu

ence

d yo

ur

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

reco

mm

enda

tions

for

futu

re p

ract

ice

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

wha

t you

hav

e le

arnt

abo

ut r

outin

es a

nd h

ow th

is w

ill in

form

you

r pr

actic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1Ev

alua

te th

e ov

eral

l rou

tine

in r

elat

ion

to c

urre

nt r

esea

rch

into

chi

ldre

n's

care

, le

arni

ng a

nd

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

deve

lopm

ent

CIR

CLE

IF C

RIT

ERIA

FO

R A

GR

AD

E A

AC

HIE

VED

A

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......






141

Section 5

Grade awarded:



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Candidate

Name:

PIN:

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Word CountTo be filled in by the candidate –

Number of words used in the assignment:




Uni

t 3

– Fo

unda

tions

to

Car

ing

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etC

riter

ia m

et?

Resu

bmis

sion

or u

pgra

de

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2S

tate

the

chos

en s

ettin

gY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E3Id

entif

y th

e ch

arac

teris

tics

of a

pos

itive

env

ironm

ent f

or c

hild

ren

in th

e ch

osen

set

ting

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E4D

escr

ibe

how

the

setti

ng m

eets

the

heal

th a

nd s

afet

y re

quire

men

ts a

nd r

egul

atio

nsY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5Id

entif

y th

e ba

sic

phys

ical

and

hea

lth n

eeds

of t

he c

hild

ren

in th

e ch

osen

set

ting

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E6D

escr

ibe

how

the

phys

ical

and

hea

lth n

eeds

of t

he c

hild

ren

are

met

in th

e ch

osen

set

ting

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E7Id

entif

y an

app

ropr

iate

day

s m

enu

for

a ch

ild in

the

setti

ng w

hich

dem

onst

rate

s an

und

erst

andi

ngY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

of th

e te

rm ‘b

alan

ced

diet

’

E8G

ive

the

age

of th

e ch

ild th

e m

enu

is fo

rY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9D

escr

ibe

the

role

of t

he a

dult

in m

aint

aini

ng a

nd p

rom

otin

g a

posi

tive

envi

ronm

ent

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Des

crib

e w

hy it

is im

porta

nt to

wor

k as

a m

embe

r of

a te

am

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E11

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E12

Incl

ude

refe

renc

es a

nd b

iblio

grap

hy to

sup

port

your

wor

kY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

the

impo

rtanc

e of

pro

vidi

ng a

bal

ance

d di

et fo

r al

l chi

ldre

n in

the

setti

ngY

es /

No

Yes

/ N

oY

es/N

oY

es/N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Dis

cuss

the

role

of t

he c

hild

car

e an

d ed

ucat

ion

wor

ker i

n th

e pr

ovis

ion

of fo

od fo

r chi

ldre

nY

es /

No

Yes

/ N

oY

es/N

oY

es/N

o

CIR

CLE

IF

CR

ITER

IA F

OR

GR

ADE

C A

CH

IEVE

DC

B1

Anal

yse

the

impo

rtanc

e of

pro

vidi

ng a

pos

itive

envi

ronm

ent f

or c

hild

ren

Yes

/ N

oY

es /

No

Yes

/No

Yes

/No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RAD

E B

AC

HIE

VED

B

A1Ev

alua

te h

ow re

leva

nt h

ealth

and

saf

ety

legi

slat

ion

can

supp

ort t

he a

dult

in m

aint

aini

ng a

nd p

rom

otin

g a

Yes

/ N

oY

es /

No

Yes

/No

Yes

/No

posi

tive

envi

ronm

ent

CIR

CLE

IF C

RIT

ERIA

FO

R A

GR

AD

E A

AC

HIE

VED

A



143

Section 5


Unit 3 Assignment – Foundations to Caring

This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections.

ASSIGNMENT TASK - What do I have to do?


Your tutor will choose ONE of the following settings:

Private day careNursery classSchool setting

COMPLETE THIS TASKProduce a document for a Child Care and Education student, which explainshow the chosen setting can provide a positive environment for children.

The document should contain:

• The characteristics of a positive environment• How the setting meets the health and safety requirements and regulations• How the basic physical and health needs of the children are met in the chosen

setting• A menu for a day, which promotes a balanced diet for a child in the chosen

setting• State the age of the child that the menu is for• The role of the adult in maintaining and promoting a positive environment• The importance of working as a member of a team.

Throughout the assignment you should ensure that you address anti-discriminatory/anti-bias practice where it is appropriate to the task.

The completed work should not exceed 3,500 words. There is no lower word limit.Work that is more than 10% above the word limit will not be marked. You shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.






145

Section 5


CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission.The assignment will not be accepted without this form.

Candidate DeclarationUnit 4 – The Developing Child


place.


Candidate

Name:

PIN:

Site/Centre No:

Tutor Feedback



Grade awarded:



Signatures




Uni

t 4

- Th

e D

evel

opin

g C

hild

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etC

riter

ia m

et?

Resu

bmis

sion

or u

pgra

de

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2D

escr

ibe

the

stag

e of

dev

elop

men

t of t

he c

hose

n ch

ild b

ased

on

the

obse

rvat

ions

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E3D

escr

ibe

the

deve

lopm

enta

l nee

ds o

f the

obs

erve

d ch

ildY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4Id

entif

y w

ays

the

deve

lopm

enta

l nee

ds o

f the

obs

erve

d ch

ild m

ay b

e m

et in

the

setti

ngY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5D

escr

ibe

the

role

of t

he C

hild

Car

e an

d Ed

ucat

ion

wor

ker

in p

rom

otin

g an

d su

ppor

ting

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

the

deve

lopm

enta

l nee

ds o

f the

obs

erve

d ch

ild

E6Id

entif

y fa

ctor

s w

hich

may

affe

ct c

hild

ren’

s be

havi

our

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E7Id

entif

y w

ays

to p

rom

ote

and

enco

urag

e po

sitiv

e be

havi

our

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8D

escr

ibe

stra

tegi

es w

hich

may

be

used

to h

elp

child

ren

deal

with

feel

ings

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E9D

escr

ibe

the

role

of t

he C

hild

Car

e an

d Ed

ucat

ion

wor

ker

in r

esol

ving

con

flict

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E11

Incl

ude

refe

renc

es a

nd a

bib

liogr

aphy

to s

uppo

rt yo

ur w

ork

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

how

chi

ldre

n’s

beha

viou

r m

ay b

e af

fect

ed b

y th

e fa

ctor

s id

entif

ied

in E

6Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

the

impo

rtanc

e of

the

role

of t

he a

dult

in p

rom

otin

g an

d en

cour

agin

g po

sitiv

e be

havi

our

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

the

effe

ctiv

enes

s of

stra

tegi

es u

sed

to r

esol

ve c

onfli

ctY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

use

of th

e no

rm a

s an

effe

ctiv

e m

easu

rem

ent o

f chi

ld d

evel

opm

ent

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



147

Section 5



This assignment has TWO tasks, which must be successfully completed inorder to achieve the unit.

Task 1Your tutor will choose THREE areas of development from the list below:

Physical developmentCognitive developmentSocial developmentEmotional developmentLanguage development

COMPLETE THIS TASKCarry out THREE observations on one child in your 1 – 3 years 11 months or 4 – 7 years 11 months placement, one observation for each area of development. Each observation must achieve a grade E or above according to the assessment criteria for Unit 1 Observation and Assessment.

Write a report, using the findings of your observations (primary research) andappropriate secondary research. The report should include information underthe following headings:

1. The developmental stage of the chosen child based on the observations2. The developmental needs of the observed child3. How the developmental needs of the observed child may be met in the setting4. The role of the Child Care and Education worker in meeting the developmental

needs of the observed child.

Task 2Produce a document for a Child Care and Education student who is new to a 1 – 3 years 11 months or 4 – 7 years 11 months placement about children’sbehaviour. The document should include the following information:

1. Factors which may effect children’s behaviour2. Ways to promote and encourage positive behaviour3. Strategies which may be used to help children deal with feelings4. The role of the Child Care and Education worker in resolving conflict


Unit 4 Assignment – The Developing ChildThis assignment provides the assessment for the unit. Individual observations should be marked and when they have been completed. They may be used for Unit 1.



Throughout the assignment you should ensure that you address anti-discriminatory andanti-bias practice where it is appropriate to the task.

Your completed work should not exceed 3,500 words. Work that is more than 10%above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are notincluded in the word limit.

The three observations are not included as part of the word limit and should be includedas appendices only.



149

Section 5

Candidate Declaration



Candidate

Name:

PIN:

Site/Centre No:

Unit 5 – Health and Community Care


place.


Grade awarded:



Signatures



Tutor Feedback




Uni

t 5

- H

ealth

and

Com

mun

ity C

are

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etC

riter

ia m

et?

Resu

bmis

sion

or u

pgra

de

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

E1C

ompl

ete

the

assi

gnm

ent t

ask.

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2Id

entif

y th

e ca

uses

of t

he c

hose

n in

fect

ion

and

cond

ition

Yes

/N

oY

es /

No

Yes

/ N

oY

es /

No

E3D

escr

ibe

the

sign

s an

d sy

mpt

oms

of th

e ch

osen

infe

ctio

n an

d co

nditi

onY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4D

escr

ibe

how

to p

reve

nt o

r co

ntro

l the

cho

sen

infe

ctio

n an

d co

nditi

onY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5Id

entif

y th

e ke

y fa

ctor

s in

pro

mot

ing

and

mai

ntai

ning

the

heal

th o

f a c

hild

with

Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

oth

e ch

osen

infe

ctio

n an

d co

nditi

on

E6D

escr

ibe

the

supp

ort a

vaila

ble

for c

hild

ren

with

the

chos

en in

fect

ion

and

cond

ition

and

thei

r fam

ilies

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E7C

ompa

re a

nd c

ontra

st th

e di

ffere

nces

bet

wee

n th

e ch

osen

infe

ctio

n an

d co

nditi

onY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E8S

how

an

unde

rsta

ndin

g of

ant

i-dis

crim

inat

ory/

anti-

bias

pra

ctic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9In

clud

e re

fere

nces

and

a b

iblio

grap

hy to

sup

port

your

wor

kY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

the

role

of t

he C

hild

Car

e an

d Ed

ucat

ion

wor

ker i

n su

ppor

ting

pare

nts

of a

chi

ld w

ith th

ese

illnes

ses

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Dis

cuss

the

poss

ible

effe

cts

of th

ese

illnes

ses

on th

e ch

ild a

nd fa

mily

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

the

impo

rtanc

e of

how

the

Chi

ld C

are

and

Educ

atio

n w

orke

r re

spon

ds to

aY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

och

ild w

ith a

chr

onic

con

ditio

n w

hen

they

are

exp

erie

ncin

g a

cris

is

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

effe

ctiv

enes

s of

hea

lth p

rom

otio

n st

rate

gies

for t

he c

omm

on in

fect

ious

dis

ease

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA



151

Section 5


Unit 5 Assignment – Health and Community Care




Your tutor will choose ONE infectious disease and ONE chronic condition:

Infectious diseases Chronic conditionMumps AsthmaMeasles Cystic fibrosisChicken pox DiabetesRubella Sickle cell anaemia

COMPLETE THIS TASKCompare and contrast the chosen infection and condition. Your work shouldinclude:• The causes, signs and symptoms and methods of prevention• The key factors in promoting and maintaining the health of the children and their

families• The support available for children and their families.


Your completed work should not exceed 3,500 words. There is no lower word limit.Work that is more than 10% above the word limit will not be marked. You shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.






153

Section 5



Candidate DeclarationUnit 6 – Play, Curriculum and Early Learning


place.


Candidate

Name:

PIN:

Site/Centre No:

Grade awarded:



Signatures



Tutor Feedback




Uni

t 6

– P

lay,

Cur

ricul

um a

nd E

arly

Lea

rnin

gC

riter

iaD

escr

iptio

nEv

iden

ce o

f crit

eria

met

Crit

eria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2S

tate

the

chos

en a

ge r

ange

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E3D

escr

ibe

how

eac

h of

the

3 di

ffere

nt ty

pes

of p

lay

can

prom

ote

lear

ning

for t

he c

hose

n ag

e ra

nge

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E4D

escr

ibe

ON

E pl

ay o

ppor

tuni

ty fo

r EA

CH

type

of p

lay

for

the

chos

en a

ge g

roup

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E5D

escr

ibe

how

the

play

opp

ortu

nity

for

each

type

of p

lay

may

link

to th

e Ea

rly Y

ears

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

Cur

ricul

a or

the

Nat

iona

l Cur

ricul

um

E6D

escr

ibe

the

role

of t

he a

dult

in p

rom

otin

g pl

ay w

hich

mee

ts th

e ne

eds

of in

divi

dual

chi

ldre

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7D

escr

ibe

the

impo

rtanc

e of

pro

vidi

ng a

pos

itive

env

ironm

ent f

or p

lay

and

lear

ning

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8S

how

an

unde

rsta

ndin

g of

ant

i-dis

crim

inat

ory/

anti-

bias

pra

ctic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9In

clud

e re

fere

nces

and

bib

liogr

aphy

to s

uppo

rt yo

ur w

ork

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

clea

rly h

ow E

AC

H p

lay

oppo

rtuni

ty w

ill pr

omot

e th

e in

tend

ed le

arni

ngY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Dis

cuss

the

stra

tegi

es th

at a

dults

may

use

to p

rom

ote

child

ren’

s le

arni

ngY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

the

use

of a

stru

ctur

ed c

urric

ulum

for

child

ren

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

how

the

Chi

ldC

are

and

Educ

atio

n w

orke

r cou

ld e

nric

h an

d ex

tend

the

child

’s p

lay

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



155

Section 5


Unit 6 Assignment – Play, Curriculum and EarlyLearning




Your tutor will choose ONE of the following age ranges.

3 – 4 years4 – 5 years6 – 7 years 11 months

Creative play, imaginative play and physical play are used as play opportunities, whichcan promote learning in children of all ages.

COMPLETE THIS TASKProduce a document explaining to new Diploma Candidates the importance ofplay, curriculum and early learning. The document should contain informationon the following:

1. How the THREE different types of play promote learning for children of the chosen age range.

2. A description of ONE play opportunity for EACH type of play.3. For EACH of your chosen play opportunities, make links to the Early Years

Curricula or the National Curriculum.4. The role of the adult in promoting play which meet the needs of individual

children.5. The importance of providing a positive environment for play and learning.6. Include references and a bibliography.








157

Section 5



Candidate DeclarationUnit 7 – Work with Babies in the First Year of Life


place.


Candidate

Name:

PIN:

Site/Centre No:

Grade awarded:



Signatures



Tutor Feedback




Uni

t 7

– W

ork

with

Bab

ies

in t

he F

irst

Year

of L

ifeC

riter

iaD

escr

iptio

nEv

iden

ce o

f crit

eria

met

Crit

eria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e no

.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2Id

entif

y th

e ch

osen

cas

e st

udy

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E3Id

entif

y th

e ca

re r

equi

rem

ents

and

rou

tines

nec

essa

ry fo

r th

is b

aby

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E4Id

entif

y th

e de

velo

pmen

tal n

eeds

whi

ch n

eed

to b

e co

nsid

ered

whe

n ca

ring

for

this

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

baby

for

the

next

3 m

onth

s

E5Id

entif

y TW

O a

ppro

pria

te p

lay

expe

rienc

es fo

r th

e ba

byY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E6S

how

you

r un

ders

tand

ing

of th

e nu

tritio

nal n

eeds

of t

his

baby

for

the

next

3 m

onth

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7D

escr

ibe

the

impo

rtanc

e of

est

ablis

hing

and

mai

ntai

ning

par

tner

ship

s Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

ow

ith th

e pa

rent

(s)

E8D

escr

ibe

the

role

of t

he C

hild

Car

e an

d Ed

ucat

ion

wor

ker

whe

n w

orki

ng

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

with

this

bab

y

E9S

how

an

unde

rsta

ndin

g of

ant

i-dis

crim

inat

ory/

anti-

bias

pra

ctic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E10

Incl

ude

refe

renc

es a

nd b

iblio

grap

hy to

sup

port

your

wor

kY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Des

crib

e th

e nu

tritio

nal r

equi

rem

ents

of t

his

baby

and

link

thes

e to

the

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

deve

lopm

enta

l nee

ds

D2

Expl

ain

how

the

TWO

pla

y ex

perie

nces

will

supp

ort t

he d

evel

opm

ent o

f thi

s ba

byY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

how

you

will

mee

t ALL

the

deve

lopm

enta

l nee

ds o

f thi

s ba

byY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

how

you

will

wor

k w

ith th

e pa

rent

(s)

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

role

of t

he C

hild

Car

e an

d Ed

ucat

ion

wor

ker

in m

eetin

g th

e Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

oca

re a

nd le

arni

ng n

eeds

of b

abie

s se

para

ted

from

thei

r pr

imar

y ca

rers

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



159

Section 5


Unit 7 Assignment – Work with Babies in the FirstYear of Life




Your tutor will choose one of these case studies.

Case Study 1

As a Child Care and Education worker in a home setting you are responsible for workingwith a baby and the baby’s parents. You have been working in this setting for twomonths. • ScenarioThe baby you are responsible for was born at 35 weeks gestation and is now ninemonths old. The parents of the baby both work full-time. The baby has two sleeps of atleast an hour during the day. The baby has formula milk from a bottle and enjoys a varied vegetarian weaning diet, but prefers the food in a soft puree and shows little interest in finger feeding. The baby can sit with support. The baby does not enjoy lyingprone and is reluctant to bear weight on his/her legs. The baby likes communicating withsounds and babbles tunefully.

Case Study 2

As a Child Care and Education worker in a day care setting you are responsible forworking with a baby and the baby’s parents. The baby will be starting to attend the setting full-time when the mother returns to employment in one month.• ScenarioThe baby you are responsible for was born full-term and is now four months old. Thebaby is fully breast-fed on demand. The baby has several short sleeps during the day.The baby enjoys being in a bouncy chair when awake and can hold a rattle. The babysmiles and vocalises readily in response to adults.

Continued



Case Study 3As a Child Care and Education worker in a day care setting you are responsible forworking with a baby and the baby’s parents. The baby has been attending the settingfor two months.• ScenarioThe baby you are responsible for was born full-term and is now eight months old. Thebaby attends the setting from 12 midday to 6 pm as the mother works part-time. Thebaby is very active and moves around the floor by rolling. The baby enjoys a variedweaning diet and likes to finger feed. The baby is breast-fed morning and night and willonly accept small amounts of water in a cup. The baby is responsive to adults she/heknows well and babbles loudly. The baby wakes frequently at night and the parents prefer that the baby does not sleep when in the day care setting.

COMPLETE THIS TASK

Produce an account to show how you will plan to meet the care and developmental needs of the chosen baby for the next three months.


Your completed work should not exceed 2,000 words. There is no lower word limit.Work that is more than 10% over the word limit will not be marked. You shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.



161

Section 5



Candidate DeclarationUnit 8 – Preparation for Employment


place.


Candidate

Name:

PIN:

Site/Centre No:

Grade awarded:



Signatures



Tutor Feedback




Uni

t 8

– P

repa

ratio

n fo

r Em

ploy

men

tC

riter

iaD

escr

iptio

nEv

iden

ce o

f crit

eria

met

Crit

eria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2S

tate

the

chos

en e

nviro

nmen

tY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E3D

escr

ibe

the

type

s of

wor

k ar

rang

emen

ts a

nd c

ondi

tions

of e

mpl

oym

ent i

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

oth

e ch

osen

env

ironm

ent

E4D

escr

ibe

the

adva

ntag

es a

nd d

isad

vant

ages

of w

orki

ng in

the

chos

en s

ettin

gY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5C

ompa

re a

nd c

ontra

st th

e ro

les

and

resp

onsi

bilit

ies

of th

e M

anag

er/H

ead

Teac

her

and

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

the

new

ly q

ualif

ied

Chi

ld C

are

and

Educ

atio

n w

orke

r

E6D

escr

ibe

why

it is

impo

rtant

to c

omm

unic

ate

effe

ctiv

ely

with

in th

e te

amY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7In

the

lette

r of

app

licat

ion,

iden

tify

the

skills

and

qua

litie

s re

quire

d fo

r th

e ch

osen

pos

ition

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8S

how

an

unde

rsta

ndin

g of

ant

i-dis

crim

inat

ory/

anti-

bias

pra

ctic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E9In

clud

e re

fere

nces

and

bib

liogr

aphy

to s

uppo

rt yo

ur w

ork

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

In th

e le

tter o

f app

licat

ion,

exp

lain

why

the

skills

and

qua

lities

are

requ

ired

for t

he c

hose

n po

sitio

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

the

impo

rtanc

e of

wor

king

as

a m

embe

r of

a te

amY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

the

diffe

ring

role

s be

twee

n th

e m

anag

er a

nd th

e em

ploy

eeY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

effe

cts

of d

iffer

ent m

anag

emen

t sty

les

in c

reat

ing

an e

ffect

ive

team

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



163

Section 5


Unit 8 Assignment – Preparation for Employment

This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in sepa-rate sections.



Your tutor will choose ONE of the following settings:

Private nurseryLocal authority day carePrimary schoolLocal authority nursery school or nursery class


Task 1

Write an article for the school or college magazine entitled, ‘Working in a (insert chosensetting)’

The article will contain 3 sub headings:• The setting

Describe the types of work arrangements and conditions of employment ANDDescribe the advantages and disadvantages of working in the chosen setting

• The professional workerCompare and contrast the roles and responsibilities of the Manager/HeadTeacher and the newly qualified Child Care and Education worker

• Team workDescribe the importance of effective communication within the team

The article should consist of no more than 1,250 words.

AND

Continued



Task 2

Write a letter of application for a position in the chosen setting. State the job role you areapplying for. The letter should include the skills and qualities required for the chosenposition.

The letter should consist of no more than 750 words.


There is no lower word limit. Work that is more than 10% above the word limit willnot be marked. You should include references and a bibliography to support yourwork. References and quotations within the text are not included in the word limit.



165

Section 5



Candidate DeclarationUnit 9 – The Provision of Services and the Protection of Children


place.


Candidate

Name:

PIN:

Site/Centre No:

Grade awarded:



Signatures



Tutor Feedback




Uni

t 9

– Th

e P

rovi

sion

of S

ervi

ces

and

the

Pro

tect

ion

of C

hild

ren

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etC

riter

ia m

et?

Resu

bmis

sion

or u

pgra

de

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2Id

entif

y TH

REE

diff

eren

t pre

ssur

es th

at m

ay b

e ex

perie

nced

by

child

ren

and

thei

r fa

milie

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E3D

escr

ibe

the

effe

cts

that

EA

CH

pre

ssur

e m

ay h

ave

on c

hild

ren

and

thei

r fa

milie

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4D

escr

ibe

the

role

of t

he v

olun

tary

, st

atut

ory

and

priv

ate

serv

ices

in s

uppo

rting

chi

ldre

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

oan

d th

eir

fam

ilies

thro

ugh

EAC

H o

f the

diff

eren

t pre

ssur

es id

entif

ied

in E

2

E5Id

entif

y O

NE

piec

e of

legi

slat

ion

whi

ch p

rote

cts

the

right

s of

the

child

Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E6D

escr

ibe

the

effe

cts

of d

iffer

ent t

ypes

of a

buse

on

the

child

and

fam

ily

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E7Id

entif

y st

rate

gies

whi

ch w

ill em

pow

er c

hild

ren

to p

rote

ct th

emse

lves

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E8Id

entif

y TW

O v

olun

tary

ser

vice

s th

at s

uppo

rt ch

ildre

n w

ho h

ave

been

abu

sed

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E9D

escr

ibe

the

role

of T

WO

vol

unta

ry s

ervi

ces

in s

uppo

rting

chi

ldre

n w

ho h

ave

been

abu

sed

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Sho

w a

n un

ders

tand

ing

of a

nti-d

iscr

imin

ator

y/an

ti-bi

as p

ract

ice

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E11

Incl

ude

refe

renc

es a

nd b

iblio

grap

hy to

sup

port

your

wor

kY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

why

it is

impo

rtant

to h

elp

child

ren

to p

rote

ct th

emse

lves

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

the

prev

enta

tive

mea

sure

s th

at th

e C

hild

Car

e an

d Ed

ucat

ion

wor

ker

may

take

to

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

prot

ect t

hem

selv

es w

hils

t wor

king

with

you

ng c

hild

ren

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

the

role

of o

bser

vatio

n an

d re

cord

kee

ping

in th

e id

entif

icat

ion

of p

ossi

ble

abus

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

role

of t

he v

olun

tary

and

priv

ate

serv

ices

in s

uppo

rting

chi

ldre

n an

d th

eir

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

fam

ilies

unde

r pr

essu

re

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



167

Section 5


Unit 9 Assignment – The Provision of Servicesand the Protection of Children





Task 1Produce a leaflet for parents which provides information on voluntary, statutory and private services that are available to children and their families.

The leaflet should include information on the following:• Different pressures that may be experienced by children and their families• The effect of three different pressures on children and their families• The role of statutory, voluntary and private services in supporting children and

their families under pressure• Relevant legislation, which protects the rights of the child.

The leaflet should not exceed 1,000 words.

Task 2Write an essay, which explains how the Child Care and Education worker can empowerchildren to protect themselves.

The content of the essay should include:• The effects of different types of abuse on the child and family• Strategies which will empower children to protect themselves• The role of voluntary services in supporting children who have been abused.

The essay should not exceed 1,500 words.

Throughout the assignment you should ensure that your address anti-discriminatory/anti-bias practice where it is appropriate to the task.

There is no lower word limit. Work that is more than 10% above the word limit willnot be marked. You should include references and a bibliography to support yourwork. References and quotations within the text are not included in the word limit.






169

Section 5



Candidate DeclarationUnit 10 – Anti-Discriminatory/Anti-Bias Practice


place.


Candidate

Name:

PIN:

Site/Centre No:

Grade awarded:



Signatures



Tutor Feedback




Uni

t 10

– A

nti-

Dis

crim

inat

ory

/ A

nti-

Bia

s P

ract

ice

Crit

eria

Des

crip

tion

Evid

ence

of c

riter

ia m

etcr

iteria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2G

ive

valid

rea

sons

for

carry

ing

out t

he in

vest

igat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E3D

escr

ibe

the

chos

en a

rea

of d

iscr

imin

atio

nY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4Id

entif

y th

e ef

fect

s th

at th

is ty

pe o

f dis

crim

inat

ion

can

have

on

child

ren

and

thei

r fa

milie

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5D

escr

ibe

brie

fly s

ome

of th

e im

porta

nt w

ritin

gs o

n th

e ar

ea o

f dis

crim

inat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E6Id

entif

y O

NE

piec

e of

cur

rent

legi

slat

ion

abou

t the

are

a of

dis

crim

inat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E7D

escr

ibe

how

you

car

ried

out y

our

inve

stig

atio

n Y

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E8P

rese

nt a

nd d

escr

ibe

the

resu

lts o

f you

r in

vest

igat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E9S

umm

aris

e th

e ke

y po

ints

of t

he r

esul

ts o

f you

r in

vest

igat

ion

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E10

Incl

ude

refe

renc

es a

nd b

iblio

grap

hy to

sup

port

your

wor

kY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

how

the

Chi

ld C

are

and

Educ

atio

n st

uden

t can

pro

mot

e an

ti-di

scrim

inat

ory

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

prac

tice

whi

le w

orki

ng o

n pl

acem

ent i

n th

e ea

rly y

ears

set

ting

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Dis

cuss

how

equ

ipm

ent,

imag

es a

nd ty

pes

of p

lay

may

be

used

to p

rom

ote

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

anti-

disc

rimin

ator

y pr

actic

e

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

the

role

of t

he q

ualif

ied

Chi

ld C

are

and

Educ

atio

n w

orke

r in

pro

mot

ing

the

right

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

oof

chi

ldre

n an

d th

eir

fam

ilies

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

impa

ct th

at th

e re

view

of l

itera

ture

and

legi

slat

ion

has

on p

rom

otin

gY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

oan

ti-di

scrim

inat

ory

prac

tice

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



171

Section 5


Unit 10 Assignment – Anti-Discriminatory/Anti-BiasPractice

This assignment provides the assessment for the unit.The completed assignment MUST be submitted and marked as a whole and not in separate sections.



Your tutor will choose ONE area of discrimination

Race

Gender

Disability

COMPLETE THIS TASK

Carry out an investigation and write a report on your chosen area.

The report should include the following sub headings:1. Title.2. Abstract – This is a brief summary or overview of your report, giving conclusions.

Restrict this to one short paragraph.3. Introduction – Briefly describe what the investigation is about explaining why it is

important.Describe the area of discrimination and identify the effects that discrimination canhave on children and their families.

4. Review of literature – Discuss briefly some of the recent research on the area ofdiscrimination and identify current legislation.

5. Method – How did you carry out your investigation? What methods did you use?6. Results – Present your results.7. Findings – Discuss your results – Summarise your findings. Were they what you

expected?8. Conclusions – Summarise your key points. As a result of the investigation,

identify ways in which the Child Care and Education student can promote anti-discriminatory practice while working on placement in the early years setting.

9. References and bibliography.Continued







173

Section 5



Candidate DeclarationUnit 11 – Working with parents


place.


Candidate

Name:

PIN:

Site/Centre No:

Grade awarded:



Signatures



Tutor Feedback




Uni

t 11

– W

orki

ng w

ith p

aren

tsC

riter

iaD

escr

iptio

nEv

iden

ce o

f crit

eria

met

Crit

eria

met

?Re

subm

issi

on o

r upg

rade

Can

dida

teIn

tern

al M

arke

rIn

tern

alIn

tern

alcr

iteria

met

?

Pag

e N

o.P

age

No.

Mar

ker

Mod

erat

orM

arke

rM

oder

ator

E1C

ompl

ete

the

assi

gnm

ent t

ask

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

E2S

tate

the

chos

en s

ettin

gY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E3D

escr

ibe

the

lega

l res

pons

ibilit

y on

set

tings

to w

ork

in p

artn

ersh

ip w

ith p

aren

tsY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E4D

escr

ibe

the

prin

cipl

es o

f goo

d co

mm

unic

atio

n w

ith p

aren

tsY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E5D

escr

ibe

the

role

of t

he C

hild

Car

e an

d Ed

ucat

ion

wor

ker

in r

elat

ion

to p

aren

tsY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E6D

escr

ibe

how

the

setti

ng v

alue

s an

d re

spec

ts a

ll pa

rent

sY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E7S

how

an

unde

rsta

ndin

g of

ant

i-dis

crim

inat

ory/

anti-

bias

pra

ctic

eY

es /

No

Yes

/ N

oY

es /

No

Yes

/ N

o

E8In

clud

e re

fere

nces

and

bib

liogr

aphy

to s

uppo

rt yo

ur w

ork

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

E A

CH

IEVE

DE

/ R

EFER

D1

Expl

ain

the

impo

rtanc

e of

rec

ogni

sing

and

val

uing

diff

eren

t par

entin

g st

yles

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

D A

CH

IEVE

DD

C1

Expl

ain

poss

ible

bar

riers

to p

rom

otin

g po

sitiv

e w

orki

ng r

elat

ions

hips

with

par

ents

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

C A

CH

IEVE

DC

B1

Ana

lyse

met

hods

of o

verc

omin

g ba

rrier

s, w

hich

may

affe

ct r

elat

ions

hips

with

par

ents

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

B A

CH

IEVE

DB

A1

Eval

uate

the

impo

rtanc

e of

pos

itive

rela

tions

hips

with

par

ents

Yes

/ N

oY

es /

No

Yes

/ N

oY

es /

No

CIR

CLE

IF C

RIT

ERIA

FO

R G

RA

DE

A A

CH

IEVE

DA

Sig

natu

re o

f I.M

. (if

sam

pled

): ...

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......

......



175

Section 5


Unit 11 Assignment – Working with parents




Your tutor will choose ONE of these settings:

Primary school

Local authority nursery school/nursery class

Family home

COMPLETE THIS TASK

Write an essay on the importance of working with all parents in the chosen setting.

The essay should include information on the following;• the legal responsibility on settings to work in partnership with parents• the principles of good communication with parents• the role of the Child Care and Education worker in relation to parents• how the setting values and respects all parents.

Throughout the assignment you should ensure that your address anti-discriminatory/anti-bias practice.







177

Annex A

Annex A

Record of Grades Table


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex A




179

Annex A

The

over

all g

rade

for t

heP

rofe

ssio

nal P

ract

ice

of th

eC

AC

HE

Leve

l 3 D

iplo

ma

inC

hild

Car

e an

d Ed

ucat

ion

isde

term

ined

by

the

num

ber o

fpo

ints

gai

ned

from

Uni

t 1 +

2an

d w

ithin

the

rang

es s

how

n.

Can

dida

tes

mus

t ach

ieve

to g

ain

over

all G

rade

40 p

oint

sA

32 –

39

poin

tsB

24 –

31

poin

tsC

16 –

23

poin

tsD

8 –

15 p

oint

sE

Can

dida

te R

ecor

d of

the

Gra

des

achi

eved

for

the

CA

CH

E Le

vel 3

Dip

lom

a in

Chi

ld C

are

and

Educ

atio

n

Des

crip

tion

of U

nit

Hou

rsN

o of

Gra

deP

oint

sG

rade

Poi

nts

Gra

deP

oint

sG

rade

Poi

nts

Gra

deP

oint

s

per

Uni

tIn

crem

ents

Valu

eVa

lue

Valu

eVa

lue

Valu

e

Gra

des

achi

eved

Uni

t Gra

deU

nit G

rade

Uni

t Gra

deU

nit G

rade

Uni

t Gra

de

Gra

de A

Gra

de B

Gra

de C

Gra

de D

Gra

de E

The

over

all g

rade

for

the

Theo

ry c

ompo

nent

of t

heC

AC

HE

Leve

l 3 D

iplo

ma

inC

hild

Car

e an

d Ed

ucat

ion

isde

term

ined

by

the

num

ber

ofpo

ints

gai

ned

with

in th

era

nges

sho

wn:

Can

dida

tes

mus

t ach

ieve

to g

ain

over

all G

rade

95 –

115

poi

nts

A74

– 9

4 po

ints

B53

– 7

3 po

ints

C32

– 5

2 po

ints

D23

– 3

1 po

ints

E

No

of In

crem

ents

x G

rade

Val

ue =

Poi

nts

for

unit

assi

gnm

ent

To a

chie

ve th

e C

AC

HE

Leve

l 3 D

iplo

ma

in C

hild

Car

e an

d Ed

ucat

ion

cand

idat

es m

ust a

chie

ve a

min

imum

of G

rade

Efo

r ea

ch u

nit,

Gra

de E

for

the

Dip

lom

a Te

st P

aper

and

be

asse

ssed

as

prac

tical

ly a

nd p

rofe

ssio

nally

com

pete

nt th

roug

h th

e P

ERs

and

the

PD

Ps.

UN

IT 1

–O

bser

vatio

n an

d A

sses

smen

t12

04

520

416

312

28

14

UN

IT 2

–W

ork

with

You

ng C

hild

ren

120

45

204

163

122

81

4

UN

IT 3

–Fo

unda

tions

to C

arin

g90

35

154

123

92

61

3

UN

IT 4

–Th

e D

evel

opin

g C

hild

903

515

412

39

26

13

UN

IT 5

–H

ealth

and

Com

mun

ity C

are

903

515

412

39

26

13

UN

IT 6

–P

lay,

Cur

ricul

um a

nd E

arly

Lea

rnin

g90

35

154

123

92

61

3

UN

IT 7

–W

ork

with

Bab

ies

in th

e Fi

rst Y

ear

301

55

44

33

22

11

of L

ife

UN

IT 8

–P

repa

ratio

n fo

r Em

ploy

men

t30

15

54

43

32

21

1

UN

IT 9

–Th

e P

rovi

sion

of S

ervi

ces

and

the

602

510

48

36

24

12

Pro

tect

ion

of C

hild

ren

UN

IT 1

0 –

Ant

i-dis

crim

inat

ory/

anti-

bias

60

25

104

83

62

41

2pr

actic

e

UN

IT 1

1 –

Wor

king

with

Par

ents

301

55

44

33

22

11

UN

IT 1

2 –

Pra

ctic

al T

rain

ing

(Mus

t be

succ

essf

ully

com

plet

ed to

achi

eve

a pa

ss)

Dip

lom

a Te

st P

aper

4

520

416

312

28

14

Tota

l num

ber

of p

oint

s ac

hiev

ed:

Poi

nts

achi

eved

per

unit

ProfessionalPractice Grade

Theory Grade

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex A

Des

crip

tion

of U

nit

Hou

rsN

o of

Gra

deP

oint

sG

rade

Poi

nts

Gra

deP

oint

sG

rade

Poi

nts

Gra

deP

oint

s

per

Uni

tIn

crem

ents

Valu

eVa

lue

Valu

eVa

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e

UN

IT 1

–O

bser

vatio

n an

d A

sses

smen

t12

04

520

416

312

28

14

UN

IT 2

–W

ork

with

You

ng C

hild

ren

120

45

204

163

122

81

4

UN

IT 3

–Fo

unda

tions

to C

arin

g

UN

IT 4

–Th

e D

evel

opin

g C

hild

903

515

412

39

26

13

UN

IT 5

–H

ealth

and

Com

mun

ity C

are

903

515

412

39

26

13

UN

IT 6

–P

lay,

Cur

ricul

um a

nd E

arly

Lea

rnin

g90

35

154

123

92

61

3

UN

IT 8

–P

repa

ratio

n fo

r Em

ploy

men

t30

15

54

43

32

21

1

UN

IT 9

–Th

e P

rovi

sion

of S

ervi

ces

and

the

602

510

48

36

24

12

Pro

tect

ion

of C

hild

ren

UN

IT 1

0 –

Anti-

disc

rimin

ator

y/an

ti-bi

as p

ract

ice

602

510

48

36

24

12

UN

IT 1

2 –

Pra

ctic

al T

rain

ing

(Mus

t be

succ

essf

ully

com

plet

ed to

achi

eve

a pa

ss)

Dip

lom

a Te

st P

aper

4

520

416

312

28

14

UN

IT 7

– W

ork

with

Bab

ies

in th

e Fi

rst

301

55

44

33

22

11

Yea

r of

Life

OR

UN

IT 1

1 –

Wor

king

with

Par

ents

Tota

l num

ber

of p

oint

s ac

hiev

ed:

Poi

nts

achi

eved

per

unit

This

Can

dida

te R

ecor

d of

Gra

des

is fo

r C

andi

date

s en

terin

g Y

ear

2 w

ith a

CA

CH

E Le

vel 2

Cer

tific

ate

in C

hild

Car

e an

d Ed

ucat

ion.

Can

dida

tes

ente

ring

with

any

oth

er q

ualif

icat

ion

shou

ldco

ntac

t CA

CH

E fo

r an

app

ropr

iate

Can

dida

te R

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des

Can

dida

tes

ente

ring

with

the

CA

CH

E Le

vel 2

cer

tific

ate

in C

hild

Car

e an

d Ed

ucat

ion

may

be

give

n ac

cred

itatio

n of

prio

r le

arni

ng fo

r ei

ther

Uni

t 7 o

r U

nit 1

1 de

pend

ent o

n th

e D

iplo

ma

in C

hild

Car

e an

dEd

ucat

ion

Opt

ion

Com

plet

ed.

(Ple

ase

indi

cate

whe

ther

Uni

t 7 o

r 11

has

bee

n un

derta

ken)

Ove

rall

Gra

din

g f

or

the

CA

CH

E L

evel

3 D

iplo

ma

in C

hild

Car

e an

d Ed

ucat

ion

– d

irect

ent

rant

s to

Yea

r 2

Acc

redi

tatio

n of

Prio

r A

chie

vem

ent (

AP

A) f

or d

irect

ent

rant

s

Gra

des

achi

eved

Gra

de A

Gra

de B

Gra

de C

Gra

de D

Gra

de E

The

over

all g

rade

for t

heP

rofe

ssio

nal p

ract

ice

of th

eC

AC

HE

Leve

l 3 D

iplo

ma

inC

hild

Car

e an

d Ed

ucat

ion

isde

term

ined

by

the

num

ber o

fpo

ints

gai

ned

from

Uni

t 1 +

2an

d w

ithin

the

rang

es s

how

n.

Can

dida

tes

mus

t ach

ieve

to g

ain

over

all G

rade

40 p

oint

sA

32 –

39

poin

tsB

24 –

31

poin

tsC

16 –

23

poin

tsD

8 –

15 p

oint

sE

The

over

all g

rade

for

the

Theo

ry c

ompo

nent

of t

heC

AC

HE

Leve

l 3 D

iplo

ma

inC

hild

Car

e an

d Ed

ucat

ion

isde

term

ined

by

the

num

ber

ofpo

ints

gai

ned

with

in th

era

nges

sho

wn:

Can

dida

tes

mus

t ach

ieve

to g

ain

over

all G

rade

79 –

95

poin

tsA

62 –

78

poin

tsB

45 –

61

poin

tsC

28 –

44

poin

tsD

19 –

27

poin

tsE

No

of In

crem

ents

x G

rade

Val

ue =

Poi

nts

for

unit

assi

gnm

ent

To a

chie

ve th

e C

AC

HE

Leve

l 3 D

iplo

ma

in C

hild

Car

e an

d Ed

ucat

ion,

dire

ct e

ntry

can

dida

tes

to Y

ear

2 m

ust a

chie

ve a

min

imum

of G

rade

E fo

r un

its

1, 2

, 4,

5,

6, 7

, 8

,9 a

nd 1

0, G

rade

E fo

r th

e D

iplo

ma

Test

Pap

er a

nd b

e as

sess

ed a

s pr

actic

ally

and

pro

fess

iona

lly c

ompe

tent

thro

ugh

the

PER

s an

d th

e P

DP

s.

ProfessionalPractice Grade

Theory Grade

CA

CH

E,B

eauf

ort H

ouse

, 23

Gro

sven

or R

oad,

S

t Alb

ans,

Her

ts,

AL1

3A

WTe

l: 08

45 3

47 2

123

Fax:

017

27 8

1861

3W

eb:

ww

w.c

ache

.org

.uk



181

Annex B

Annex B

About CACHE


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex B




183

Annex B

Annex B – About CACHE

1 What is CACHE?Council for Awards in Children's Care and Education (CACHE).

CACHE is the leading provider of nationally recognised qualification in early years care andeducation and in playwork. Its courses and qualifications (shown on the back cover) providethe underpinning knowledge and practical training for child care and education practitionerswho work with children and families in a wide range of settings. The settings includechildminding, play groups, crèches, nursery, infant or primary schools or classes, daynurseries, family Centres, play settings, hospitals within the public, private and voluntarysectors. CACHE also awards Key Skills, Assessor and Verifier Awards, NVQs in Early YearsCare and Education, NVQs in Playwork, NVQs for Teaching Assistants and NVQs in Carefor those involved in working with children, families and young people in the voluntary, publicor private sectors.

2 CACHE Mission Statement‘To raise the professional standards of children and young people’s care and education, andto offer the best quality courses and qualifications as a service to children and their families.’

3 CACHE's Equality and Diversity PolicyCACHE and its Board of Trustees value diversity. We believe that a variety of backgroundsenriches all aspects of life.

CACHE fully believes that all individuals should be treated fairly, with respect and dignity intheir employment and in their learning.

CACHE requires its approved Centres to have their own Diversity/Equality Policy. We willencourage Centres to create a positive environment for candidates and those who haveresponsibility for the recruitment, teaching and the assessment of these candidates.

CACHE will continue to promote the development and understanding of diversity and anti-bias practice throughout all products and activities relating to our qualifications. Thisincludes curricula, publications, training and assessment procedures.

CACHE is committed to complying fully with current and future legislation and requirementsfrom regulators and to develop lead practice in the areas of diversity and inclusion.

This CACHE statement will evolve to reflect the changing laws and mores of our society andthis will be reflected in all policies and procedures.


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex B

4 CACHE Statement of ValuesThis statement of values should underpin the content and delivery of the syllabus for thisqualification and every aspect of the assessment.

The CACHE candidate will:

Put the child first by:

• ensuring the child’s welfare and safety

• showing compassion and sensitivity

• respecting the child as an individual

• upholding the child’s rights and dignity

• enabling the child to achieve their full learning potential.

Never use physical punishment

Respect the parent as the primary carer and educator of the child

Respect the contribution and expertise of staff in the child care and education field andother professionals with whom they may be involved

Respect the customs, values and spiritual beliefs of the child and their family

Uphold the Council's Equality of Opportunity policy

Honour the confidentiality of information relating to the child and their family, unless itsdisclosure is required by law or is in the best interest of the child.



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Annex C

Annex C

The CACHE website:

www.cache.org.uk


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex C




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Annex C

Annex C – The CACHE website:www.cache.org.uk

The CACHE website offers a huge variety of resources to support candidates and Centres.

These include the following CACHE procedures:

• Re-mark enquiry

• Appeals

• Complaints

• Malpractice

• Diversity Statement

You will also be able to access mapping for the following:

• Key Skills (2004) to Qualification Unit Assignments

• Common Core of Skills and Knowledge

• National Occupational Standards relating to this qualification

Useful publications offering additional guidance include:

• Finding the Level helps understand the different levels of demand when studying forCACHE qualifications

• Assignment Guidance supports tutors and candidates with the assessmentrequirements of CACHE unit assignments


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex C




189

Annex D

Annex D

The Links between the Diploma

Programme and the National

Occupational Standards


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex D




191

Annex D

Annex D – The Links between the DiplomaProgramme and the NationalOccupational Standards

CACHE's Diploma in Child Care and Education aims to provide an qualification that isclosely related to the National Vocational Qualification (NVQ) at Level 3 in Early Years Careand Education. It is designed, firstly, to provide the underpinning knowledge andunderstanding which supports competent performance and, secondly, to offer training inmany of the practical skills and competencies defined in the National OccupationalStandards.

Details concerning the relationship between the units within the Diploma and the units withinthe NVQ scheme are shown in the table.

Units in the NVQ Level 3 in Early NVQ Level 3,Diploma Years Care and Children’s Care,

Education Units Learning andDevelopmentImplemented from (November 2005)

1 Observation & Assessment C16

2 Work with Young Children M7 M8 309, 310

3 Foundations to Caring C2 E3 302, 306, 307

4 The Developing Child C3 C5 C7 C10 308, 337C11

5 Health and Community Care C2 302, 306, 307

6 Play, Curriculum and Early C10 C24 C25 345, 346Learning

7 Work with Babies in the First C14 312, 314Year of Life

8 Preparation for Employment MC1 C4 311, 338


Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex D

Units in the NVQ Level 3 in Early NVQ Level 3,Diploma Years Care and Children’s Care,

Education Units Learning andDevelopmentImplemented from (November 2005)

9 The Provision of Services and C15 326the Protection of Children

10 Anti-Discriminatory/Anti-Bias C17 C18 plus 305, 321Practice statement of underlying

principles

11 Working with Parents P2 317

12 Practical Training: Practice Evidence Records/Professional Development Profiles

DCE-l3 hb Aug 2007

Documents