Handbook

CACHE Level 3Award/Certificate/Diploma in

Child Care and Educationensuring exceptional development

CANDIDATE HANDBOOK

CACHE

Course Handbook

Level 3 Award, Level 3 Certificate and Level 3 Diplomain Child Care and Education

Syllabus, Regulations and Assessment Materials

4th Edition

© CACHE 2010

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 Care, Health and Education.

All photographs appearing in this handbook have a signed parental release form and are the exclusive propertyof CACHE. They are protected under the copyright law and can not be reproduced, copied or manipulated inany form. This includes the use of any image or part of an image in individual or group projects and assessmentmaterials.

Qualification Accreditation Numbers:CACHE Level 3 Award in Child Care and Education 500/1900/4CACHE Level 3 Certificate in Child Care and Education 500/1902/8CACHE Level 3 Diploma in Child Care and Education 500/1901/6

Published in Great Britain by CACHE

First Edition 2007 Book code 500/1901/6/V1Second Edition 2008 Book code 500/1901/6/V2Third Edition June 2009 Book code 500/1901/6/V3Fourth Edition June 2010 Book code 500/1901/6/V4

Publication dateJune 2010

PublisherCouncil for Awards in Care, Health and EducationApex House81 Camp RoadSt AlbansHertfordshireAL1 5GBTelephone 0845 347 2123

Registered Company No: 2887166Registered Charity No: 1036232

Printed in England byOcé (UK) LimitedOcé HouseChatham WayBrentwoodEssexCM14 4DZ

Océ Ref: 467829

©

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course Handbook

i

Contents

© CACHE 2010 Version 4

Contents

Candidate information v

About this handbook vii

Introduction ix

Section 1 – Assessment of your learning 1Plagiarism 3

Types of assessment 4

Internally assessed unit assignments 4

Internal assessment procedures 5

Referral of internally assessed unit assignments 5

Improving your grade for internally assessed assignments 5

External assessment results 5

External assessment: Short answer test (seen) 5

Re-mark request for short answer test (seen) 6

Referral on short answer test (seen) 6

External assessment: Research task 6

Re-mark request for research task 6

Referral on research task 6

Additional support 7

Reasonable adjustments 7

Certification 7

Re-mark enquiries and appeals procedure 7

Section 2 – Structure of the qualifications 9CACHE Level 3 Award in Child Care and Education 11

CACHE Level 3 Certificate in Child Care and Education 11

CACHE Level 3 Diploma in Child Care and Education 11

Unit titles 12

© CACHE 2010 Version 4ii

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookContents

Section 3 – Assessment strategies 13CACHE Level 3 Award in Child Care and Education 15

CACHE Level 3 Certificate in Child Care and Education 15

CACHE Level 3 Diploma in Child Care and Education 16

Section 4 – The syllabus 17Please note the mandatory units are printed in Section 4. The optional units(pages 91-230) are on the disk attached to the inside front cover of this handbook

References and bibliography 19

Mandatory units

Unit 1 – An introduction to working with children 21

Unit 2 – Development from conception to age 16 years 29

Unit 3 – Supporting children 37

Unit 4 – Keeping children safe 45

Unit 5 – The principles underpinning the role of the practitioner working with children 53

Unit 6 – Promoting a healthy environment for children 61

Unit 7 – Play and learning in children’s education 67

Unit 8 – Caring for children 75

Unit 9 – Development of professional skills within children's education 81

Optional units

Unit 10 – Research into child care, education and development 91

Unit 11 – Care of sick children 101

Unit 12 – Nutrition and healthy food for children 113

Unit 13 – Child, family and outside world 125

Unit 14 – Working with children with special needs 135

Unit 15 – Developing children's (3 - 8 years) mathematical skills 147

Unit 16 – Developing children's (3 - 8 years) communication, language and literacy skills 159

Unit 17 – International approaches towards children's education 171

Unit 18 – Working with babies from birth to 12 months 181

Unit 19 – Multi-agency working with children 193

Unit 20 – Children, parent and family needs 203

Unit 21 – Supporting children with English as an additional language 215

CACHE Level 3 Diploma in Child Care and Education – Practical Evidence Record Diary –Optional unit 227

Assignment planner 231

Record of grades achieved 233

Section 5 – About CACHE 235



iii

Contents

Section 6 – The CACHE website: www.cache.org.uk 239

Section 7 – Mapping 243

Section 8 – Key Skills 249

Section 9 – Assignment and marking forms 255

Section 10 – Placement records 307Candidate information 309

Evidence of internal moderation 311

Placement Summary 313

Practice Evidence Records 315

Practice Evidence Record Diary 349

Professional Development Profiles 393

Handbook feedback for: Level 3 Award, Level 3 Certificate and Level 3 Diploma inChild Care and Education Course Handbook 417

© CACHE 2010 Version 4iv

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookContents

This page is intentionally blank.



v

Candidate information

Your Personal DetailsName:

Address:

Telephone Number:

PIN:

Date you registered for the CACHE Level 3 Award in Child Care and Education:

Date you registered for the CACHE Level 3 Certificate in Child Care and Education:

Date you registered for the CACHE Level 3 Diploma in Child Care and Education:


Your Centre DetailsSite/Centre name:

Site/Centre address:

Site/Centre Telephone number:

Site/Centre number:

Name of your course tutor:

© CACHE 2010 Version 4vi

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookCandidate information




vii

About this handbook

About this handbook

This handbook provides the information you will need for the 3 qualifications

• CACHE Level 3 Award in Child Care and Education 500/1900/4

• CACHE Level 3 Certificate in Child Care and Education. 500/1902/8

• CACHE Level 3 Diploma in Child Care and Education. 500/1901/6

References to qualifications in this handbookFor ease we have used Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education, instead of listing all 3 qualifications in full when referring to them.

What is included in this handbookThe Introduction and Assessment of your learning sections contain general information aboutthe qualifications and explanations of the terms used throughout the handbook. Section 1explains the methods that will be used to assess your learning. Section 2 explains thequalification structures and the combination of units needed to achieve the Award or theCertificate or the Diploma.

The syllabus section provides a breakdown of each unit. Under each unit heading, you willalso find the assignment details and grading structure.

You can find out about CACHE in Section 5, and on the CACHE website.

The tables in Section 7 show how the CACHE Level 3 Award, the Level 3 Certificate andthe Level 3 Diploma in Child Care and Education map to the Common Induction Standards,the National Occupational Standards in Children’s Care, Learning and Development, EveryChild Matters and the Early Years Foundation Stage.

The placement records Section 10 contains:

• The Placement Summary,

• Practice Evidence Records,

• Practice Evidence Record Diary,

• Professional Development Profiles.

This section can be detached from the rest of the handbook and taken with you to yourplacements.

© CACHE 2010 Version 4viii

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookAbout this handbook




ix

Introduction

Introduction

Welcome to the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education.

These qualifications prepare you to work with children and their families in a variety ofsettings and environments within the sector of Children's Services.

The Diploma prepares you to work unsupervised, or in a supervisory capacity.

Your Centre will register you as a candidate with CACHE. You will receive a personalidentification number (PIN) for entry to any assessment for these qualifications.

It is recommended that you take a practical placement throughout the qualifications to linktheory with work-based practice.

This will be assessed through the Placement Summary, Practice Evidence Records,Practice Evidence Record Diary and Professional Development Profiles. For moreinformation see Practical training overleaf.

Recommended Guided Learning Hours (GLH)

Guided Learning Hours include:

• time spent with your tutor(s), who use a number of different ways to help you learn, sothat not all the recommended hours will be spent in the classroom, and

• time the tutor or placement supervisor spends with you in your placement supporting,or assessing you.

About the qualificationsIt is expected that most people will progress through the Award and Certificate to completethe Diploma in order to be able to practice as an early years practitioner.

Award You must achieve Units 1 and 2; 120 Guided Learning Hours (GLH) tocomplete.

Certificate You must achieve Units 1 - 5; plus a short answer test; 360 GLH to complete.

Diploma You must achieve Units 1 - 9, plus three optional units chosen by your Centrefrom Units 10 - 21; plus short answer paper and research task; 1,009 GLHplus 750 recommended practical training hours in Unit 9.

Key SkillsThis is not a compulsory part of this qualification, but you may be required to study KeySkills. With your tutor, you may wish to identify the best evidence for your Key Skills portfolio.

© CACHE 2010 Version 4x

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookIntroduction

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 attended an insufficient number of learning hours, they may ask you to takeadditional study before 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 to a reduction of the teachingtime required for each unit. However, you will still have to complete all the assessments tobecome qualified within your three-year registration period.

Practical trainingThroughout the qualifications you will be expected to participate in professional practice in avariety of settings in order to apply what you have learnt in a practical environment. This willtake an additional 750 recommended practical training hours and will be assessed whenyou reach Unit 9.

You will need to evidence your practical training through Practice Evidence Records (PERs),Practice Evidence Record Diary (PERD) and Professional Development Profiles (PDPs).PERS are used to show the practical application of your learning from Units 2, 3, 4, 5, 6, 7and 8.

The PERD allows you to evaluate and reflect on your practice from Units 2, 3, 4, 5, 6, 7, 8and your optional unit. PDPs are a reflection of your performance on each placement.

Age groups

A total of 125 days (750 hours) of practical training is recommended. Your Centre willallocate this time to the age groups below:

• birth to 11 months 15 days (recommended)

• 1 to 3 years 11 months 30 days (recommended)

• 4 to 7 years 11 months 40 days (recommended)

The remaining 40 days may be allocated to any of these groups, or to the age group from7 years 11 months to 16 years.

It is recommended that practical training be undertaken during all of the qualifications. Thiswill be planned by your Centre.

To become a competent practitioner, the range of work environments should provide for aspread of experience. Where you are in supervised employment with children in the agerange from birth to 7 years 11 months you may complete some of your practical training inyour place of employment as long as it is approved by your Centre and registered with theappropriate authorities. However, you must cover all the age ranges and should haveplacements outside your work environment to gain balanced and wider experience.



xi

Introduction

Placement monitoringIt is necessary for your Centre to work closely with practical work environments to assessyour level of competence. You will be visited in your training environments by a tutor orplacement officer from your Centre, who will give you verbal and written feedback followingthe visit.

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 CACHEwebsite.

Entry requirementsCACHE does not recommend any formal entry qualifications. However Candidates must beat least 16 years old in order to register for the Award, the Certificate or the Diploma.Candidates taking the Diploma should be able to show that they will be able to cope withthe demands of the programme. For example, they have achieved a GCSE at grade C orabove in English and at least one other subject. Mature applicants may have differentequivalent qualifications.

You should not underestimate the demands of the Diploma. You will have to complete bothacademic and practical work at Level 3. You should have a sensible and mature attitude toboth work and study and be prepared to make a considerable commitment of time andeffort during your qualification.

Possible restrictions on entry to the qualificationIf you work with children or in health and social care, you are exempt from the Rehabilitationof Offenders Act 1974. This means that prior convictions can not become spent and willremain on your record indefinitely. Centres should be aware of the implications of this whenrecruiting learners to their programmes.

Progression from these qualificationsYou 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 theindividual requirements of the university or higher education college.

© CACHE 2010 Version 4xii

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookIntroduction




1

Section 1

Section 1

Assessment of your learning


Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookSection 1




3

Section 1


PlagiarismPlagiarism means claiming work to be your own which has been copied from someone orsomewhere else. All the work you submit must be your own and not copied from anyoneelse unless you clearly reference the source of your information. Your tutor will explain how toprovide a reference list that shows where you found your information. If your Centrediscovers evidence that your work is copied from elsewhere, it will not be accepted and youmay be subject to your Centre’s disciplinary procedure. If this happens you will have tosubmit an additional piece of work for assessment. CACHE will be notified of any cases ofplagiarism.

Buying and selling assignments

You are not allowed to buy or offer assignments for sale. This includes using sites such aseBay. If this happens CACHE reserves the right not to accept future entries from you.



Types of assessment

Unit 1An introduction to working

Assessment taskwith children

Unit 2Development from

Assessment taskconception to age 16 years

Unit 3 Supporting children Assessment task

Unit 4 Keeping children safe Assessment task

Unit 5The principles underpinningthe role of the practitioner Assessment taskworking with children

External assessment; short answer test based on a seen case study

Unit 6Promoting a healthy

Assessment task (portfolio)environment for children

Unit 7Play and learning in

Assessment task (portfolio)children's education

Unit 8 Caring for children Assessment task (portfolio)

Unit 9Practice Evidence RecordsPractice Evidence Record DiaryProfessional Development Profiles

Units3 Optional units Assessment tasks

10 - 21

External assessment; research task

Internally assessed unit assignmentsUnits 1 - 8 and the optional units are each assessed through assignment which is set byCACHE and marked by your Centre.

The assignment task and grading criteria are shown in the syllabus section. Your Centre willset the date when you are to submit the assignment to them. If you are not going to be ableto meet the deadline you must discuss this as soon as you can with your tutor, who willinform you of your Centre's policy on handing in assignments after the submission date.

Your tutor will mark your assignments against the grading criteria written by CACHE. Thesecan be found with each assignment. Then another tutor, who is called an internal moderator,will take a sample to ensure the correct standard has been achieved. The marker will returnthe assignment to you if you need or intend to upgrade or resubmit.

Development ofprofessional skills withinchildren's education

Award

Certificate

Diploma



5

Section 1

Internal assessment proceduresEach assignment will require a substantial amount of research and work. Assignmentsshould be submitted on A4 paper, where possible, and can be written in ink, typed or word-processed. You need to write your name, personal identification number (PIN) and Centrenumber on each sheet of paper.

Referral of internally assessed unit assignmentsIf your assignment does not meet the criteria for an E grade it will be graded as a referral.You may resubmit your work with improvements. Your tutor will negotiate a resubmissiondate with you. Any additional work must be presented on a separate page and retained withyour original work for marking and moderation.

If your assignment still does not achieve an E grade, your tutor will discuss an action planwhich may involve some extra study, before you submit your assignment again. You canachieve a grade E to A at any stage.

All assignments must be achieved within your registration period.

Improving your grade for internally assessedassignmentsOnce you have achieved an E grade or above on the assignments marked by your Centre,you might want to consider trying to improve your grade. Your tutor can explain how youmight be able to do this. Any additional work must be presented on a separate page andretained with your original work for marking and moderation.

From 1st September 2008, Centres may also allow you to re submit your assignment toachieve a higher grade after sending the unit grade to CACHE for processing. This must bewithin 3 months of issue of a unit/qualification certificate.

External assessment results

Your external assessment result will be available from your Centre on the day shown on theCACHE External Assessment Timetable. CACHE is not able to issue you with your result.

External assessment: Short answer test (seen)

The external assessment is a short answer test based on a seen case study which isprepared by CACHE and is available on paper. You will be given the case study in advanceto help you to prepare for the test, but you will not see the questions before the test takesplace. Your Centre and tutor will give you plenty of notice so that you will have time toprepare. Your paper will be graded from grade E to grade A.



Re-mark request for short answer test (seen)Your Centre may request a re-mark if they, and you, do not think that the result is a truereflection of your performance. This must be done within 20 working days of the resultreaching your Centre. If the result remains unchanged, CACHE will charge a fee for the re-mark. A fees list can be found on the CACHE website.

Referral on short answer test (seen)Results that do not achieve a grade E will be graded as a referral. If you are referred on yourshort answer test, your Centre may re-enter you to take the test again. You can achieve agrade E or above.

You should discuss the arrangements for being re-entered for the test with your tutor andCentre. You can re-take the short answer test on any of the test dates offered by yourCentre within your registration period. You must achieve grade E or above in the shortanswer test to gain the CACHE Level 3 Certificate.

External assessment: Research taskThe external assessment is a research task which is prepared by CACHE. You will be giventhe research task by your tutor who will explain when you are required to submit yourresearch task for assessment. The task will require a substantial amount of research andwork. Your research task will be graded from grade E to grade A.

Re-mark request for research taskYour Centre may request a re-mark if they, and you, do not think that the result is a truereflection of your performance. This must be done within 20 working days of the resultreaching your Centre. If the result remains unchanged, CACHE will charge a fee for there-mark. A fees list can be found on the CACHE website. Re-marks may result in thecandidate grade being decreased as well as increased.

Referral on research taskResults that do not achieve a grade E will be graded as a referral. If you are referred on yourresearch task, your centre may re-enter you to submit your research task again. You canachieve a grade E or above.

You should discuss the arrangements to re-submit your research task with your tutor andCentre. You must re-submit your research task within your registration period. You mustachieve grade E or above for the research task to gain the CACHE Level 3 Diploma.



7

Section 1

Additional supportIf you require additional support with your assignments, you can obtain a copy of thedocuments, Finding the Level and Assignment Guidance from the CACHE website.

Reasonable adjustmentsIf you need adjustments or arrangements in order to complete the test paper or theassignments, you should discuss this with your tutor.

Different conditions and requirements apply in different circumstances. You should discussyour own particular circumstances with your Centre. They have access to all the relevantregulations and will apply to CACHE on your behalf.

CertificationCertificates are issued by CACHE to reflect your achievements. Candidates can completethe Award, Certificate or Diploma and receive certification for these qualifications. You willneed to keep these safe as evidence for future employment.

Re-mark enquiries and appeals procedureCACHE operates an enquiries and appeals procedure that candidates may use if they wishto challenge an assessment decision. Details are available on the CACHE website:www.cache.org.uk.






9

Section 2

Section 2

Structure of the qualifications






11

Section 2

Structure of the qualification

CACHE Level 3 Award in Child Care and EducationCandidates must achieve two units:

• Units 1 and 2 (both mandatory)

• Guided Learning Hours total: 120

CACHE Level 3 Certificate in Child Care and EducationCandidates must achieve five units:

• Units 1 - 5 (all mandatory)

• Short answer paper

• Guided Learning Hours total: 360

CACHE Level 3 Diploma in Child Care and EducationCandidates must achieve twelve units:

• Units 1 - 9 (all mandatory units), plus three optional units chosen from Units 10 - 21,and

• Short answer paper and research task

• Guided Learning Hours total: 1,009 plus 750 recommended practical training hours inUnit 9

The CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Careand Education will be awarded at grades A - E.

These qualifications have been designed to provide the knowledge and understanding thatsupport competent practice. It will help you to develop many of the practical skills andcompetencies set out in the National Occupational Standards in Children’s Care, Learningand Development at Level 3.



Unit titles

Unit 1 An introduction to working with children 30 GLH

Unit 2 Development from conception to age 16 years 90 GLH

Unit 3 Supporting children 90 GLH

Unit 4 Keeping children safe 90 GLH

Unit 5 The principles underpinning the role of the practitioner 60 GLHworking with children

Unit 6 Promoting a healthy environment for children 60 GLH

Unit 7 Play and learning in children's education 90 GLH

Unit 8 Caring for children 60 GLH

Unit 9 Development of professional skills within children's 259 GLH (includingeducation practical placementIt is recommended that the practical training runs supervision)throughout the qualification as a practical unit. 750 recommendedPractical training is linked to the other units through practical trainingpractical assessments hours throughout the

qualification. SeePractical training inthe Introduction tothis handbook

Unit 10 Research into child care, education and development 60 GLH

Unit 11 Care of sick children 60 GLH

Unit 12 Nutrition and healthy food for children 60 GLH

Unit 13 Child, family and outside world 60 GLH

Unit 14 Working with children with special needs 60 GLH

Unit 15 Developing children's (3 - 8 years) mathematical skills 60 GLH

Unit 16 Developing children's (3 - 8 years) communication, 60 GLHlanguage and literacy skills

Unit 17 International approaches towards children's education 60 GLH

Unit 18 Working with babies from birth to 12 months 60 GLH

Unit 19 Multi-agency working with children 60 GLH

Unit 20 Children, parent and family needs 60 GLH

Unit 21 Supporting children with English as an additional 60 GLHlanguage



13

Section 3

Section 3

Assessment strategies






15

Section 3

Assessment strategies

CACHE Level 3 Award in Child Care and Education


Unit 1 – An introduction to working with children (Graded)Unit 2 – Development from conception to age 16 years (Graded)Assessment tasks for each unit; externally devised and internally assessed

CACHE Level 3 Certificate in Child Care and Education


Unit 1 – An introduction to working with children (Graded)Unit 2 – Development from conception to age 16 years (Graded)Unit 3 – Supporting children (Graded)Unit 4 – Keeping children safe(Graded)Unit 5 – The principles underpinning the role of the practitioner working withchildren (Graded)Assessment tasks for each unit; externally devised and internally assessed

External assessment; short answer test based on a seen case study



CACHE Level 3 Diploma in Child Care and Education


Unit 1 – An introduction to working with children (Graded)Unit 2 – Development from conception to age 16 years (Graded)Unit 3 – Supporting children (Graded)Unit 4 – Keeping children safe (Graded)Unit 5 – The principles underpinning the role of the practitioner working withChildren (Graded)Unit 6 – Promoting a healthy environment for children (Graded)Unit 7 – Play and learning in children's education (Graded)Unit 8 – Caring for children (Graded)Assessment tasks for each unit; externally devised and internally assessed

Unit 9 – Development of professional skills within children's education (Graded)Practice Evidence RecordsPractical Evidence Record DiaryProfessional Development Profiles

Optional units: Assessment tasks; externally devised and internally assessed

External assessment; Research task



17

Section 4

Section 4

The syllabus

Please note only the mandatory units are printed in this section.

The optional units (pages 91-230) are on the disk attached to the inside front coverof this handbook.






19

Section 4

References and bibliography

Your 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 two or more sources of information which should be included inyour bibliography.

Your bibliography should list two or more relevant sources of information which includes yourwider reading. The CACHE booklet 'Finding the Level' explains how to show your referencesand bibliography.






21

Section 4

Unit 1An introduction to working

with children






23

Section 4

Unit 1 – An introduction to working with children

This unit will give you an overview of working in children's services and introduce you to therange of settings that provide care and education for children. You will develop yourknowledge of professional practice and the principles and values that underpin working withchildren including the promotion of their rights.

The unit will also enable you to improve your study and time management skills to help youin your professional development.


GLH: 30

LEARNING OUTCOMES ASSESSMENT CRITERIAThe learner will understand: The learner can:

1. The range of provision for children. 1.1. Describe the main types of provisionfor children within the statutory, private,voluntary and independent sectors inthe country and locality where theylive.

2. Demonstrate an initial understanding 2.1. Describe some ways that theof the roles and responsibilities in practitioner can promote the rights ofpromoting the rights of children. children.

3. What is meant by professional 3.1. Explain the key issues that will supportpractice. their professional practice.

3.2. Show an understanding of the extentof the practitioner's role with children.

4. The principles and values that 4.1. Show an awareness of the principlesunderpin working with children. and values which are a basis for

working with children.

5. How to develop relevant study and 5.1. Reflect on ways to study and managetime management skills. their time in order to extend the skills

which will support their learning.




Delivery guidance

During this unit you will learn about:

The range of provision locally and nationally for children, including the statutory andindependent sector.

The implications of funding for the statutory and independent sectors.

The rights of children and how to promote them.

The relevant legislation that underpins working with children.

How to value diversity, promote inclusiveness and differentiate activities.

Your role and the boundaries and limits of it.

The characteristics of working in a multi-agency approach.

How to support children and families through the multi-agency approach.

How to develop appropriate relationships with colleagues and children.

The importance of professional standards when working with children.

The importance of effective communication skills and how to communicate with children andadults.

The generic principles and values that underpin working in children's services and include:

• being healthy

• staying safe

• enjoying and achieving

• making a positive contribution

• achieving economic well-being

• growing and development

• physical well-being

• emotional well-being

Your preferred learning style(s) and how to improve your ability to learn.

Principles that underpin the curriculum framework of the country in which you live.

Your preferred learning style(s) and how to improve your ability to learn.

The relevant study skills, for example, research, evaluation, referencing, that will support youin your course.



25

Section 4

Unit 1 Assignment – An introduction to working withchildren

This assignment provides the assessment for the unit.

The completed assignment MUST be submitted and marked as a whole and not inseparate sections.

Assignment task: What do I have to do?

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

You have chosen to study for a qualification that enables you to work withchildren. To show your knowledge and understanding of professional practice andthe principles and values that underpin working with children in a range of settingsyou need to provide the following information:

1. Select THREE (3) different types of settings from the statutory, voluntary and privatesectors for children in your area.

• Describe each different type.

• Describe how each of these identified settings aims to support children and theirfamilies.

2. Give details of:

• the main legislation in your country that supports the rights of children.

• the recognised principles and values that underpin working with children.

• the importance of valuing and respecting all children in the setting.

3. Provide information on how developing professional skills and study skills supports youduring your training and your work with children.

4. Consider the importance of these issues in developing professional practice.

This will include explanations and discussion of:

• Developing and maintaining appropriate relationships with parents and otherprofessionals.

• The characteristics of working in a multi-agency team.

• Valuing and listening to children’s views and opinions.

• Understanding the limits and boundaries of your role.

• The importance of a child centred approach.



Throughout the assignment you should ensure that you address diversity and inclusive practicewhere it is appropriate to the task. Your completed work should not exceed 3500 words. Thereis no lower word limit.Work that is more than 10% above the word limit will not bemarked. References and quotations within the text are not included in the word limit.



27

Section 4


Assignment Criteria

E1 Describe THREE (3) different types of settings which provide care and educationfor children in your area. This must include ONE (1) example from the• Statutory sector.• Voluntary sector.• Private sector.

E2 Describe how EACH of the types of settings identified in E1 aims to supportchildren and their families.

E3 Describe the main legislation in your country that supports the rights of children.

E4 Describe the recognised principles and values that underpin working with children.

E5 Explain the importance of valuing and respecting all children in the setting.

E6 Describe THREE (3) professional skills that will support your work with children.

E7 Describe how study skills can support your learning during your training.

E8 Include references and a bibliography.

D1 Explain why the practitioner should develop and maintain appropriate relationshipswith parents and other professionals.

D2 Discuss the characteristics of working in a multi-agency team.

C Explain why the early years practitioner should listen to children’s views and valuetheir opinions.

B Explain why it is important that practitioners understand the limits and boundariesof their role when working with children.

A Reflect on the importance of a child centred approach in early years settings.






29

Section 4

Unit 2Development from conception

to age 16 years






31

Section 4

Unit 2 – Development from conception to age 16 years

This unit will help you to understand areas of development from conception to age 16 years.You will learn about theories of development and consider how this knowledge influencespractice. You will learn skills in observation and use these to develop your own practice inassessment and planning for children's learning.


(mapped to CCLD 303)

GLH: 90


1. How to apply the general principles 1.1. Show a detailed knowledge of theand theoretical perspectives to all stages and sequence of developmentareas of development. from birth to age 16 years.

1.2. Describe the main areas ofdevelopment in relation to the stagesand sequence of development.

1.3. Evaluate the influence of differingtheories on the development ofchildren.

2. How to use a range of observation 2.1. Describe techniques to observetechniques appropriate to different children.stages of development and 2.2. Apply their knowledge of the issuescircumstances. which are essential to confidentiality

and to objective observation.2.3. Explain how to interpret and evaluate

observations to assess developmentand meet individual needs.

3. How to assess the development of 3.1. Analyse the implications of expectedchildren, and reflect upon the development on the ways thatimplications for practice. experiences are planned for children.

3.2. Evaluate the possible ways to useinformation from other sources aboutchildren.




Delivery guidance


A holistic overview of development.

The development of children from conception to age 16 years.

The areas of development (physical, communication and language, intellectual and learning,social, emotional and behavioural) in each of the following age groups:

• birth to 3 years

• 3 to 7 years

• 7 to 12 years

• 12 to 16 years

The differing opinions on development between biological theories and learning theories,and the relative influence on the different areas of development.

The theories of development to include:

• nature versus nurture

• Piaget's theory of cognitive development

• Vygotsky's studies of the way children learn

• Chomsky, Skinner and Vygotsky's views of language development

• psychoanalytical theory of social and emotional development

• attachment, separation and loss (Bowlby, James and Joyce Robertson)

• Skinner – operant conditioning and implications for behaviour management

• current theorists – Margaret Donaldson, Cathy Nutbrown, the Effective Provision of Pre-School Education (EPPE)

• Factors that affect development

The reasons for carrying out observations in different ways, in different types of settings.

The range of techniques used for different observational purposes and how to recordobservations.

How to practice the observation techniques in a range of practical contexts.



33

Section 4

The importance of confidentiality of information in order to protect children and demonstratea respect for their rights.

The need for objectivity when observing children, for example, avoiding personal views,jumping to conclusions, bias or stereotyping or labelling children.

The limitations of observations in providing a complete picture of development and individualneeds.

Using observations to assess development and make comparisons to the stages andsequence of all aspects of development.

How to use developmental theory to interpret observations.

The evaluation of individual needs through observation.

Using the planning cycle to meet the individual needs of children and to promotedevelopment.

Using information from a range of sources, for example, other professionals and colleagues,to assess development and/or implications for practice.

Using information from observations to assess development and determine the implicationsfor practice.



Unit 2 Assignment – Development from conception toage 16 years

The assignment provides the assessment for the unit.




Select TWO (2) age ranges from the following:

• birth to 3 years

• 3 to 7 years

• 7 to 12 years

• 12 to 16 years

1. For each selected age range, give a description of how children develop in TWO (2) ofthe following areas:

• physical development

• communication and language development

• intellectual development and learning

• social and emotional development

• behavioural development

2. Select TWO (2) theoretical perspectives which relate to the areas of development

• Explain how these theoretical perspectives relate to the areas of development

• Evaluate how these theoretical perspectives may influence practice which affectsthe development of children

3. For ONE (1) of the chosen age ranges carry out THREE (3) observations on the samechild. Include the THREE (3) observations in an appendix to the assignment:

• select ONE (1) area of the child's development from the list above to observe inthe three observations

• use a different technique for each observation



35

Section 4

• demonstrate how confidentiality is maintained in each observation

• for each observation show the child's needs in the selected area of development

• explain how the observations can be used to support planning to meet the child'sneeds

4. Evaluate how assessment through observations can have implications for practice.

Throughout the assignment you should ensure that you address diversity and inclusivepractice where it is appropriate to the task.

Your completed work should not exceed 3,500 words. There is no lower word limit. Workthat is more than 10% above the word limit will not be marked. References and quotationswithin the text are not included in the word limit.




Assignment criteria

E1 Describe the development of children in a selected age range and in TWO (2)areas of development

E2 Describe the development of children in a selected age range, different from E1and in TWO (2) areas of development

E3 Explain TWO (2) theoretical perspectives relevant to the areas of development

E4 Include THREE (3) observations as appendices

E5 Identify and use THREE (3) different observation techniques

E6 Explain how to maintain confidentiality throughout the observation

E7 Show an understanding of diversity and inclusive practice

E8 Include references and a bibliography

D1 Discuss the child’s needs in relation to the selected area of development

D2 Explain how the observations can be used to support planning to meet the child’sneeds

C1 Analyse the issues which are essential to confidentiality and objective observation

B1 Reflect on the implications for practice of the assessment of children throughobservation

A1 Evaluate the influence of theoretical perspectives on aspects of practice whichaffect the development of children



37

Section 4

Unit 3Supporting children






39

Section 4

Unit 3 – Supporting children

This unit looks closely at how the practitioner can support children through understanding ofrelevant legislation and by following policies and procedures that safeguard children. You willgain understanding of how to empower children and how to support them during transitions.The unit also looks at the causes and effects of discrimination in society.


(mapped to CCLD 301, 305, 325 and 326)

GLH: 90


1. The implications of relevant 1.1. Describe the main legislation whichlegislation on working practices with relate to working with children.children. 1.2. Discuss the ways that different pieces

of legislation determine and influenceworking practices.

2. How to recognise strategies, which 2.1. Explain how policies and practices canare fair, just and inclusive and know reflect fair, just and inclusivehow to promote them. strategies.

3. Where to access the policies of the 3.1. Describe some ways that settings maysetting and how to follow the use to ensure that practitioners canprocedures for safeguarding children. access policies.

3.2. Apply knowledge of a wide range ofprocedures for safeguarding childrento show understanding of theappropriate ways to follow theseprocedures in practice.

4. How to empower children to develop 4.1. Evaluate one theoretical perspectiveself-confidence and self-esteem and which underpins the development ofself-reliance. strategies for empowering children.

4.2. Assess the effectiveness of strategieswhich empower children to developself-confidence and self-reliance.

5. How to support children to prepare 5.1. Explain the key issues which relate tofor transfer or transition. the practice which supports children

to prepare for transfers or transitions.

6. The causes and effects of 6.1. Discuss the causes and the effects ondiscrimination in society. children of discrimination in society in

ways that show a clear understandingof the nature of discrimination.




Delivery guidance


The recent and relevant legislation covering the following areas:

• diversity

• equal opportunities/equality of access

• child protection

• children's rights

• inclusion

• special needs

• Health and Safety

This will include:

Human Rights Act 2000

United Nations Convention on the Rights of the Child 1989

Children Act 1989

Children Act 2004

Child Care Act 2006

Disability Discrimination Act 1995

Disability Act 2000

The impact of legislation on working practices.

The responsibility of the setting to have policies and procedures in place.

How to follow the policies and procedures in a range of settings.

Child protection.

Forms of abuse.

Recognise signs of abuse and behavioural indicators.

The consequence of abuse.



41

Section 4

The importance of recording and reporting signs of abuse and/or concerns and how to dothis.

Responding to a child’s disclosure of abuse.

How to work with other professionals to support children.

The safe working practices that protect children and the adults who work with them.

How to carry out risk assessments.

How to promote and maintain health and safety.

How to plan outings.

The theories that underpin the empowerment of children, eg Albert Bandura, HowardGardner, Daniel Goleman.

Strategies to develop self-confidence and self-reliance.

How to develop relationships with children and adults.

How to value children and give them attention.

The importance of children's communication skills.

The importance of listening to children.

Strategies to show children you respect their individuality.

Encouraging children to respect other people's views.

How to be fair and consistent in supporting children.

The transitions children will experience, for example, a new sibling, moving house,bereavement, and the possible effects on behaviour.

How children feel when they transfer to a new school.

Working with the child and family.

Strategies to support and prepare children for transfers and transitions, for example,changing schools, bereavement or new siblings.

How to gather information which supports the child through a successful transition.

The importance of providing continuity of experiences for children.

How to promote communication between settings.

The promotion of citizenship and independence.



The characteristics of discrimination.

The causes of discrimination and the effects on children.

The adult’s role in promoting diversity and inclusive practice.



43

Section 4

Unit 3 Assignment – Supporting children





A Children's Centre is reviewing the policies and procedures which will promote children'shealth and welfare as well as their development.

1. Identify FIVE (5) pieces of current legislation which will influence policies within thesetting AND:

• show how each piece of legislation will influence working practices in the setting

• describe how the policies and procedures will help to safeguard children

• explain how the policies and procedures promote fair, just and inclusive strategieswhich support the children

2. Describe TWO (2) strategies which this setting may use to empower children todevelop independence and self-reliance:

• Assess the effectiveness of these strategies

• Choose and evaluate ONE (1) theoretical perspective which supports thedevelopment of strategies for empowering children

3. Explain the key issues which the setting should consider for developing practice whichsupports children to prepare for transfers or transitions.

4. Discuss some of the causes and effects of discrimination on children and how thesemay affect the practice in the setting.


Your completed work should not exceed 3,500 words. There is no lower word limit. Workthat is more than 10% above the word limit will not be marked. References andquotations within the text are not included in the word limit.




Assignment criteria

E1 Identify FIVE (5) pieces of current legislation

E2 Describe how each piece of legislation will influence working practices in thesetting

E3 Describe how the policies and procedures will help safeguard children

E4 Describe how the policies and procedures promote fair, just and inclusivestrategies

E5 Describe TWO (2) strategies which the setting may use to empower children todevelop independence and self-reliance

E6 Give examples of how settings may prepare children for transfer or transitions

E7 Explain the causes and effects of discrimination on children


E9 Include references and bibliography

D1 Explain the key issues relating to the practice which supports children to preparefor transitions

D2 Assess the effectiveness of the strategies which empower children to developindependence and self reliance

C1 Evaluate ONE (1) theoretical perspective which supports the development ofstrategies for empowering children

B1 Discuss how the causes and effects of discrimination may affect practice in thesetting

A1 Reflect on the influence of legislation on working practices within early yearssettings



45

Section 4

Unit 4Keeping children safe






47

Section 4

Unit 4 – Keeping children safe

At the end of this unit you will have developed your understanding about how to keepchildren safe. You will know how to provide healthy, safe and secure environments thatenable children to experience risk and challenge. This unit also teaches you about theprocedures for dealing with illness and emergencies and how to encourage children to carefor themselves.


(mapped to CCLD 302 and 306)

GLH: 90


1. How to identify and develop strategies 1.1. Explain how to use legislation andto establish and maintain healthy, policies to support work in establishingsafe and secure environments. and maintaining healthy, safe and

secure environments.1.2. Describe working practices which

contribute to these environments.

2. The procedures for dealing with 2.1. Apply knowledge of ways to establishaccidents, illnesses and other safe environments to the proceduresemergencies. which are necessary for a range of

accidents, illnesses and emergencies.

3. How to plan and provide an enabling 3.1. Evaluate some of the initiatives andphysical environment for children. philosophies which influence the

provision of environments for children.3.2. Consider the different issues that

relate to effective planning and suitableprovision of an enabling physicalenvironment.

3.3. Explain how to meet the care needs ofchildren in ways that maintain theirsecurity and privacy and respect theirwishes.

4. How to develop age appropriate 4.1. Discuss the importance ofroutines which encourage children to encouraging children to care forcare for themselves. themselves.

4.2. Reflect on the impact of meeting thecare needs of children on practitionersand identify possible sources ofsupport.




Delivery guidance


The Health and Safety legislation and policies in a range of settings.

How to establish and maintain healthy, safe and secure environments in a range of settings.

Emergency procedures followed in your setting.

NB: It is anticipated that employers would expect specialised training and qualificationsin First Aid to be completed by employees, in line with legislation. For example, the SureStart Approval Scheme for nannies requires candidates to hold a relevant paediatricFirst Aid Certificate.

The identification of risks/hazards within the environment and in planning activities.

Food hygiene and basic hygiene practices.

The procedures for dealing with accidents, emergencies and signs of illness.

How to follow appropriate procedures including recording and reporting mechanisms.

How to provide appropriate comfort and reassurance.

The procedures for preventing cross-infection.

How to establish and maintain healthy and safe routines.

The current national and international initiatives and philosophies around indoor/outdoorenvironment.

Your role in curriculum planning.

How to provide physical play experiences that support development and are age and stageappropriate.

How to provide a stimulating and enabling physical environment.

The importance and implications of providing risk and challenge in the environment.

The need for age appropriate activities.

The care needs of individuals from birth to 16 years.

Children's rights to privacy and how to meet them.



49

Section 4

How to assist daily living through practical activities.

How to plan care routines.

The role of the practitioner in encouraging independence.

The sources of support for practitioners to help deal with their own feelings.



Unit 4 Assignment – Keeping children safe




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

1. Explain how strategies to establish and maintain healthy, safe and secure environmentsin early years settings are supported by legislation.

2. Describe the environment and procedures necessary to keep safe a child who:

• receives a bump on the head

• has an asthma attack

• has sickness and diarrhoea

• shows symptoms and signs of meningitis

3. Plan the care for a child aged 1 year and a child aged 3 years for a full day in thesetting AND:

• consider ways to maintain the security and privacy of the children and to respecttheir wishes

4. Write a handout for a staff meeting to consider how the practitioner can provide anenabling physical environment for children. The handout should include:

• the issues that affect the planning of a challenging environment for children

• an evaluation of TWO (2) initiatives that influence the provision of challengingenvironments for children

• the importance of helping children to manage risk and challenge in theirenvironment

5. Include in the handout an explanation of the ways that meeting the care needs ofchildren can affect practitioners and possible sources of support for practitioners.





51

Section 4


Assignment criteria

E1 Identify legislation which influences healthy, safe and secure environments for earlyyears settings

E2 Describe the procedures which will keep a child safe for each accident, illness oremergency

E3 Plan the appropriate care of a child aged 1 for a full day in the setting

E4 Plan the appropriate care of a child aged 3 years for a full day in the setting

E5 Describe the issues that affect the planning of a challenging environment forchildren

E6 Describe the initiatives which influence the provision of challenging environmentsfor children

E7 Explain the importance of helping children to manage risk and challenge in theirenvironment



D1 Explain how legislation can support strategies to establish and maintain healthy,safe and secure environments in early years settings

D2 Explain how establishing a safe environment can support the proceduresnecessary for accidents, illnesses and emergencies

C1 Evaluate how the TWO (2) initiatives contribute to the provision of an enablingenvironment for children

B1 Consider possible ways to maintain the safety and privacy of children and torespect their wishes

A1 Discuss the effect on practitioners of meeting the care needs of children






53

Section 4

Unit 5The principles underpinning therole of the practitioner working

with children






55

Section 4

Unit 5 – The principles underpinning the role of thepractitioner working with children

During this unit you will develop your knowledge and understanding about the underpinningprinciples of the role of the practitioner in working with children. This will include maintainingprofessional relationships with children and adults and understanding current national andlocal initiatives that influence practice. You will also consider the skills of reflective practiceand how to improve your own learning and performance.

Unit 5 – The principles underpinning the role of the practitioner working withchildren

(mapped to CCLD 301, 304, 305, 306 and 308)

GLH: 60


1. How to maintain professional 1.1. Analyse a range of issues whichrelationships with children and adults. contribute to maintaining professional

relationships with children and adults.1.2. Discuss the responsibilities of the

practitioner in all professionalrelationships.

2. The skills needed to become a 2.1. Judge how to develop and improvereflective practitioner. their own performance by using

reflective practice.2.2. Compare different strategies for

improving their own learning andperformance.

3. Differing principles and practices 3.1. Explain why it is important to valuethat underpin working with children children's interests and experiences.of different ages. 3.2. Discuss the differing principles that

underpin working with children.3.3. Explain how a multi-professional

approach to working can benefitchildren's experiences and learning.

4. Current national and local initiatives 4.1. Evaluate different types of initiativesand issues relevant to the sector. which relate to provision for children.

4.2. Explain how current research andup-to-date information can supportpractice.




Delivery guidance


The range of professional relationships in multi-disciplinary teams.

The role and responsibilities of the practitioner in all professional relationships within a rangeof voluntary, private or public sector provision.

The codes of practice that underpin your work.

The key principles underpinning codes of practice.

Influence of the United Nation’s Connection on the Rights of the Child 1989.

Establishing and maintaining relationships with parents.

How to improve communication skills in your own professional practice.

The need for reliability and accountability in professional practice.

Employment rights and responsibilities.

The reflective cycle and the skills of reflective practice.

Problem solving in the workplace as a reflective practitioner.

How to improve and evaluate your own learning and performance.

How to evaluate your own performance and receive feedback.

How to use feedback to set SMART targets to improve practice.

The differing principles and practices that underpin working with children.

The implications of child-centred versus adult-led practice.

How to provide an environment for children that facilitates independence in learning.

Valuing children's interests and experiences.

How to recognise the needs of the child as an individual.

The benefits of a multi-professional, multi-agency approach in maximising children'sexperiences and learning.

The government initiatives and local government and regional developments.

Current issues relevant to the sector.

Current research and the implications for practice through using professional literature andother sources.



57

Section 4

Unit 5 Assignment – The principles underpinning the roleof the practitioner working with children




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

An early years setting is preparing to review the roles of the practitioners. In preparation forthe review, write about:

1. The practitioner's role in maintaining professional relationships with children and adults.This should include:

• the responsibilities of the practitioner in all professional relationships

• TWO (2) issues which contribute to maintaining professional relationships withchildren and adults

• the value of a multi-professional approach when working with children

2. Developing reflective practice. This should include:

• the benefits of developing reflective practice within the setting

• the importance of reflective practice for improving own performance

• TWO (2) strategies for improving own learning and performance

3. The principles and practices which support the practitioner's work with children. Thisshould include:

• a summary of the main principles that underpin work with children

• an analysis of how these principles can support practice

• the reasons why children's interests and experiences should be valued



4. Recent initiatives and research to provide:

• information about ONE (1) recent initiative and ONE (1) piece of current researchwhich relate to provision for children

• evidence to show how the recent initiative can support practice within early yearssettings

Include an evaluation of how the current research can support the practitioner’s practice inthe setting.





59

Section 4


Assignment criteria

E1 Describe the responsibility of the practitioner in professional relationships

E2 Discuss TWO (2) issues which contribute to maintaining professional relationshipswith children and adults

E3 Explain the value of a multi-professional approach when working with children andparents

E4 Describe the benefits of developing reflective practice within the setting

E5 Summarise the main principles that underpin work with children

E6 Explain the importance of valuing children’s interests and experience

E7 Collate information about ONE (1) recent initiative and ONE (1) piece of currentresearch which relate to provision for children



D1 Explain the importance of reflective practice for improving your own performance

D2 Discuss TWO (2) strategies for improving your own learning and performance

C1 Analyse how the main principles that underpin work with children can support thepractitioners’ practice in the setting

B1 Evaluate how the recent initiative supports practice within early years settings

A1 Evaluate how the current research can support practitioners’ professional practice






61

Section 4

Unit 6Promoting a healthy

environment for children






63

Section 4

Unit 6 – Promoting a healthy environment for children

During the course of this unit you will look closely at the factors that affect the health ofchildren and consider their rights to a healthy lifestyle and environment. This will involveconsidering how to plan and implement routines and activities for children that help tomaintain or bring about good health and promote healthy living.



GLH: 60


1. The principles underpinning the rights 1.1. Analyse the ways that different typesof children to a healthy lifestyle and of relevant legislation support theenvironment. rights of children to a healthy lifestyle.

1.2. Explain the concept of global rights inrelation to the health of children.

2. The factors that affect the health of 2.1. Discuss the influences of the widerchildren. environment on the lifestyle of children.

2.2. Describe a range of factors which mayaffect the health of children at differenttimes in their lives.

2.3. Assess the effects of these factors inways that show an understanding ofthe implications of each factor.

3. How to plan and implement routines 3.1. Explain how to plan and implementand activities for children. routines for children which will support

their rights to a healthy lifestyle.3.2. Consider how to plan and implement

activities for children that cancontribute to promoting andmaintaining a healthy lifestyle.




Delivery guidance


The legislation that supports children's rights to a healthy lifestyle.

The concept of global rights in relation to children's health and well-being.

The centrality of the public health environment in modern life.

The factors that affect the health of children.

Influences of the wider environment that affect health, to include sociological, psychologicaland physical factors.

The range of factors that affect children at different times in their lives, to include parentalhealth and lifestyle.

The range of factors that may affect the health of children at different times in their lives, toinclude diet and exercise, illness and disability.

The reasons for and benefits of planning routines and activities to support a healthy lifestyle.

The role of routines and activities in promoting and maintaining the health of children.

How to plan and implement activities in a range of settings that are appropriate for the ageand stage of development of the child.



65

Section 4

Unit 6 Assignment – Promoting a healthy environment forchildren

This assessment task provides the assessment for the unit.

The completed assessment task MUST be submitted and marked as a whole and not inseparate sections.



Collate a portfolio of research into these topics:

• The role of the practitioner in working towards a healthy lifestyle and environment forchildren

• The legislation which supports the rights of children to a healthy lifestyle

• Factors which may affect children's health and well-being at differing times in their lives

• How these factors may affect children's health

• The routines and activities for children which promote and maintain a healthy lifestyle

• Planning and implementing routines which promote and maintain a healthy lifestyle

The portfolio should include current and relevant research, information and materials from avariety of sources and identify, where appropriate, the relevance of current legislation.

The portfolio may include documents generated through different aspects of your work suchas action plans, curriculum and routine plans, notes of activities, images, audio files,narrative accounts, media other than text, reports of presentations, leaflets, booklets, diariesand other suitable ways of showing research information and materials.

Throughout the portfolio you should ensure that you address diversity and inclusive practicewhere appropriate to the task.

You may use appropriate materials from this portfolio to contribute towards your externalassessment task.




Assignment criteria

E1 Collate evidence which describes the role of the practitioner in working towards ahealthy lifestyle and environment for children

E2 Provide information about legislation which supports the rights of children to ahealthy lifestyle

E3 Provide information about a range of factors which may affect children’s health andwell-being at differing times in their lives

E4 Include evidence of the effects of these factors on children’s health

E5 Include examples of different routines for children which will maintain a healthylifestyle

E6 Include descriptions of TWO (2) activities which are suitable to use with children topromote a healthy lifestyle

E7 Provide evidence of current and relevant research throughout the portfolio



D1 Include an explanation of how routines and activities can promote and maintain ahealthy lifestyle

C1 Analyse the reasons for planning and implementing activities which contribute topromoting and maintaining a healthy lifestyle for children

B1 Evaluate the relevance of current legislation as it applies to supporting a healthylifestyle for children

A1 Include a reflective account of the role of the practitioner in promoting andmaintaining a healthy environment for children



67

Section 4

Unit 7Play and learning inchildren's education






69

Section 4

Unit 7 – Play and learning in children's education

This unit will provide you with the opportunity to evaluate play, learning and education in yourown country and from an international perspective. The syllabus looks at theoreticalapproaches, including considering the impact of pioneers in play and education as well ascurrent developments. You will learn how to assess the individual needs of children andprovide learning opportunities to meet those needs.



GLH: 90


1. The relevant theoretical approaches 1.1. Describe the development, over time,in the field of play and education. of theoretical approaches to play and

learning.1.2. Evaluate different philosophical

approaches to play and learning.1.3. Discuss links between current

influences on play and learning andthe planning and provision of learningopportunities.

2. How to use appropriate tools to 2.1. Explain the use of observations toassess the learning needs of assess learning needs, consider howindividual children. assessment based on observations

can inform planning and respond toindividual learning needs.

2.2. Discuss how information from otheragencies can contribute to theassessment of learning needs.

3. How to plan and provide learning 3.1. Explain how to plan curriculumopportunities in consultation with activities which promote learning.others. 3.2. Assess the effectiveness of different

approaches to planning learningopportunities.

3.3. Consider methods of involving parentsand other professionals in reviewingassessments and plans.





4. How to record and evaluate the 4.1. Analyse the key issues in ensuring thatplanning and assessment cycle. assessments are objective and valid.

4.2. Reflect on the role of the practitioner inmeeting children's learning needs.



71

Section 4


Delivery guidance


The importance of play.

The relationship between play and learning.

How to plan for play through observation and evaluation of children’s activities.

The role of the adult in play.

The types of play.

The stages of play.

Child initiated play.

The pioneers in play and the development of theoretical approaches to play and learning, egRousen, Froebel, Steiner, Montessori, Isaacs, Piaget, Vygotsky, Bruner, Moyles.

Current developments in the understanding of play.

International perspectives of play and the impact on practice in a range of settings.

The relationship between play and learning how to plan for play through observation andevaluation of children's activities.

The use of observations to assess and respond to individuals learning needs.

Writing individual learning plans that are based on observations.

How to access and use information from other services/professionals to assess learningneeds.

Different learning styles and how to differentiate activities.

How to plan and provide learning opportunities.

Curriculum frameworks in your own country and how these influence the provision oflearning opportunities.

Types of planning.

The effectiveness of different approaches to planning such as long and short term, individualchild and small group.

The importance of sharing information with families and other professionals through themulti-agency approach.

Methods of involving families and other professionals in assessment and planning.

Making and recording valid assessment processes and methods.

Agreeing plans and setting targets for activities and for self-development.



Unit 7 Assignment – Play and learning in children’seducation

This assessment task provides the assessment for the the unit.





• The role of the practitioner in meeting children's learning needs

• Current influences on play and on the planning and provision of learning opportunities

• Different theoretical models of how children learn and play

• Assessment through observation to inform planning and respond to individual learningneeds

• The use of information from other agencies to contribute to assessment of learningneeds

• Planning and providing curriculum activities to promote learning

• Different approaches to planning learning opportunities

• Planning and providing learning opportunities for children of different ages inconsultation with parents and others

• Key issues in recording assessments

The portfolio should include current and relevant research, information and materials from avariety of sources and identify, where appropriate, the relevance of current legislation.

The portfolio may include documents generated through different aspects of your work suchas action plans, curriculum and routine plans, notes of activities, images, audio files,narrative accounts, media other than text, reports of presentations, leaflets, booklets, diariesand other suitable ways of showing research information and materials.





73

Section 4

Unit 7 – Play and learning in children’s education

Assignment criteria

E1 Collate evidence which describes the role of the practitioner in meeting children’slearning needs

E2 Provide information about current influences on play

E3 Provide information about current influences on the planning and provision oflearning opportunities

E4 Include examples of different theoretical models of how children play and learn

E5 Include an explanation of how observations can inform planning to meet children’slearning needs

E6 Include TWO (2) examples of information from agencies outside the setting whichmay contribute to the assessment of learning needs

E7 Include TWO (2) plans for curriculum activities which show different approaches toplanning learning opportunities

E8 Include information about the importance of consulting with parents and otherswhen planning and providing learning opportunities




D1 Provide evidence of how the planned curriculum activities can promote learning

D2 Include an explanation of the key issues in recording assessments

C1 Analyse the importance of planning and providing learning opportunities to meetchildren’s diverse needs

C2 Analyse the role of assessment in informing planning and responding to learningneeds

B1 Evaluate how the current influences on play and different theoretical models affectthe planning and provision of learning opportunities

A1 Include a reflective account of the role of the practitioner in supporting the learningneeds of children






75

Section 4

Unit 8Caring for children






77

Section 4

Unit 8 – Caring for children

This unit looks at the range of settings and providers that care for children across theprivate, voluntary and independent sectors. This will include thinking about the diverseneeds of children and consider appropriate activities that promote and supportindependence and self-care. You will learn how to work with other professionals in a waythat values and respects colleagues whilst caring for children.


(mapped to CCLD 301, 302, 303, 314, 320 and 324)

GLH: 60


1. The range of settings that provide 1.1. Explain how care for children may becare for children. provided within families and in society.

1.2. Compare the differing roles ofstatutory, private, voluntary andindependent settings in relation to carefor children.

1.3. Summarise the main regulations thatgovern the work of different types ofsettings and show how these caninfluence provision for care.

2. The diverse care needs of children. 2.1. Consider ways to use a detailedknowledge of development torecognise care needs.

2.2. Describe some activities whichsupport and maintain the daily life ofchildren.

2.3. Assess ways to promoteindependence and self-care.

3. How to work effectively in 3.1. Discuss a range of key issues whichmulti-professional teams to support enable multi-professional teams tothe care of children. work together effectively to support

the care of children.




Delivery guidance


Children, families and the outside world.

The importance of parents and primary carers.

Different family structures and parenting styles.

The diverse groups that care for children in a variety of environments.

The differing roles of the statutory, private, voluntary and independent settings that providecare for children.

The regulatory framework and its impact on the care given to children.

How to identify individual care needs.

How to use your knowledge of child development to recognise children's needs.

Activities that support and maintain daily living for children.

Promoting and supporting children's independence and self-care.

How to work with colleagues in multi-professional teams.

The importance of valuing and respecting families, colleagues and other professionals.

Procedures and working methods in a variety of settings.

How to provide multi-disciplinary care of individuals.

How communication and confidentiality are managed within the team.

The roles and responsibilities of other professionals.



79

Section 4

Unit 8 Assignment – Caring for children

This assessment task provides the assessment for the unit.





• The role of the practitioner in caring for children

• The provision of care for children within families and society in a range of differentsettings

• The differing roles of statutory, private, voluntary and independent settings

• The main regulations that govern the work of different types of settings

• Meeting the diverse care needs of children

• Working in multi-disciplinary teams to support the care of children

The portfolio should include current and relevant research, information and materials from avariety of sources, refer to child development, and identify, where appropriate, the relevanceof current legislation.

The portfolio may include documents generated through different aspects of work such asaction plans, curriculum and routine plans, notes of activities, images, audio files, narrativeaccounts, media other than text, reports of presentations, leaflets, booklets, diaries andother suitable ways of showing research information and materials.






Assignment criteria

E1 Collate evidence which describes the role of the practitioner in caring for children

E2 Collate information about how care for children may be provided within families andsociety

E3 Include evidence which compares the differing roles of statutory, private, voluntaryand independent settings

E4 Include a summary of the main regulations that govern the care of children indifferent types of settings

E5 Include TWO (2) activities which will each support and maintain a different aspectof the daily care of children

E6 Include an explanation of the key issues which enable multi-professional teams towork together




D1 Provide evidence to show how knowledge of child development can contribute tothe recognition of children’s care needs

D2 Discuss TWO (2) strategies for improving your own learning and performance

C1 Analyse how the main regulations can influence the provision of care

B1 Evaluate ways to work effectively in multi-professional teams to support the care ofchildren

A1 Include a reflective account of the role of the practitioner in caring for children



81

Section 4

Unit 9Development of professional

skills within children's education






83

Section 4

Unit 9 – Development of professional skills withinchildren's education

This unit will provide you with the opportunity to develop your professional skills and to applytheoretical knowledge in a practical environment. You will consider the professionalstandards expected of practitioners including appropriate dress codes, communicationskills, confidentiality and good attendance and timekeeping. You will also gain knowledgeand understanding of the planning cycle and how to meet the needs of individual andgroups of children. Practical placements are a key feature of this unit.

Unit 9 – Development of professional skills within children's education

(mapped to CCLD 303, 304, 305, 306, 307, 308, 309, 310, 312 and 314)

GLH: 259375 per year recommended practical training hours, 750 totalYou will show fitness to practice by successfully completing the Practice EvidenceRecords and Professional Development Profiles for this unit.


1. The professional standards expected 1.1. Provide evidence that showsof the practitioner. competence in a wide range of set

tasks.1.2. Show, in practice, an understanding of

the components of a professionalapproach to their work.

1.3. Maintain professional standardsthroughout all the aspects of theirwork.

2. How to apply theoretical knowledge 2.1. Demonstrate an ability to uphold theto the professional setting. CACHE Statement of Values.

2.2. Analyse their own knowledge oftheory, development and observationsand relate this to support theirpractical work.

3. How the planning cycle is used in 3.1. Show a detailed knowledge of thevarious practical settings. planning process to meet curriculum

frameworks and learning needs withindifferent settings.



Unit 9 – Development of professional skills within children's education


4. How to meet the needs of individual 4.1. Demonstrate how individual needs canand groups of children in a variety of be met in practice.settings.

5. How professional practice is linked 5.1. Apply understanding of legislation,to legislation, policies and procedures. policies and procedures to their own

practice and to the working practicesof different settings.

5.2. Reflect on their own practice todevelop and improve theirperformance.



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Unit 9 – Development of professional skills withinchildren's education

Delivery guidance


The professional standards expected of the practitioner to include:

• timekeeping

• regular attendance

• appropriate dress code

• communication skills

• personal hygiene

• role models

How to use placement diaries to reflect on experiences.

The CACHE Statement of Values that underpin good practice when working with children.

Theories of development and learning and how to apply theory in practice.

A range of observational techniques and how to make evaluations related to theories ofdevelopment.

How to use the planning cycle in a variety of settings.

The use of observations for planning activities that promote development and meetcare/health/education needs.

How to make assessments of development.

How to plan activities to meet curriculum frameworks and learning needs within differentsettings.

How to plan for individual and group work.

The practical application of knowledge gained through the other units.

How to apply differentiation in meeting the needs of children and encouraging development.

The importance of diversity and inclusive practice.

How to work with parents/carers and other professionals in a multi-agency approach.



How to respond to behaviour positively.

How to meet the needs of individuals and groups of children in a variety of settings.

The policies used by settings, for example, equal opportunities, outdoor play, Health andSafety.

Safe working practices in a variety of settings.

The importance of reflection to develop and improve your performance.



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Section 4

Unit 9 Assignment – Development of professional skillswithin children's education

Unit 9 contains FOUR (4) parts, which you must successfully complete to achieve the unit.

1. Placement Summary

2. Practice Evidence Records

3. Practice Evidence Record Diary

4. Professional Development Profiles

All records should be completed in ink, signed and dated as appropriate to ensure they areauthentic. Corrections must only be made using a single line through the text to beamended. The use of correcting fluid or erasers of any type is not permitted. Supervisorsshould not use ditto marks or sign across statements.

1. Placement Summary

This is a record of the placements you have attended and the number of days or equivalenthours you have completed. You should fill in the record when you have completed eachpractical placement. Your tutor will then sign the Placement Summary at the end of yourcourse. It is very important that you keep this record up to date and provide accurateinformation.

2. Practice Evidence Records

The Practice Evidence Records contain statements which describe the skills and tasks youmust be able to perform competently in your practical placement.

The statements are linked to the learning outcomes in the relevant units and also show linksto the National Occupational Standards in Children's Care, Learning and Development.

Your placement supervisor, tutor or teacher will sign each statement when they are satisfiedthat you are performing the task or skill satisfactorily.

Statements may be signed at different placements.

The Practice Evidence Record Diaries are available in Section 10 of this handbook. Thiswork is graded and provides the overall grade for Unit 9.



3. Practice Evidence Records Diary

Student guidance

The practical elements of your course are very important to your future career in the sector.As part of the evidence you need to provide for your Practice Evidence Records, you areexpected to complete a Practice Evidence Record Diary. This will be marked by your tutorand verified by your placement supervisor. The diary consists of tasks that you will ideallycomplete in your work placement. This Practice Evidence Diary will give you the opportunityto demonstrate your skills in evaluation and reflection. It will also give you the opportunity toevidence your understanding of all the practical skills you have gained whilst you have beenon work placement and will be a useful addition to your portfolio when you decide to pursuea career. The Practice Evidence Diary tasks are available on the CACHE website. Your tutorwill give you guidance on how to complete the diary. The diary must be completed toachieve an E grade or above for your practical unit.

Tutor guidance

As part of the practical unit, learners are required to complete a Practice Evidence RecordDiary. The tutor will need to guide the learners to complete tasks that will be marked by thetutor against a set of criteria and given a grade. The learners will also be required to enlistthe support of their placement supervisors to sign and verify the tasks as having beenimplemented, and to support the process where necessary. When it is difficult or notappropriate to implement the tasks in the settings they can be completed in a simulatedsituation.

The Practice Evidence Diary has been designed so that learners can provide evidence oftheir ability to evaluate and reflect upon their practice through a given task. Each task willhave a sheet to be filled in and the learners are not expected to produce copious amountsof written material. These tasks are not assignments and do not have to be referenced. Thecriteria will guide learners on producing the evidence. Tutors will need to support learners byensuring they have opportunity to explore ideas, activities and observation skills in classtime. This support will enable the learners to produce good quality tasks with appropriatelevels of evaluative and reflective skills.

4. Professional Development Profiles (PDPs)

There are nine sections in a Professional Development Profile. You must gain a pass in eachsection to achieve a satisfactory PDP. If you do not achieve a satisfactory PDP, you will beReferred.

Each placement supervisor will complete a final PDP towards the end of your placement,indicating a Pass or Refer and provide comments for each statement. It is important that youdiscuss the outcome with your supervisor and ask how you can improve your work,particularly if you are Referred.



89

Section 4

You must complete THREE (3) PDPs satisfactorily (a Pass in each of the nine sections) inorder to achieve an overall Pass in the Professional Development Profiles.

Each PDP must be completed over a period of at least 20 days unless it was achieved in abirth to 1 year environment.

If, at the end of your course of study, you have not achieved a Pass in the required numberof PDPs you will be required to undertake an additional training placement of 25 days foreach outstanding PDP.

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

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

If you sign the PDP, or falsify any area of the PDP, it will not be considered valid forassessment.






91

Section 4

Unit 10Research into child care,

education and development






93

Section 4

Unit 10 – Research into child care, education anddevelopment

On completion of this unit you will know how to conduct a small-scale research project onyour own. This will involve learning about different methods of data collection and recordingtechniques that enable you to find out more about an area of child care, education anddevelopment that interests you. You will have the opportunity to reflect on the findings ofyour research, make comparisons to theory and adjust your own practice in the light of yourresearch.

Unit 10 – Research into child care, education and development

(mapped to CCLD 304)

GLH: 60


1. How to conduct a small-scale 1.1. Explain the reasons for the choice ofresearch project independently. research subject.

1.2. Describe the conduct of the researchproject.

2. How to use a range of data collection 2.1. Consider the data collection methodsmethods, data recording methods, which can be applied to achieveand data recording techniques. effective research.

2.2. Assess the ways that differentrecording methods and techniquescan support the research project.

3. How to use outcomes of own 3.1. Evaluate the outcomes of the researchresearch to change own practice. in relation to some commonly

accepted ideas of best practice.3.2. Reflect on the implications of the

research findings for developing ownpractice.




Delivery guidance


The role of research in informing policy and practice in a range of settings.

How to be an independent researcher.

How to select a research topic which will develop your own practice.

The implications of your choice of topic for research methods.

The importance of time management and how to manage your time.

How to conduct a literature review.

The selection of relevant material.

How to plan your research and the ethical issues and legal requirements involved.

How to form the research question.

The importance of objectivity when conducting a research project.

Qualitative and quantitative analysis.

The use of different methods for gathering and recording data.

How to reflect on your research findings and the implications for future practice.

Contrasting your research findings with current best practice.



95

Section 4

Unit 10 – Research into child care, education anddevelopment(mapped to CCLD 304.1,CCLD 304.2)



Assignment Task – What do I have to do?


This is an exciting opportunity for you to manage your own learning in a subject or area ofpractice that particularly interests you. It has the potential to bring about change in your ownprofessional practice and may influence others to do the same.

Undertake an independent small scale research project

• Include a rationale to explain the reason for the chosen subject.

• Decide on appropriate research methods and seek agreement from those involved,familiarising yourself with any ethical issues

• Produce an action plan for achieving the project within a set time scale

• Undertake primary and secondary research including a literature review

• Collect data using a variety of methods and techniques

• Present the findings to include a title, introduction, method, results, and dataanalysis

• Evaluate the outcomes of the research in relation to commonly accepted ideas ofbest practice

• Consider plans for future changes to practice

Any items such as questionnaires, tick charts or other materials should be presented in theappendices, not in the main body of the text. Candidates can refer to the appendixthroughout the assignment

Ensure all texts and sources are referenced appropriately

Throughout the assignment you should ensure that you address diversity and inclusivepractice where it is appropriate to the task





Assignment criteria

E1 Include a rationale to explain the reason for the choice of research subject

E2 Describe the conduct of the research project

E3 Provide an action plan for achieving the project showing time management

E4 Provide evidence of primary and secondary research

E5 Include data recording methods and techniques

E6 Provide research findings

E7 Summarise the outcomes of the research in relation to commonly accepted ideasof best practice



D1 Discuss the ethical issues for this project

C1 Analyse the use of different recording methods and techniques in supporting theresearch project

B1 Evaluate the implications of the research in relation to commonly accepted ideas ofbest practice

A1 Reflect on the implications of the research findings for developing own practice



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101

Section 4

Unit 11Care of sick children






103

Section 4

Unit 11 – Care of sick children

During this unit you will learn about the care of sick children. This will include theunderpinning principles of promotion and maintenance of health, the causes and preventionand the effects of ill health on children and their families. You will consider how to respondto childhood illnesses and the role of the practitioner in supporting children and their families.



GLH: 60


1. The principles of promotion and 1.1. Explain the different issues thatmaintenance of health. contribute to promoting and

maintaining health in the communityand within families.

2. The causes and prevention of ill 2.1. Summarise some of the causes of illhealth. health in children and the steps that

can be taken to prevent ill health.

3. The effects of ill health on children 3.1. Discuss the ways that ill health andand families. the care that may be needed can

affect children, their development andtheir families.

4. The responses to childhood illness. 4.1. Show an understanding of how torecognise illnesses and how torespond to children's needs byfollowing appropriate policies,procedures and routines for care.

4.2. Explain some different ways that thepractitioner can support children whoare ill through play and activities.

5. The role of the adult in supporting 5.1. Assess the role of other professionalschildren and their families suffering in providing multi-agency support forfrom childhood illnesses. children who are ill and their families.




Delivery guidance


The key factors in the promotion of community health and health education.

Methods to support education, public health, immunisation and screening programmes andthe prevention of ill health.

The influences on health and access to health care.

The role of the adult and other professionals in supporting children and their families' health.

The causes of ill health, for example; genetic, infections, allergies and environment.

The signs and symptoms of common childhood illnesses.

The action to be taken in both serious and non-serious situations to safeguard all children.

The policies and procedures for dealing with childhood illnesses for the protection of allchildren.

The possible effects of chronic and acute illnesses, hospital admission and care.

The impact on parents and other family members when children are ill.

The impact of ill health on the development of the child.

Different responses that are age and stage appropriate, including strategies for dealing withdistress.

How to report and record illness and seek help.

How to record and monitor children's health.

Basic hygiene routines in caring for children who are sick.

Health and Safety policies and procedures, from a range of settings, for dealing withchildren; including administration, storage and labelling of medicines.

Appropriate responses in emergency situations.

The identification of, and support for, the range of responses from children and their familieswhen children are unwell.



105

Section 4

The role of play and specific activities in meeting individual needs of children who are ill.

The role of other professionals in the support of children who are ill and their families.

Multi-agency working and the sharing of information.

The support for parents and families who are looking after children who are ill, includinggroups and networks.



Unit 11 Assignment – Care of sick children(mapped to CCLD 302.3, CCLD 307.3, CCLD 313.3)





You are considering applying for a post that involves caring for sick children and need to findout more about the causes of illness and disease and the care of sick children.

Write about:

1. The key factors that influence the health of children today

2. Childhood immunisation programmes and how they aim to prevent harmful diseases

3. ONE (1) childhood infectious disease from this list:Measles ORChickenpox ORWhooping cough ORMeningitis

• describe the signs and symptoms of the chosen infectious disease

• state how the practitioner can respond to the particular needs of the child with thisinfectious disease

4. ONE (1) common long – term childhood condition

• Describe the support for parents and families of a child in an early years setting

• How other professionals or agencies may support the sick child and their family

5. TWO (2) appropriate activities or experiences the setting could use to support a childaged 4 years who is soon to be admitted to hospital

6. The importance of recognising and responding appropriately when children are unwell

7. How teamwork can support the child, their family and the practitioner

8. The role of play in supporting the sick child

9. How national strategies involving multi-agency working can positively affect the health ofchildren and the community.



107

Section 4






Assignment criteria

E1 Summarise the key factors that influence the health of children today

E2 Describe how immunisation programmes aim to prevent disease in children

E3 Describe the signs and symptoms of the chosen childhood infectious disease

E4 Explain how the practitioner can respond to the particular needs of a child with thechosen infectious disease

E5 Describe ONE (1) common long-term childhood condition and explain the supportavailable in an early years setting for parents and families caring for a child with thiscondition

E6 Describe how TWO (2) other professionals or agencies may provide help andsupport for sick children with this condition and their families

E7 Describe TWO (2) appropriate activities/experiences a setting can use to supporta child aged 4 years who is soon to be admitted to hospital



D Explain why it is important to identify and respond appropriately when children areunwell

C Explain how effective teamwork can support children with a long-term illness, theirfamilies and the practitioner

B Evaluate the role of play in meeting the individual needs of children who are ill

A Reflect on how national strategies involving multi-agency working can improve thehealth of children and the community



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113

Section 4

Unit 12Nutrition and healthy food

for children






115

Section 4

Unit 12 – Nutrition and healthy food for children

This unit will provide you with knowledge of the principles of nutrition and how to provide ahealthy diet for children. This will include baby and infant feeding, influences on food anddiet, safe food preparation and disorders which may require special diets. You will need toconsider the social and educational role of food and the responsibility of the adult inpromoting healthy eating.



GLH: 60


1. The essential food groups and a 1.1. Describe the principles of nutritionbalanced diet for children. which support the provision of a

balanced diet for children.

2. Nutrition and the growing child. 2.1. Discuss a range of issues relating tonutrition which should be addressedby practitioners working with childrenat different stages in their lives.

3. Influences on food and diet. 3.1. Consider the significant influences onthe diet of children to show how thesemay affect the types of food provided.

4. Disorders requiring special diets. 4.1. Describe the appropriate practicesinvolved in ensuring that the nutritionalneeds of children with specificconditions are met.

5. Safe food preparation. 5.1. Explain the factors which relate to safefood preparation.

5.2. Analyse the responsibilities ofpractitioners who are involved in theprovision of suitable food and nutritionfor children.




Delivery guidance


The principles of nutrition for children including the role of nutrients, different food groupsand the basic needs of the body.

The balanced nutritional needs of young children and appropriate daily portion intake.

How to provide healthy snacks.

Baby and infant feeding including breast feeding, bottle feeding and weaning.

The social and educational role of food.

The presentation and preparation of food with children and the role of mealtimes.

How to prevent food dislikes and minor eating problems.

The role of the adult in promoting healthy eating.

The effects of poor eating on the overall health of the child.

The effects of the food industry, media and healthy eating campaigns.

The role of poverty and economy on food choices.

Different religious and cultural requirements.

The role of school meals in promoting the health of children.

Government initiatives to promote healthy eating.

Food allergies and intolerances.

The recording and reporting of allergies and intolerances in a range of settings.

Ways to deal with emergencies.

Supporting children and their families who have special diets.

The Coeliac condition.

Cystic fibrosis.



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Insulin dependency in children.

The issues of overweight children and obesity.

Basic food hygiene including food storage and preparation.

Legal requirements for safe food preparation in a range of settings.

Health and Safety policies and procedures.



Unit 12 Assignment – Nutrition and healthy food forchildren(mapped to CCLD 307.2)


The completed assignment MUST be submitted and marked as a whole and not inseparate sections



You are to provide information and guidance for a review of the setting's policy on nutritionfor young children. To do this you need to research, understand and write about:

1. The essential food groups

• How each food group meets the basic needs of the body

• The effects of poor eating on the overall development of children

• What is meant by a balanced nutritious diet for growing children

2. The legal requirements and government guidance that support safe and healthy eatingin the setting

3. The policies and procedures of the setting which support safe and healthy eating

4. ONE (1) menu which is suitable for the particular nutritional needs of:a baby aged 9 monthsANDONE (1) menu which is suitable for the particular nutritional needs ofa child aged 7 years

5. ONE (1) of the following conditions a child may have:Coeliac disease ORCystic Fibrosis ORLactose intolerance

• Explain how the setting meets the particular nutritional, social and emotional needsof a child in the setting who has this condition

6. An example of an activity that involves children in the safe preparation of food and howthis activity benefits children



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Section 4

7. The factors that influence the diet of children and their families

8. The role of the practitioner in meeting the nutritional needs of all the children in thesetting






Assignment criteria

E1 Describe the main food groups that are essential to meet the basic needs of thebody

E2 Explain the possible effects of poor eating on the health and well being of children

E3 Describe legal requirements and government guidelines that promote safe andhealthy eating for children

E4 Describe the policies and procedures of the setting that promote safe and healthyeating for children

E5 Provide appropriate menus for 24 hours that show how to meet the particularnutritional needs of a baby aged 9 months and a child aged 7 years

E6 Choose ONE (1) example of a condition and describe how to meet the nutritional,social and emotional needs of a child in the setting who has this condition

E7 Give an example of an activity that involves children in the safe preparation of foodand show how this activity benefits the children



D Explain what is meant by a balanced nutritious diet for the growing child

C Discuss the factors that may influence the diet of young children and their familiesand the types of food provided

B Evaluate the guidelines that support early years settings to introduce andencourage children to make healthy choices of food and drink

A Reflect on the role and responsibilities of the practitioner in providing suitable foodand nutrition for all the children in the setting



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Description

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E1

E2

E3

E4

E5

E6

Describethemainfood

grou

psthat

are

essentialtomee

tthe

basicne

edsof

thebo

dy

Explainthepo

ssibleeffectsof

poor

eatingon

thehe

alth

andwellb

eing

ofch

ildren

Describelega

lreq

uiremen

tsandgo

vernmen

tgu

idelines

that

prom

otesafe

andhe

althy

eatingforch

ildren

Describethepo

liciesandproc

edures

ofthe

setting

that

prom

otesafe

andhe

althyeating

forch

ildren

Provide

approp

riate

men

usfor24

hoursthat

show

howto

mee

tthe

particu

larnu

tritional

need

sof

aba

byag

ed9mon

thsandach

ildag

ed7years

Cho

oseONE(1)e

xampleof

aco

ndition

and

describeho

wto

mee

tthe

nutritional,social

andem

otionalnee

dsof

ach

ildinthesetting

who

hasthisco

ndition

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Description

Internalmarker

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achieved)

Internal

moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

E7

E8

E9

D1

C1

B1

Givean

exam

pleof

anactivity

that

involves

childreninthesafe

prep

arationof

food

and

show

howthisactivity

bene

fitsthech

ildren

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandabibliograp

hy

Explainwhatismeant

byaba

lanc

ednu

tritious

diet

forthegrow

ingch

ild

Discu

ssthefactorsthat

may

influen

cethe

diet

ofyoun

gch

ildrenandtheirfamiliesand

thetype

sof

food

provided

Evaluate

theguidelines

thatsupp

orte

arlyyears

setting

sto

intro

duce

anden

courag

ech

ildren

tomakehe

althych

oice

sof

food

anddrink

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achieved)

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moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

A1

Reflect

ontheroleandresp

onsibilitiesof

the

practitione

rinprovidingsuitablefood

and

nutritionforallthe

childreninthesetting

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1112

1314

15

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achieved)

A=80

–95

B=70

–79

C=60

–69

D=50

–59

E=35

–49

Refer

=0–34

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ature:

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erator

sign

ature(ifch

osen

forsample):

Date:

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125

Section 4

Unit 13Child, family and outside world






127

Section 4

Unit 13 – Child, family and outside world

At the end of this unit you will have knowledge of the development and structure of familylife in today's society by looking at the diverse and changing nature of families. You will learnabout the rights of children and consider the role of the adult and the private, voluntary andstatutory services in supporting children and their families.


(mapped to CCLD 305, 306, 313, 317, 319, 322, 324 and 330)

GLH: 60


1. The development and structure of 1.1. Discuss the key social and economicfamily life in today's society. issues which influence society and

impact on family life.1.2. Evaluate two contrasting social

theories that relate to the child andsociety.

2. The rights of children and their 2.1. Explain the rights of children,families. supported by legislation, to have their

diverse needs met by adults.2.2. Consider possible ways to overcome

the effects of stereotyping anddiscrimination on children and families.

3. The role of statutory, voluntary and 3.1. Explain the roles, functions andindependent services in relation to powers in relation to children'schildren and their families. services of a range of statutory,

private, voluntary and independentorganisations and governmentinitiatives.

4. The role of the adult in supporting all 4.1. Discuss the different ways thatchildren and their families. practitioners can contribute to

safeguarding children and tosupporting them and their familiesthrough their own work and byworking with others.




Delivery guidance


Diverse family types and the changing patterns of family types and roles.

The division of labour and employment and the impact on family life.

The effects of social and economic deprivation on family life.

The pressures faced by some children and their families.

The economic and social policies which affect children and their families.

The influences on family life in today's society.

Different and competing theories in relation to the development of the child and society.

The key legislation relating to children and their families.

The roles and responsibilities of adults to children.

The rights of children.

The United Nations Convention on the Rights of the Child 1989.

How to meet individual diverse needs.

How to value and support diverse family structures.

The role of attitudes, values and stereotyped views on the development of children.

The effects of discrimination on children and families.

How to provide an environment which is free from discrimination.

The principles and importance of confidentiality.

The functions and role of statutory, voluntary, independent and private organisations inrelation to children's services.

Recent and relevant government initiatives aimed at children and their families.

Local authority powers and obligations to children and their families.

How to report and record in the care setting.

When and how to refer children and their families to other agencies.

How to support children and families who may be under pressure and distressed.

How to meet the needs of all children and their families from diverse backgrounds.

The role of multi-agency working in safeguarding all children.

The procedures and regulations relating to the practitioner.



129

Section 4

Unit 13 – Child, family and outside world(mapped to CCLD 305., CCLD 307.3, CCLD 313.3)





Your setting has decided to stage a fundraising event in support of a national organisationsuch as a social policy and development charity. To raise awareness of the charity's workyou are giving a presentation on

"Understanding the causes and effects of social difficulties and thesupport available for children and families"

The presentation should:

• Include an overview of current social and economic issues impacting on family lifesupported with reference to recent and relevant government initiatives

• Include TWO (2) contrasting social theories that relate to children and their familiesin modern society

• Consider the effects of stereotyping and discrimination

• Show how relevant legislation could be used to uphold the rights of children

• Explain the role of statutory, voluntary and independent services in helping childrenand their families overcome social difficulties

• Explain the role of the practitioner in supporting children and their families fromdiverse backgrounds

• Discuss the function of multi agency working in safeguarding children and theimportance of respecting confidentiality

• Evaluate the ways practitioners can contribute to safeguarding children

The material for the presentation should be included in a portfolio and could include genericphotographs, video clips, newspaper articles and other visual aids which will engage theaudience

Throughout the assignment you should ensure that you address diversity and inclusivepractice where appropriate



Your completed work should not exceed 3,500 words. There is no lower word limit. Workthat is more than 10% above the word limit will not be marked. References andquotations within the text are not included in the word limit


Assignment criteria

E1 Provide information on key social and economic issues which influence society andfamily life

E2 Describe TWO (2) contrasting social theories that relate to children and theirfamilies

E3 Explain the effects of stereotyping and discrimination on children and families

E4 Explain how relevant legislation could be used to uphold the rights of children

E5 Explain the role of statutory, voluntary and independent services in helping childrenand their families overcome social difficulties

E6 Describe how the practitioner can support the needs of children and their familiesfrom diverse backgrounds

E7 Explain how multi agency working safeguards children



D1 Explain the importance of respecting confidentiality

D2 Discuss how to provide an environment which is free from discrimination

C1 Discuss TWO (2) contrasting social theories that relate to children and theirfamilies

B1 Analyse the role of statutory, voluntary and independent services in relation tochildren and their families

A1 Evaluate the different ways practitioners can contribute to safeguarding children



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E1

E2

E3

E4

E5

E6

E7

Provide

inform

ationon

keysocialand

econ

omicissues

which

influen

cesocietyand

family

life

DescribeTWO(2)c

ontra

stingsocialtheo

ries

that

relate

toch

ildrenandtheirfamilies

Explaintheeffectsof

stereo

typing

and

discrim

inationon

childrenandfamilies

Explainho

wrelevant

legislationco

uldbe

used

toup

hold

therightsof

children

Explaintheroleof

statutory,voluntaryand

inde

pend

ents

ervice

sinhe

lpingch

ildrenand

theirfamiliesoverco

mesocialdifficu

lties

Describeho

wthepractitione

rcansupp

ortthe

need

sof

childrenandtheirfamiliesfro

mdiverseba

ckgrou

nds

Explainho

wmultiag

ency

working

safegu

ards

children

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Description

Internalmarker

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moderator

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achieved)


Internalmoderator

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achieved)

E8

E9

D1

D2

C1

B1

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandabibliograp

hy

Explaintheimpo

rtanc

eof

resp

ecting

confiden

tiality

Discu

ssho

wto

providean

environm

entw

hich

isfre

efro

mdiscrim

ination

Discu

ssTWO(2)c

ontra

stingsocialtheo

ries

that

relate

toch


Analyse

theroleof

statutory,voluntaryand

inde

pend

ents

ervice

sinrelationto

children

andtheirfamilies

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A=80

–10

5B=70

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C=60

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D=50

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E=35

–49

Refer

=0–34

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ature:

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erator

sign

ature(ifch

osen

forsample):

Date:

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Grade:

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Description

Internalmarker

(Circlemark

achieved)

Internal

moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

A1

Evaluate

thedifferent

wayspractitione

rscan

contributeto

safegu

arding

children

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135

Section 4

Unit 14Working with children with

special needs






137

Section 4

Unit 14 – Working with children with special needs

This unit enables you to acquire knowledge about working with children with special needs.It looks at the range of factors affecting children and their ability to learn and considers theprovision available. This will include the roles and responsibilities of professionals and theprinciples of inclusion.



GLH: 60


1. The concept of special needs 1.1. Discuss some of the theories and theand current attitudes and values. attitudes which affect understanding of

special needs and the responseswhich may be needed.

2. The range of factors affecting 2.1. Analyse a range of factors which maychildren's ability to learn. affect the development of children and

young people and their ability to learn.

3. The provision for children with 3.1. Explain the legislation, statutoryspecial educational needs. requirements and principles that relate

to the care and education of childrenwith special needs.

3.2. Consider ways to make provision forlearning suitable for the needs ofchildren.

4. The roles and responsibilities of 4.1. Explain the differing roles andprofessionals working with children responsibilities of professionalswith special educational needs. working with children with special

needs.4.2. Reflect on the practitioner's needs for

professional and personal supportwhen working with children withspecial needs and the ways that theseneeds can be met.




Delivery guidance


The common theories, definitions and models of 'special needs'.

Attitudes, perceptions and beliefs and their effect on the care and education of children.

The importance of avoiding labelling and the use of appropriate and sensitive language andterminology.

Factors before, during or after birth leading to delayed development, physical or sensoryimpairment or learning difficulties.

The characteristics of common conditions and impairments in children, for example; asthma,attention deficit/hyperactivity disorder (AD/HD), autistic spectrum disorders, cerebral palsy,diabetes mellitus, dyslexia, dyspraxia, hearing impairment, visual impairment andcommunication difficulties.

Factors affecting children's ability to learn, for example; the effects of loss and separation;abuse and/or deprivation, and drugs and related medical treatments.

The emotional and social impact of illness on children's ability to learn.

The legal requirements for working with children with special needs in a range of settings.

The identification and assessment process and the principles of inclusion.

The range of provision available to children and families.

The adaptation of curricula and techniques for supporting learning in a range of settings.

The use of a sensory curriculum for profound needs.

Cultural and social influences on the care and education of children with special educationalneeds.

The role of observation and assessment in producing individual learning plans in a variety ofsettings.

The principles of recording, reporting and record keeping.

How to establish partnerships with parents/carers.

The needs and rights of individuals, parents/carers and families.

The role of specialist professionals and how to work in a team with other professionals.



139

Section 4

Strategies to develop and encourage independence and promote self-esteem.

The promotion of appropriate behaviour of children with special educational needs (includingestablishing boundaries).

The skills needed for working with children with language, hearing or visual difficulties orlimited attention span.

The practitioner's responsibilities in caring for bodily needs.

The importance of a sensitive, non-judgmental approach in dealing with children with specialeducational needs.

The emotional needs of staff.

The support available for practitioners.

Development of personal relationships between children and staff.

The emotional needs of staff, for example, the need for professional support.



Unit 14 Assignment – Working with children with specialneeds(mapped to CCLD 321.1, CCLD 321.2, CCLD 321.3, CCLD 339.1)





You have been invited to join a team of staff and parents who are reviewing and rewriting theInclusion and Special Educational Needs policies and procedures of the setting. In order tocontribute fully you have decided to gather information and write about:

1. The definitions of special needs/disability, the legal requirements and the types ofprovision available, to include:

• the social and the medical models of disability

• how legal requirements support the recognition and assessment of the specialneeds of children

• the different types of provision available to support children with special needs andtheir families

2. The wide range of factors that may cause a child to have delayed development,impairment or disability or may affect a child's ability to learn

3. ONE (1) of the following conditions:

• Dyslexia OR

• A hearing loss OR

• Visual impairment OR

• Cerebral Palsy

Describe the role of the practitioner in supporting a child with this condition in the setting

4. The possible barriers to achievement for children with special needs and suggest waysto overcome these barriers

5. How the practitioner can respect the privacy and dignity of children in situations wherechildren need intimate personal care.

6. TWO (2) other professionals who may support children with special needs and theirfamilies and describe their roles



141

Section 4

7. The importance of a sensitive, non judgmental approach when working with childrenwho have special needs and their families

8. The support available for parents/families and practitioners

9. The benefits of an inclusive approach for the child with special needs

10. The benefits of multi-agency services working together to support children with specialneeds and their families






Assignment criteria

E1 Explain the 'social model' and the 'medical model' of disability

E2 Describe the legal requirements that support the actions to be taken when it isconsidered a child may have special needs

E3 Describe the different types of provision available to support children with specialneeds and their families

E4 Summarise the range of factors that may cause children to have delayeddevelopment, impairment or disability or that affect their ability to learn

E5 Choose ONE (1) common condition or impairment and describe the role of thepractitioner in supporting a child with this condition or impairment

E6 Explain ways to overcome barriers to achievement for children with special needs

E7 Describe the role of the practitioner in maintaining the privacy and dignity ofchildren in situations where intimate personal care is needed.

E8 Describe the role of TWO (2) other professionals who support the needs ofchildren with special needs and their families


D Discuss the importance of a sensitive, non-judgmental approach when workingwith children with special needs and their families

C Discuss the support available for the adults who are caring for children with specialneeds

B Evaluate the benefits of an inclusive approach for the child with special needs

A Reflect on the value of multi-agency services working together to meet the needsof children with special needs and their families



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childrenwith

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Criteria

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achieved)


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(Circlemark

achieved)

E1

E2

E3

E4

E5

E6

Explainthe'soc

ialm

odel'and

the'med

ical

mod

el'o

fdisab

ility

Describethelega

lreq

uiremen

tsthat

supp

ort

theactions

tobe

takenwhe

nitisco

nsidered

ach

ildmay

have

spec

ialnee

ds

Describethedifferent

type

sof

provision

availableto

supp

ortc

hildrenwith

spec

ial

need

sandtheirfamilies

Sum

marisetherang

eof

factorsthat

may

causech

ildrento

have

delayedde

velopm

ent,

impa

irmen

tordisabilityor

that

affect

their

abilityto

learn

Cho

oseONE(1)c

ommon

cond

ition

orimpa

irmen

tand

describetheroleof

the

practitione

rinsupp

ortingach

ildwith

this

cond

ition

orimpa

irmen

t

Explainwaysto

overco

meba

rriersto

achievem

entfor

childrenwith

spec

ialnee

ds

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Criteria

Description

Internalmarker

(Circlemark

achieved)

Internal

moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

E7

E8

E9

D1

C1

B1

Describetheroleof

thepractitione

rin

maintaining

theprivacyanddign

ityof

children

insituations

whe

reintim

atepe

rson

alcare

isne

eded

DescribetheroleofTWO(2)o

ther

profession

alswho

supp

ortthe

need

sof

childrenwith

spec

ialnee

dsandtheirfamilies

Includ

ereferenc

esandabibliograp

hy

Discu

sstheimpo

rtanc

eof

asensitive,no

n-judg

men

talapp

roachwhe

nworking

with

childrenwith

spec

ialnee

dsandtheirfamilies

Discu

ssthesupp

orta

vailableforthead

ults

who

arecaringforch

ildrenwith

spec

ialnee

ds

Evaluate

thebe

nefitsof

aninclusiveap

proa

chforthech

ildwith

spec

ialnee

ds

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Criteria

Description

Internalmarker

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achieved)

Internal

moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

A1

Reflect

onthevalueof

multi-ag

ency

services

working

toge

ther

tomee

tthe

need

sof

childrenwith

spec

ialnee

dsandtheirfamilies

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childrenwith

specialneeds(continued)

Candidate

Name:

PIN:

Site/CentreNo:

A=80

–95

B=70

–79

C=60

–69

D=50

–59

E=35

–49

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147

Section 4

Unit 15Developing children's

(3 - 8 years) mathematical skills






149

Section 4

Unit 15 – Developing children's (3 - 8 years)mathematical skills

When you have completed this unit you will have an understanding of the stages ofdevelopment that children go through in their mathematical understanding. You will look attopics such as counting, measuring and problem-solving and consider how to help childrendevelop their understanding and use of mathematics.

The content includes the role of the adult in supporting children's understanding anddevelopment and looks at how you can contribute to planning and provision.

Unit 15 – Developing children's (3 - 8 years) mathematical skills


GLH: 60


1. The stages of development of 1.1. Summarise the different frameworksmathematical skills in children from and policies, in the home country3 to 8 years. (in which they live), that guide the

provision for children's mathematicallearning.

1.2. Explain some of the different areas ofmathematical development for childrenaged from 3 to 8 years.

2. How to help children develop their 2.1. Discuss different working practicesunderstanding and use of which will help children to developmathematics. mathematical understanding.

2.2. Analyse some of the possible ways tosupport children to use mathematics.

3. The role of the adult in supporting 3.1. Explain how the practitioner canchildren's understanding and contribute to the planning anddevelopment. provision for mathematical learning.

3.2. Reflect on how positive workingrelationships between children,parents and teachers can supportchildren's mathematical learning.



Unit 15 – Developing children's (3 - 8 years)mathematical skills

Delivery guidance


The stages of development of mathematical skills in young children.

National and local frameworks and policies for numeracy in the country in which you live.

The policies and procedures from a range of settings for teaching numeracy.

How to obtain information about individual children's progress and plan appropriate activities.

The areas of mathematics, for example:

• counting

• working with measures, shapes and space

• problem-solving and reasoning

• sorting and matching

• making connections and seeking patterns

• data representation through graphs, diagrams and tables

• calculation

• use of calculators

How to provide the context in which children can explore, enjoy, learn, practise and talkabout their understanding.

How to develop understanding through stories, songs, games and imaginative play.

The range of support strategies to use to scaffold children's learning in whole class, groupand individual work.

How to work with colleagues in planning and supporting mathematics.

How to monitor progress and provide resources to support learning.

The use of praise and encouragement in maintaining confidence and self-esteem.

How to maintain interest, motivation and focus in the children.

Working to overcome barriers to providing support.



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Section 4

How to plan learning activities and learning outcomes that reflect curriculum frameworks.

How to provide feedback to children and colleagues.

How to contribute to the planning and provision of opportunities to practise skills.

How to support mathematics across the curriculum and create a learning environment.

The importance of using mathematical language.

The role of parents in supporting mathematics.

How to support individual needs.



Unit 15 – Developing children's (3-8 years) mathematicalskills(mapped to CCLD 346)





Your local authority is planning an information day for practitioners and parents involved inworking with children aged 3 to 8 years. The intention is to promote the benefits tochildren's mathematical development when children, parents and practitioners work inpartnership.

You have been asked to produce a booklet for distribution at this event based on yourexperiences of working with children in this age range.

Produce a booklet.

• Provide information on the different frameworks and policies relevant to your homecountry which guide the provision for children's mathematical learning from 3 to 8years

• Explain the different areas of mathematical development for children aged from 3 to8 years

• Describe TWO (2) activities which help children develop their mathematicalunderstanding.

• State the intended age range and learning outcome for each activity

• Each activity must promote a different area of mathematical development, forexample counting and measuring and show links to the appropriate framework

• Explain the importance of having knowledge of children's mathematical progresswhen planning activities

• Describe TWO (2) different strategies the parent or practitioner can use to developchildren's mathematical understanding

• Give examples of different ways in which parents and practitioners can worktogether to support children

• Describe TWO (2) ways in which parents and practitioners can support children'smathematical understanding through everyday experiences



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Section 4

• Explain the role of the practitioner in planning and providing for mathematicallearning

• Reflect on the positive outcomes of successful working relationships betweenchildren, parents and teachers


Your completed work should not exceed 3,500 words. There is no lower word limit. Workthat is more than 10% above the word limit will not be marked. References andquotations within the text are not included in the word limit



Unit 15 – Developing children's (3-8 years) mathematicalskills

Assignment criteria

E1 Summarise the different national frameworks and policies of your home country forthe development of mathematical learning from 3 to 8 years

E2 Explain the different areas of mathematical development for children in this agerange

E3 Describe TWO (2) activities which help children develop their understanding indifferent areas of mathematical development and state the age range

E4 Explain how the activities link to the appropriate framework

E5 Explain the importance of having knowledge of children's mathematical progresswhen planning activities

E6 Include TWO (2) different strategies which parents and practitioners can use tosupport children's mathematical understanding

E7 Explain how children, parents and practitioners can work together in partnership



D1 Give TWO (2) ways in which parents and practitioners can support children'smathematical understanding through everyday experiences

C1 Explain in detail the expected learning outcomes for each of the activitiesdescribed in E4

B1 Evaluate the role of the practitioner in planning and providing mathematical learning

A1 Reflect on the positive outcomes of successful working relationships betweenchildren, parents and teachers



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marisethedifferent

nationalframew

orks

andpo

liciesof

your

homeco

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from

3to

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wtheactivities

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achieved)

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E7

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D1

C1

B1

Explainho

wch

ildren,

parentsand

practitione

rscanworktoge

ther

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rtnership

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Explaininde

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cted

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esforeach

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rinplanning

andprovidingmathe

maticallearning

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A1

Reflect

onthepo

sitiveou

tcom

esof

succ

essfulworking

relationships

betwee

nch

ildren,

parentsandteache

rs

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159

Section 4

Unit 16Developing children's

(3 - 8 years) communication,language and literacy skills






161

Section 4

Unit 16 – Developing children's (3 - 8 years)communication, language and literacy skills

The content of this unit includes the stages of development of children's communication,language and literacy skills and considers the role of the adult in supporting these skills. Youwill look at the areas of language and literacy; communication, listening, speaking, reading,writing and discuss ways of working with colleagues and parents to plan appropriateactivities. You will learn about different methods to support reading and writing and how toprepare resources.

Unit 16 – Developing children's (3 - 8 years) communication, language andliteracy skills


GLH: 60


1. The stages of development of 1.1. Summarise the different frameworkschildren's communication, and policies, in the home countrylanguage and literacy aged from (in which they live), that guide the3 to 8 years. provision for children's learning in

communication, language and literacy.1.2. Explain the different areas of

communication, language and literacyfor children aged from 3 to 8 years.

2. How to help children develop their 2.1. Explain how to plan activities tocommunication, language and literacy develop learning in some aspects ofskills. communication, language and literacy

based on knowledge of children'sprogress.

2.2. Analyse some of the factors whichaffect children's learning in differentareas of communication, languageand literacy.

3. The role of the adult in supporting 3.1. Consider different working practicescommunication, language and which will help to develop children'sliteracy. communication, language and literacy

skills.3.2. Explain how the practitioner can

support planning, preparation andprovision for learning incommunication, language and literacy.



Unit 16 – Developing children's (3 - 8 years)communication, language and literacy skills

Delivery guidance


The principle characteristics of the stages of development of communication, language andliteracy.

National and local frameworks and policies.

Policies and procedures within a variety of settings which support the development ofcommunication, language and literacy skills.

How to obtain information about individual children's progress and plan appropriate activitiesin a variety of settings.

The areas of language and literacy:

• communicating

• listening

• speaking

• reading

• writing

The stages of development of reading and writing skills.

How to use constructive feedback to support children.

The barriers to learning how to read and write.

Factors which impact on a child's ability to communicate effectively.

How to work with children with English as a second language.

Working with colleagues, parents and families.

Meeting the individual needs of children to promote their communication skills.

Planning appropriate activities to develop and extend language and literacy.

Methods of teaching reading (to include information about phonics).

Methods of teaching writing (to include emergent writing).



163

Section 4

The methods and techniques used to support children with speaking and listening.

The use of story and rhyme in supporting communication, language and listening.

The use of technology to support language and literacy.

How to work with children whose progress may be causing concern.

How to monitor progress and keep appropriate records.

How to provide and prepare resources to support learning and development.



Unit 16 – Developing children's (3 – 8 years)communication, language and literacy skills





Your setting is planning an information day for parents to promote the development ofcommunication, language and literacy skills and explain the role of the adult in supportingdevelopment

You have been asked to produce a booklet for distribution at this event based on yourexperiences of working with children in this age range.

Produce a booklet

• Provide information on the different frameworks and policies relevant to your homecountry which guide the provision for children's learning in communication,language and literacy from 3 to 8 years

• Explain the different areas of communication, language and literacy development forchildren aged from 3 to 8 year

• Describe TWO (2) activities which help children develop their communication,language and literacy skills

• State the intended age range and learning outcome for each activity

• Each activity must be focussed on a different area of the framework e.g. speakingand listening

• Identify strategies that support the development of communication, language andliteracy skills

• Identify why it is important to have knowledge of children's progress when planningactivities

• Explain how parents and practitioners can work together in partnership to supportchildren's development

• Describe the factors which affect children's learning in different areas ofcommunication, language and literacy



165

Section 4

• Explain how practitioners can prepare and provide resources to support learning incommunication, language and literacy

• Reflect on the role of the adult in contributing to the provision for learning incommunication, language and literacy

• Analyse the factors which affect children's learning in different areas ofcommunication, language and literacy and the role of the practitioner in meetingindividual needs





Unit 16 – Developing children's (3 – 8 years)communication, language and literacy skills

Assignment criteria

E1 Summarise the different national frameworks and policies of your home country forthe development of communication, language and literacy skills for children agedfrom 3 to 8 years

E2 Explain the different areas of communication, language and literacy developmentfor children in this age range

E3 Describe TWO (2) activities linked to different areas of the framework and identifythe age range

E4 Explain TWO (2) strategies that support the development of communication,language and literacy skills

E5 Explain the importance of having knowledge of children's progress when planningactivities

E6 Explain how parents and practitioners can work together in partnership to supportchildren's development

E7 Describe the factors which affect children's learning in different areas ofcommunication, language and literacy



D1 Explain how the practitioner can prepare and provide resources to support learningin communication, language and literacy

C1 Explain in detail the expected learning outcomes for each of the activitiesdescribed in E3

B1 Reflect on the role of the adult in contributing to the provision for learning incommunication, language and literacy

A1 Analyse the factors which affect children's learning and the role of the practitionerin meeting individual needs



167

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Optionalunit16–Developingchildren’s(3-8years)communication,

languageandliteracyskills

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Description

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E1

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marisethedifferent

nationalframew

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your

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achieved)

E7

E8

E9

D1

C1

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Describethefactorswhich

affect

children's

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A1

Analyse

thefactorswhich

affect

children's

learning

andtheroleof

thepractitione

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mee

tingindividu

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A=80

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171

Section 4

Unit 17International approaches

towards children's education






173

Section 4

Unit 17 – International approaches towards children'seducation

This unit has been designed to give you information and knowledge about differentinternational approaches towards learning and to consider the implications for your ownpractice. You will reflect on the key features and the advantages and disadvantages of eachapproach.

Unit 17 – International approaches towards children's education

GLH: 60


1. The different approaches towards 1.1. Compare different theories andlearning. models of learning.

1.2. Assess the influences of earlyeducators and internationalapproaches on current practice.

1.3. Explain how different philosophies andapproaches can be applied inpractise.

2. The advantages and disadvantages 2.1. Compare different philosophies andof the different approaches. approaches to show their advantages

and disadvantages in practise.

3. The implications for practice. 3.1. Evaluate how theoretical perspectivesof learning can influence practice.

3.2. Discuss how competing theories oflearning can affect the curriculum andthe experiences for learners.




Delivery guidance


The principles and context of different approaches to learning, to include:

• Friedrich Froebel

• Rudolf Steiner

• Maria Montessori

• Susan Isaacs

• Reggio Emilia

• Te Whariki

• Paolo Friere

• Forest schools and learning through the outdoor environment

The key aspects of each approach.

The advantages and disadvantages of the different approaches.

How to reflect on and compare the different approaches.

The practical application and specific resources required for each approach, for example,Montessori materials.

How to reflect on the key features of the different approaches and how these could be usedor adapted to enhance provision in a range of settings.

The role of the adult identified in each approach and the implications for practice in a rangeof settings.

The role of the environment, where appropriate, and the implications for practice in a rangeof settings.



175

Section 4

Unit 17 Assignment – International approaches towardschildren's education




The whole assignment must be completed in order to achieve this task

You have been asked to write an article for a national childcare magazine on internationalapproaches towards children's learning.

Choose an approach that interests you and ensure that the article contains the following:

• A description of THREE (3) different international approaches towards learning

• Detailed information about ONE (1) approach chosen from your brief descriptions

• The reasons why you have chosen this particular approach to learning

• An explanation of the background to your chosen approach

• The key principles of the chosen approach

• How the chosen approach promotes learning

• The role of the practitioner in supporting learning in your chosen approach

• A description of any materials or resources that support the children's learning throughthis approach

• A comparison of the chosen approach with ONE (1) other approach to learning

• The influence of the chosen approach on your current practice






Assignment criteria

E1 Provide an explanation of THREE (3) different international approaches to learning

E2 Choose ONE (1) international approach from E1 and give the reasons for yourchoice

E3 Explain the background to the approach you have chosen to write about

E4 Describe the key principles of your chosen approach

E5 Describe the materials and resources that support the children's learning in yourchosen approach

E6 Provide information on how these materials and resources are used to promotelearning

E7 Explain the role of the practitioner in supporting learning in your chosen approach



D1 Explain how your knowledge of the chosen approach may influence your practice

D2 Discuss the benefits to children of your chosen approach

C1 Discuss similarities and differences between the chosen approach and ONE (1)other international approach to learning

B1 Evaluate the role of the practitioner in promoting children's learning in your chosenapproach

A1 Reflect on the influence of international approaches on current practice



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anexplanationofTHREE(3)d

ifferen

tinternationalapp

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out

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inyour

chosen

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Provide

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supp

ortinglearning

inyour

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Internalmarker

(Circlemark

achieved)

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moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

E8

E9

D1

D2

C1

B1

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wan

unde

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and

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Includ

ereferenc

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osen

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ceyour

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Discu

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nefitsto

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Discu

sssimilaritiesanddifferenc

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Evaluate

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achieved)

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moderator

(Circlemark

achieved)


Internalmoderator

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achieved)

A1

Reflect

ontheinfluen

ceof

international

approa

ches

oncu

rrent

practice

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181

Section 4

Unit 18Working with babies from

birth to 12 months






183

Section 4

Unit 18 – Working with babies from birth to 12 months

The focus of this unit is the role of the professional in working with babies from birth to 12months. This will include looking at the progress of development and the factors whichinfluence health and development. Various aspects of working with babies will be discussed,including building partnerships with parents, the key worker system, and theoreticalperspectives.



GLH: 60


1. The progress of development from 1.1. Describe the normal development ofbirth to 12 months. babies from birth to 12 months.

1.2. Explain the different factors which mayaffect the progress of development inthe first year of life.

1.3. Evaluate the influences of theoreticalperspectives of development andattachment.

2. The role of the professional in 2.1. Discuss the role of practitioners inpromoting development. promoting the overall development of

babies from birth to 12 months.2.2. Analyse how an understanding of play,

observation, care, a suitableenvironment and different practiceswith babies will support the practitionerin promoting their overall development.

3. The roles and responsibilities of 3.1. Summarise the key legal andprofessionals working with babies. organisational issues which contribute

to the responsibilities of practitionersworking with babies.

3.2. Reflect on the differing proceduresand working practices which providepositive care for babies and supportfor their families.




Delivery guidance


The patterns and sequence of development of babies from birth to 12 months.

The factors which can influence the health of the newborn, before, during and immediatelyafter birth.

Premature and multiple births.

Factors influencing development in the first year of a child's life.

Theoretical perspectives on development, for example, Bowlby, Robertsons, Piaget orChomsky.

The importance of attachment between infant and parent/carer.

The impact of the baby's temperament on parental/carer behaviour as a two-way process.

How to work in partnership with parents/carer and families.

The role of play in development when working with babies.

How to use observation methods to assess development.

How to plan care and activities to promote development and support the welfare of thechild.

How to recognise developmental delay or sensory impairment.

How to provide a safe, hygienic environment in a variety of settings.

Parenting and child-rearing practices including social, cultural and religious influences.

The importance of the key worker system in a variety of settings.

The organisation of care in a variety of settings.

Policies and procedures for the care of babies and legal and ethical responsibilities.

Good practice in non-group settings (i.e. nanny/registered child minder/foster carer).

How to work with other professionals in a multi-agency team.

Safeguarding and protecting children from harm.

Sources of support for families.

How to promote an inclusive, non judgmental approach and maintain a non-judgmental,anti-discriminatory approach when working with babies and their families.



185

Section 4

Unit 18 Assignment – Working with babies from birth to12 months(mapped to CCLD 312.2, CCLD 312.3, CCLD 312.4, CCLD 314.1, CCLD 314.2,CCLD 314.3, CCLD 314.4)





You work with babies between the ages of 0 to12 months. You have been asked to preparean explanation of the key issues of working with babies who are under one year of age.Your written explanation should include:

1. The factors that influence the health and development of babies in the first year of life

2. A description of how the indoor and outdoor environment for babies can be made safe,reassuring and stimulating

3. Research about the development of babies at EITHER3 months, OR7 months OR10 months

• Describe the expected developmental stage of babies at the chosen ageANDhow a baby of this age may be expected to develop in the next TWO (2) months

• Show how TWO (2) different play activities/experiences will support the overalldevelopment of babies at the chosen age

4. A discussion of the role of the practitioner in:

• Meeting the particular needs of babies in EITHER

group childcare ORhome-based childcare

5. Information about how the child protection policies and procedures of the settingprotect and safeguard babies in the setting

6. An explanation of the importance of:

• well planned care routines

• the keyworker system

• the practitioner promoting an inclusive approach when working with babies andtheir families



7. A discussion on the influence of theoretical perspectives of development andattachment on current practice with babies under I year of age





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Assignment Criteria

E1 Summarise the factors which may influence the health and development of babiesin the first year of their lives

E2 Describe how indoor and outdoor environments for babies can be made safe,reassuring and stimulating

E3 Describe the expected stage of development of babies at the chosen age andhow they may be expected to develop in the next TWO (2) months of life

E4 Explain how TWO (2) different play activities/experiences can support the overalldevelopment of the baby described in E3

E5 Describe the role of the practitioner in meeting the particular needs of babies in thechosen type of setting (group childcare OR home-based care)

E6 Show how the child protection policies and procedures in the setting protect andsafeguard the babies

E7 Explain the importance of well planned care routines and the key worker system



D Consider how care routines can enhance the overall development of babies frombirth to 12 months

C Discuss the importance of an environment that is safe, reassuring and stimulating

B Evaluate the role of the practitioner in promoting an inclusive approach whenworking with babies and their families

A Reflect on the influences of theoretical perspectives of development andattachment on current practice in settings working with babies under 1 year of age






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193

Section 4

Unit 19Multi-agency working

with children






195

Section 4

Unit 19 – Multi-agency working with children

This unit will consider the range of agencies involved in working with children and thestrengths and challenges presented by multi-agency working. This will include currentresearch and the different protocols and legislative frameworks. You will look at thepracticalities of sharing information and reflect upon your own professional practice andcommunication skills.


(mapped to CCLD 313, 324, 330)

GLH: 60


1. The range of agencies involved in 1.1. Describe the work of a range ofworking with children. agencies involved with children.

1.2. Discuss the philosophy and approachof different agencies in relation tomulti-agency working.

2. The challenges presented by 2.1. Assess, with reference to currentmulti-agency working. research, the advantages and

disadvantages of multi-agencyworking.

2.2. Explain the legislative context andprotocols for multi-agency working.

2.3. Discuss the strategies which shouldbe considered to ensure childrenbenefit from multi-agency working.

3. Strategies to ensure children benefit 3.1. Reflect on the professional workingfrom the advantages of multi-agency practices which are required forworking. multi-agency working.




Delivery guidance


The work of a range of agencies involved with children, for example:

• health and social care

• education

• playwork

• youth justice

• statutory, private and voluntary organisations

The roles, philosophy and approach of different agencies.

The contribution of each agency.

The advantages and disadvantages of multi-agency working.

Current research on multi-agency working.

The importance and challenges of sharing information, different protocols and legislativeframeworks.

How to communicate with other agencies.

Multi-agency assessment and planning processes.

The need for reflective professional practice.



197

Section 4

Unit 19 Assignment – Multi-agency working with children(mapped to CCLD 313.3, CCLD 313.4)





You have recently started working in a Children's Centre and need to find out more aboutmulti-agency support for children and their families.

Write about:

1. The relevant legislation and guidelines that underpin multi-agency working

2. The advantages for children and their families of multi-agency working

3. FOUR (4) different agencies that may be involved with a multi-agency approach tosupporting children and their families

• Describe the ways that TWO (2) of these agencies support children and theirfamilies

5. How children's needs are assessed and ways to use the information from theassessments to meet these needs

6. How to ensure effective communication between the practitioner, children's parents andother professionals

7. The role of the practitioner who works as part of a team of professionals from othersectors

8. Safe storage and sharing of information and the importance of confidentiality

9. The challenges of working with other professionals

10. The value of reflective professional practice

11. The impact of multi-agency working on children and their families






Assignment criteria

E1 Summarise the legal framework and guidelines that support multi-agency workingwith children and their families

E2 Describe the benefits of multi-agency working for children and their families

E3 Describe FOUR (4) agencies that may be involved in supporting children and theirfamilies through multi-agency working

E4 Choose TWO (2) of these agencies and describe their contribution to supportingand addressing the needs of children and their families

E5 Explain how the multi-agency team assesses and plans to meet the needs ofchildren who may need additional support and their families

E6 Describe the key factors in communicating effectively with parents and otherprofessionals

E7 Describe the role of the practitioner when working as part of a multi-agency team



D Explain the importance of confidentiality when storing and sharing information withother agencies and professionals

C Discuss the challenges of working in partnership with professionals from othersectors

B Discuss how the reflective practitioner contributes to the effective working of amulti-agency team

A Evaluate the impact of multi-agency working on children and their families



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203

Section 4

Unit 20Children, parent and

family needs






205

Section 4

Unit 20 – Children, parent and family needs

The needs of children, parents and families are central to this unit and will include looking atboth the physical and psychological aspects. You will consider influences on parenting andchild-rearing as well as the common pressures and stresses faced by parents. By the endof the unit you will have understanding of agencies that offer support and a realistic insightinto your own role and its boundaries.



GLH: 60


1. The needs of parents, children 1.1. Explain the needs of families whichand families. may require professional support.

1.2. Assess the issues which may lead tostress in families.

2. Skills and strategies for parents. 2.1. Describe the skills and strategieswhich parents may need.

2.2. Discuss the types of support,information and resources that willenable parents to meet the needs oftheir children.

3. Skills and strategies for professionals. 3.1. Discuss the skills and strategies whichare effective in supporting families.

3.2. Reflect on the extent of the role of thepractitioner in supporting families.

3.3. Analyse some key issues forprofessionals working in the support offamilies.




Delivery guidance


The needs of parents, children and families.

The stresses of living with a baby and/or other children.

The impact of a new baby on children and families.

Common pressures faced by families.

The importance of play in meeting children's needs.

Play and learning activities for parents to use in the home and on outings.

Social, cultural or religious influences on parenting and child-rearing.

The effects of illness and severe stress on families.

The skills and strategies that parents need.

Age appropriate strategies to promote positive behaviour.

Local support groups and networks to support parents in meeting the needs of theirchildren.

The resources available for parents, for example, toy libraries.

How to communicate effectively with families.

How to encourage communication between adults and children.

How to recognise when problems are being experienced by both children and adults.

Agencies and professionals offering support.

How to help families to access additional support.

The realistic expectations of your role and the boundaries.

The importance of maintaining an inclusive and non-judgmental approach.

The role of the practitioner in supporting families.

Effective skills and strategies to support families.



207

Section 4

Unit 20 – Children, parents and family needs(mapped to CCLD 313, CCLD 317, CCLD 322, CCLD 324, CCLD330)





Your local children's information service is keen to promote its success in working inpartnership with parents and families. You have been asked to write an article for aforthcoming journal that is aimed at practitioners and students. This article will outline theneeds of a 21st century family and the support that is available to them. You may supportyour article with reference to local initiatives.

Write an article to include the following:

• The likely needs of a family requiring professional support

• Possible causes of stress in families, such as illness, financial concerns, new baby

• The role of parents in children's play and the resources and toys available

• The value of communication between children, parents and practitioners

• Effective skills and strategies to support families

• Information and resources available to help parents meet the needs of their children

• The role of the practitioner in supporting families

• How to recognise when children and adults may be experiencing problems

• TWO (2) Strategies to promote positive behaviour in children

• Support networks and multi agency services working in support of families

• The key issues for professionals working in support of families

• The benefits to children, parents, families and practitioners from working inpartnership

Throughout the assignment you should ensure that you address diversity and inclusivepractice where appropriate to the task.






209

Section 4

Unit 20 – Children, parents and family needs

Assignment criteria

E1 Explain the needs of families which may require professional support

E2 Explain the issues which may lead to stress in families

E3 Explain the role of parents in children's play and identify appropriate resources andtoys

E4 Describe the benefits of communication between children, parents andpractitioners

E5 Discuss skills and strategies which are effective in supporting families

E6 Describe the types of support and information available to parents and families

E7 Explain the role of the practitioner in supporting families



D1 Describe how the practitioner can recognise when children and adults may beexperiencing problems

D2 Discuss TWO (2) strategies which parents can use for promoting positivebehaviour in children

C1 Evaluate the types of support which will enable parents to meet the needs of theirchildren

B1 Analyse some key issues for professionals working in support of families

A1 Reflect on the benefits to children, parents, families and practitioners from workingin partnership






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Optionalunit20–Children,parentandfamilyneeds(continued)

Candidate

Nam

e:

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entre

No:






215

Section 4

Unit 21Supporting children with English

as an additional language






217

Section 4

Unit 21 – Supporting children with English as anadditional language

This unit involves working with children who have English as an additional language. You willlook at language development in multilingual children and the factors that influence languageacquisition. The content will include discussion of the national and local initiatives thatsupport the acquisition of a second language and the importance of cultural identity.

Unit 21 – Supporting children with English as an additional language


GLH: 60


1. How children acquire first and 1.1. Explain the processes by whichsecond languages. children acquire first and second

languages.1.2. Evaluate the impact of different

theories and approaches on methodsof second language acquisition.

2. Factors that influence language 2.1. Describe social, historical and culturalacquisition in children who have factors that may have positive andEnglish as an additional language. negative effects on the acquisition of

English as a second language.

3. The importance of language and 3.1. Evaluate, with reference to theory, thecultural identity. relationship between language and

cultural identity, child-rearing practices,social and emotional development anddiversity.

4. The role of the adult in supporting 4.1. Analyse some key issues for thechildren with English as an additional practitioner in helping children tolanguage. acquire English as an additional

language.4.2. Explain the practitioner's role in

supporting children with English as anadditional language.




Delivery guidance


Language development in multilingual children.

The contexts in which children are multilingual.

The interrelating components of language development such as listening, body signals andnon-verbal communication.

The acquisition of a second language and the pre-linguistic skills necessary for additionallanguage development.

National initiatives and local programmes to support children in the acquisition of a secondlanguage.

The historical development of language over time.

Gender and cultural variations in language development.

Parents' pre-conceived views on education.

How children acquire identity and the links with language.

Cross cultural child-rearing practices.

The role of self-esteem, learning and achievement.

How to promote diversity and equality.

The importance of assessing language development in the child's home language.

The importance of bilingual staff in the acquisition of English as an additional language.

How to provide activities which support language development in a variety of settings.

How to support and value all children with English as an additional language.

Recent and relevant strategies in the acquisition of English as an additional language.

How to provide programmes of bilingual support.

How to work in partnership with parents.

How to provide appropriate resources.



219

Section 4

Unit 21 – Supporting children with English as anadditional language(mapped to CCLD 334)





You have been asked to write a guidance document for your workplace. Its purpose is toinform students and volunteers about how they can effectively support children who speakEnglish as an additional language. The document needs to provide some backgroundinformation about how children learn more than one language, the factors which impact onlanguage development and the role of the adult in supporting children. In this guidancedocument you should:

• Explain the interrelating components of communication and language development

• Describe the linguistic processes that allow children to acquire more than onelanguage

• Describe how language use changes over time

• Identify the contexts in which children may be multi-lingual

• State the links between identity and language for children

• Identify how the self-esteem of children with additional languages may affect theirlearning and achievement

• Explain ways the practitioner can work with parents to support children with Englishas a second language

• Describe the role of the practitioner in providing emotional as well as languagesupport for children with English as an additional language

• Explain the importance of understanding the context in which children are learningEnglish as a second language

• Discuss ways to support and promote the self-esteem of children with an additionallanguage

• Analyse the importance of working closely with parents

• Discuss the factors that affect children's acquisition of English as a secondlanguage



• Reflect on theories of second language acquisition and the implications for the roleof the practitioner in supporting children





221

Section 4


Assignment criteria

E1 Explain the interrelating components of communication and language development

E2 Describe the linguistic processes that allow children to acquire more than onelanguage

E3 Describe how language use changes over time

E4 Identify the contexts in which children may be multi-lingual

E5 State the links between identity and language for children

E6 Identify how the self-esteem of children with additional languages may affect theirlearning and achievement

E7 Briefly explain TWO (2) ways the practitioner can work with parents to supportchildren with English as a second language

E8 Describe the role of the practitioner in providing emotional AND language supportfor children with English as an additional language



D1 Explain the importance of understanding the context in which children are learningEnglish as an additional language

D2 Explain TWO (2) ways to support and promote the self-esteem of children with anadditional language

C1 Analyse the importance of working closely with parents to support children withEnglish as an additional language

B1 Discuss the factors that might affect children's acquisition of English as anadditional language

A1 Reflect on theories of second language acquisition and the implications for the roleof the practitioner in supporting children.






223

Section 4Com

pensatorymarking

grid


Optionalunit21–Supportingchildrenwith

Englishasanadditional

language

Criteria

Description

Internalmarker

(Circlemark

achieved)

Internal

moderator

(Circlemark

achieved)


Internalmoderator

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achieved)

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225

Section 4

Criteria

Description

Internalmarker

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achieved)

Internal

moderator

(Circlemark

achieved)


Internalmoderator

(Circlemark

achieved)

B1

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227

Section 4

CACHE Level 3 Diploma in Child Care and Education

Practice Evidence Record Diary – Optional unit

The practical elements of your course are important to your work in the sector. As part of theevidence of your practical experience, you are expected to complete a Practice EvidenceRecord Diary. The diary consists of tasks that you should complete in your placement, andwill give you the opportunity to demonstrate your skills in evaluation and reflection.

The mandatory units have Practice Evidence Records and a Practice Evidence Record Diarytask. For the optional units, you are required to complete ONE (1) Practical EvidenceRecord Diary task. This is a generic task which can be related to one of your optional units.






229

Section 4

Candidate declaration

Candidate

Name:

PIN:

Site/Centre No:

Unit submission form

CACHE Level 3 Diploma in Child Careand Education

You must complete this form and attach it to your assignmenton submission. The assignment will not be accepted without this form.

Tutor feedback

Signatures

Grade awarded:

Tutor signature: Date:

IM signature: Date:(if chosen for sample)

Word countNumber of words used in the assignment:(to be filled in by the candidate)

Optional Unit: _____________________________________________________________________(Insert optional unit details above)

I declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have takenplace.

Candidate signature: Date:

Apex House, 81 Camp RoadSt Albans, Hertfordshire AL1 5GB

Tel: 0845 347 2123 www.cache.org.uk






231

Section 4

CACHELevel3Award,Level3Certificateand

Level3DiplomainChildCareandEducation

Assignm

entp

lann

er

Itshouldbenotedthatthisform

isnotmandatoryandCentresmaydevisetheirownform

forplanning.

Pleaseenterthesubmission

dateintotheappropriatebox

inthetablebelow.

Sept

Oct

Nov

Dec

Jan

Feb

March

April

May

June

July

August

Unit1

Unit2

Unit3

Unit4

Unit5

Unit6

Unit7

Marker

IM Marker

IM Marker

IM Marker

IM Marker

Marker

IMIM

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Pleasereferto

theExternalAssessm

entT

imetab

lefortest

dates,

which

canbe

foun

don

theCACHEweb

site

Marker

IM



Marker

IMMarker

IMMarker

IMMarker

IMMarker

IM

Sept

Oct

Nov

Dec

Jan

Feb

March

April

May

June

July

August

Unit8

Unit9

Optional

Unit

Optional

Unit

Optional

Unit

Research

Task

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Pleasereferto

theExternalAssessm

entT

imetab

lefortest

dates,

which

canbe

foun

don

theCACHEweb

site



Assignm

entp

lann

er

Itshouldbenotedthatthisform

isnotmandatoryandCentresmaydevisetheirownform

forplanning.

Pleaseenterthesubmission

dateintotheappropriatebox

inthetablebelow.

Unit1

–Aintro

ductionto

working

301

55

44

33

22

11

with

children

Unit2

–Develop

men

tfrom

903

515

412

39

26

13

conc

eptionto

age16

years

Unit3

–Sup

porting

children

903

515

412

39

26

13

Unit4

–Ke

epingch

ildrensafe

903

515

412

39

26

13

Unit5

–Th

eprinciples

unde

rpinning

602

510

48

36

24

12

theroleof

thepractitione

rworking

with

children

Sho

rtansw

ertest

35

154

123

92

61

3

Unit6

–Promotingahe

althy

602

510

48

36

24

12

environm

entfor

children

Unit7

–Playandlearning

in90

35

154

123

92

61

3ch

ildren'sed

ucation

Unit8

–Caringforch

ildren

602

510

48

36

24

12

Awardpo

ints:

Awardgrad

e:

Awardpo

ints:

+Certificatepo

ints:

TotalC

ertificatepo

ints:

Certificategrad

e:



233

Section 4

Recordofthegradesachieved

fortheCACHELevel3

Award,Level3

Certificateand

Level3

DiplomainChildCareandEducation

Qualificationgrade:

Grade

sachieved

Unitg

rade

:

Grade

A

Unitg

rade

:

Grade

B

Unitg

rade

:

Grade

C

Unitg

rade

:

Grade

D

Unitg

rade

:

Grade

E

Points/

unit

Points/grad

e

Hours

perunit

No.of

incs

DescriptionofUnit

Grade

value

Points

Grade

value

Points

Grade

value

Points

Grade

value

Points

Grade

value

Points

Unit9

–Develop

men

tof

259

profession

alskills

within

+ch

ildren'sed

ucationPER

s75

025

512

54

100

375

250

125

PDPs

Optionalunit

602

510

48

36

24

12

Optionalunit

602

510

48

36

24

12

Optionalunit

602

510

48

36

24

12

Researchtask

55

254

203

152

101

5

Certificatepo

ints:

+Diplomapo

ints:

Diplomagrad

e:

Passon

ly



Candidates must achieve both units and are gradedas follows:

Grade CACHE Points score UCAS PointsA 17 - 20 30B 13 - 16 25C 9 - 12 20D 6 - 8 15E 4 - 5 10

No of increments x grade value = points for unit assessment

To achieve the CACHE Level 3 Diploma in Child Care and Education candidates must achieve: the CACHELevel 3 Award in Child Care and Education, the CACHE Level 3 Certificate in Child Care and Education;achieve the required assessments for the Level 3 Diploma and be assessed as practically and professionallycompetent through the PERs and PDPs.

Points achieved are cumulative and are carried forward from the Award to contribute to the grades awardedfor the Certificate and Diploma.

CACHE Level 3 Award in Child Careand Education


CACHE Level 3 Certificate in Child Careand Education

Grade

A

B

C

D

E

UCAS points

360

300

240

180

120

CACHE Points score

256 - 290

219 - 255

166 - 218

110 - 165

58 - 109



Candidates must achieve a pass in each unit andare graded as follows:

Grade CACHE Points score UCAS PointsA 62 - 75 110B 48 - 61 90C 36 - 47 70D 24 - 35 55E 15 - 23 35

A table of UCAS points and the equivalent grades is also available on the UCAS website www.ucas.com



235

Section 5

Section 5

About CACHE






237

Section 5

Section 5 – About CACHE

What is CACHE?Council for Awards in Care, Health and Education (CACHE).

CACHE is the leading provider of nationally recognised qualifications in early years care andeducation and in playwork. Its courses and qualifications provide the underpinningknowledge and practical training for child care and education practitioners who work withchildren and families in a wide range of settings. The settings include childminding, playgroups, crèches, nursery, infant or primary schools or classes, day nurseries, family centres,play settings and hospitals within the public, private and voluntary sectors. CACHE alsoawards Key Skills, Assessor and Verifier Qualifications, NVQs in Children's Care, Learningand Development, NVQs in Playwork, NVQs for Teaching Assistants and NVQs in Care forthose involved in working with children, families and young people in the voluntary, public orprivate sectors.

CACHE Mission StatementCACHE is dedicated to raising the professional standards of children and young people’scare and education, and to offer the best quality courses and qualifications as a service tochildren and their families.

CACHE Equality and Diversity Statement

CACHE and its Board of Trustees value diversity and believe that people from differingbackgrounds bring different ideas, perspectives and experiences to all aspects of learningand development.

CACHE is fully committed to treating everyone fairly, with respect and with dignity in theiremployment and in their learning.

CACHE requires its approved Centres to have their own Diversity/Equal Opportunities Policy,to make sure that all candidates and those who have responsibility for the recruitment,teaching and the assessment of these candidates, can enjoy a positive learningenvironment whilst at the same time safeguarding the integrity of CACHE awards.

CACHE is committed to developing and promoting an understanding of diversity throughoutall products and activities relating to our awards. This includes our curricula, publications,training and assessment procedures to support candidates to have a positive and inclusivelearning experience.

CACHE is committed to continue helping everyone who works in the sector to work towardsa truly diverse and inclusive society.



The Trustees and staff at CACHE are fully committed to complying with legislation andrequirements from regulators on diversity and inclusion. We will continue to support ourapproved centres to provide an enriched and inclusive learning experience for allcandidates.

This CACHE policy statement is dynamic and evolving, and conforms to current legislation.

CACHE Statement of ValuesThis statement of values should underpin the content and delivery of the syllabus for thesequalifications 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, or those in a parenting role, as the primary carer and educator ofthe 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 CACHE's Equality and Diversity Statement

• 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



239

Section 6

Section 6

The CACHE website:www.cache.org.uk






241

Section 6

Section 6 – The CACHE website:www.cache.org.uk

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

These include the following CACHE procedures:

• re-mark enquiry

• appeals

• complaints

• malpractice

Useful publications offering additional guidance include:

• Finding the Level helps you to understand the different levels of demand whenstudying for CACHE qualifications

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

• Little Book of Qualifications

e|ngage – for CACHE CentresIf your Centre is registered to use e|ngage on the CACHE website and you have ausername and password, you will be able to register your candidates for the CACHEqualifications online. You could also take advantage of the following benefits:

• Certificate Claim/Mark Record Summary Sheet (MRSS) – Provides a list of yourcandidates in alphabetical order, which is then used to claim for certificates

• Externally Assessed Confirmation of Entry (EACOE) – Allows you to view a list ofcandidates due to sit a particular examination

• External Assessment Results List – Enables you to view the results of your candidatesfor particular examinations

• Pass List – Shows all candidates at your Centre who have been issued with aqualification certificate in the last three months.

If you would like to access e|ngage but you are not currently registered to do so, you canemail [email protected] to be provided with a username and login details.






243

Section 7

Section 7

Mapping






245

Section 7

Map

ping

oftheCACHELevel3

Award,

Level3

CertificateandLevel3

Diploma

inChild

CareandEd

ucationto

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EveryChild

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men

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530

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porting

children

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305,30

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6,3,4,6

325,30

1

Unit4

Kee

ping

childrensafe

2,3,4,6

302,30

63

Unit5

Theprinciples

unde

rpinning

theroleof

thepractitione

rworking

with

children

130

1,30

4,30

51,5,6

Unit6

Promotingahe

althyen

vironm

entfor

children

3,4

307,31

92

Unit7

Playandlearning

inch

ildren'sed

ucation

4,5

309,31

02

Unit8

Caringforch

ildren

1,2,4,5,7

301,30

2,30

3,5

314,32

0,32

4

Unit9

Develop

men

tofp

rofessionalskills

withinch

ildren'sed

ucation

1,7

303,30

4,30

5,1,2,6

306,30

7,30

8,30

9,31

0,31

2,31

4

Unit1

0Researchinto

child

care,ed

ucationandde

velopm

ent

-30

45,6

Unit1

1Careof

sick

children

330

2,31

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Assem

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ent,seetheweb

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CACHELevel3Award,Level3CertificateandLevel3DiplomainChild

Common

CCLD

EveryChild

CareandEducation

Induction

Level3

Matters

Standards

Unit1

2Nutritionandhe

althyfood

forch

ildren

2,3,5

307,31

4,31

92

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3Child,family

andou

tsideworld

2,4,5

313,31

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9,3,5,6

322,32

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0

Unit1

4Working

with

childrenwith

spec

ialnee

ds1,2,3,4,5,6

321,33

91,2,3,5,6

Unit1

5Develop

ingch

ildren's(3

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maticalskills

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Unit1

6Develop

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ildren's(3

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mmun

ication,

lang

uage

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literacyskills

Unit1

7Internationalapp

roache

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children'sed

ucation

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8Working

with

babies

from

birth

to12

mon

ths

1,3,5

312,31

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Unit1

9Multi-ag

ency

working

with

children

1,2,5

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Unit2

0Children,

parent

andfamily

need

s1,2,4,5

313,31

7,32

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330

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1Sup

porting

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Englishas

anad

ditionallangu

age

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334

2,5,6

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ping

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Award,

Level3


Diploma

inChild

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ucationto

thefollowing:



247

Section 7

Map

ping

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Award,

Level3


Diploma

inChild

CareandEd

ucationto

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unda

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Section 8

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259

Section 9

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261

Section 9

Tutor feedback

Signatures

Candidate declarationUnit 1 – An introduction to working with childrenI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation havetaken place.


Candidate

Name:

PIN:

Site/Centre No:


CACHE Level 3 Award, Level 3 Certificateand Level 3 Diploma in Child Care andEducation


Grade awarded:



Word count

Number of words used in the assignment:(to be filled in by the candidate)








263

Section 9

Com

pensatorymarking

grid

CACHELevel3Award,Level3CertificateandLevel3Diploma

inChildCareandEducation

Unit1–Anintroductiontoworkingwith

children

Criteria

Description

Internalmarker

(Circlemark

achieved)

Internal

moderator

(Circlemark

achieved)


Internal

moderator

(Circlemark

achieved)

E1

E2

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DescribeTHREE(3)d

ifferen

ttypes

ofsetting

swhich

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anded

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ildreninyour

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ismustinc

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(Circlemark

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Internal

moderator

(Circlemark

achieved)


Internal

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(Circlemark

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E6

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DescribeTHREE(3)p

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children.

Describeho

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children(continued)

Candidate

Nam

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265

Section 9

Criteria

Description

Internalmarker

(Circlemark

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Internal

moderator

(Circlemark

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Internal

moderator

(Circlemark

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children(continued)

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267

Section 9

Tutor feedback

Signatures

Candidate declarationUnit 2 – Development from conception to age 16 yearsI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation havetaken place.


Candidate

Name:

PIN:

Site/Centre No:


CACHE Level 3 Award, Level 3 Certificateand Level 3 Diploma in Child Care andEducation


Grade awarded:











269

Section 9

Criteria

Description

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(Circ

lemark

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Unit2–Developmentfromconceptiontoage16years

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Unit2–Developmentfromconceptiontoage16years(continued)



271

Section 9

Totalmarks:

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Criteria

Description

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273

Section 9

Candidate

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PIN:

Site/Centre No:


CACHE Level 3 Certificate andLevel 3 Diploma in Child Careand Education


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Unit 3 – Supporting childrenI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have takenplace.









275

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E1

E2

E3

E4

E5

E6

Iden

tifyFIVE(5)p

iece

sof

curre

ntlegislation

Describeho

weach

piec

eof

legislationwill

influen

ceworking

practices

inthesetting

Describeho

wthepo

liciesandproc

edures

willhe

lpsafegu

ardch

ildren

Describeho

wthepo

liciesandproc

edures

prom

otefair,just

andinclusivestrategies

DescribeTWO(2)s

trategies

which

the

setting

may

useto

empo

wer

childrento

developinde

pend

ence

andself-relianc

e

Giveexam

ples

ofho

wsetting

smay

prep

are

childrenfortra

nsferor

transition

s

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pensatorymarking

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CACHELevel3CertificateandLevel3DiplomainChildCareand

Education

Unit3–Supportingchildren

Candidate

Nam

e:

PIN:

Site/C

entre

No:

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)




Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E7

E8

E9

D1

D2

C1

Explainthecauses

andeffectsof

discrim

inationon

children

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandbibliograp

hy

Explainthekeyissues

relatingto

thepractice

which

supp

orts

childrento

prep

arefor

transition

s

Assesstheeffectiven

essof

thestrategies

which

empo

wer

childrento

develop

autono

myandselfrelianc

e

EvaluateONE(1)the

oreticalpe

rspe

ctive

which

supp

orts

thede

velopm

ento

fstrategies

forem

poweringch

ildren

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

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e:

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Education

Unit3–Supportingchildren(continued)



277

Section 9

Totalmarks:

Grade:

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

B1

A1

Discu

ssho

wthecauses

andeffectsof

discrim

inationmay

affect

practiceinthe

setting

Reflect

ontheinfluen

ceof

legislationon

working

practices

withinearly

yearssetting

s

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678910

1112

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15

Gradeboundaries

A=80

-10

5B=70

-79

C=60

-69

D=50

-59

E=35

-49

Refer

=0-34

Internalmarkersign

ature:

InternalMod

erator

sign

ature(if

chos

enforsa

mple):

Date:

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

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entre

No:

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Education

Unit3–Supportingchildren(continued)






279

Section 9

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Grade awarded:



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Unit 4 – Keeping children safeI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have takenplace.









281

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E1

E2

E3

E4

E5

Iden

tifylegislationwhich

influen

ces

healthy,safe

andsecu

reen

vironm

ents

forearly

yearssetting

s

Describetheproc

edures

which

willkeep

ach

ildsafe

foreach

accide

nt,illnessor

emerge

ncy

Plantheap

prop

riate

care

ofach

ildag

ed1forafullda

yinthesetting

Plantheap

prop

riate

care

ofach

ildag

ed3yearsforafullda

yinasetting

Describetheissues

that

affect

the

planning

ofach

alleng

ingen

vironm

entfor

children

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pensatorymarking

grid


Education

Unit4–Keepingchildrensafe

Candidate

Nam

e:

PIN:

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entre

No:

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)




Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E6

E7

E8

E9

D1

Describetheinitiatives

which

influen

cetheprovisionof

challeng

ingen

vironm

ents

forch

ildren

Explaintheimpo

rtanc

eof

helping

childrento

manag

eriskandch

alleng

ein

theiren

vironm

ent

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandbibliograp

hy

Explainho

wlegislationcansupp

ort

strategies

toestablishandmaintain

healthy,safe

andsecu

reen

vironm

ents

inearly

yearssetting

s

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

Site/C

entre

No:

Com

pensatorymarking

grid


Education

Unit4–Keepingchildrensafe(continued)

Totalmarks:

Grade:



283

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

D2

C1

B1

A1

Explainho

westablishing

asafe

environm

entc

ansupp

ortthe

proc

edures

nece

ssaryforaccide

nts,

illnessesand

emerge

ncies

Evaluate

howtheTWO(2)initiatives

contributeto

theprovisionof

anen

abling

environm

entfor

children

Con

side

rpo

ssiblewaysto

maintainthe

safetyandprivacyof

childrenandto

resp

ectthe

irwishe

s

Discu

sstheeffect

onpractitione

rsof

mee

tingthecare

need

sof

children

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15

Internalmarkersign

ature:

InternalMod

erator

sign

ature(if

chos

enforsa

mple):

Date:

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678910

1112

1314

15

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

Site/C

entre

No:

Gradeboundaries

A=80

-10

5B=70

-79

C=60

-69

D=50

-59

E=35

-49

Refer

=0-34

Com

pensatorymarking

grid


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Unit4–Keepingchildrensafe(continued)






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Section 9

Candidate

Name:

PIN:

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CACHE Level 3 Certificate andLevel 3 Diploma in Child Care andEducation


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Grade awarded:




Unit 5 – The principles underpinning the role of the practitioner working with childrenI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have takenplace.









287

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E1

E2

E3

E4

E5

E6

Describetheresp

onsibilityof

thepractitione

rinprofession

alrelationships

Discu

ssTWO(2)issue

swhich

contributeto

maintaining

profession

alrelationships

with

childrenandad

ults

Explainthevalueof

amulti-profession

alap

proa

chwhe

nworking

with

childrenand

parents

Describethebe

nefitsof

developing

reflectivepracticewithinthesetting

Sum

marisethemainprinciples

that

unde

rpin

workwith

children

Explaintheimpo

rtanc

eof

valuingch

ildren’s

interestsandexpe

rienc

e

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Unit5–Theprinciplesunderpinning

theroleofthepractitionerworking

with

children

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e:

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entre

No:

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)




Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E7

E8

E9

D1

D2

C1

Collate

inform

ationab

outONE(1)recent

initiativeandONE(1)p

iece

ofcurre

ntresearch

which

relate

toprovisionforchildren

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandbibliograp

hy

Explaintheimpo

rtanc

eof

reflectivepractice

forimprovingyour

ownpe

rform

ance

Discu

ssTWO(2)s

trategies

forimproving

your

ownlearning

andpe

rform

ance

Analyse

howthemainprinciples

that

unde

rpinworkwith

childrencansupp

ortthe

practitione

rs’p

racticeinthesetting

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

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entre

No:

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pensatorymarking

grid


Education



with

children(continued)



289

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

B1

A1

Evaluate

howtherece

ntinitiativesupp

orts

practicewithinearly

yearssetting

s

Evaluate

howthecu

rrent

research

can

supp

ortp

ractition

ers’profession

alpractice

012345

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1112

1314

15

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678910

1112

1314

15

Internalmarkersign

ature:

InternalMod

erator

sign

ature(if

chos

enforsa

mple):

Date:

012345

678910

1112

1314

15

012345

678910

1112

1314

15

012345

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15

012345

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1112

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15

012345

678910

1112

1314

15

012345

678910

1112

1314

15

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Gradeboundaries

A=80

-10

5B=70

-79

C=60

-69

D=50

-59

E=35

-49

Refer

=0-34

Totalmarks:

Grade:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Com

pensatorymarking

grid


Education



with

children






291

Section 9

Candidate

Name:

PIN:

Site/Centre No:


CACHE Level 3 Diploma in Child Care andEducation


Tutor feedback

Signatures


Grade awarded:



Unit 6 – Promoting a health environment for childrenI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have takenplace.









293

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E1

E2

E3

E4

E5

E6

E7

E8

Collate

eviden

cewhich

describes

theroleof

thepractitione

rinworking

towards

ahe

althy

lifestyleanden

vironm

entfor

children

Provide

inform

ationab

outleg

islationwhich

supp

orts

therightsof

childrento

ahe

althy

lifestyle

Provide

inform

ationab

outa

rang

eof

factors

which

may

affect

children’she

alth

andwell-

beingat

differingtim

esintheirlives

Includ

eeviden

ceof

theeffectsof

these

factorson

children’she

alth

Includ

eexam

ples

ofdifferent

routines

for

childrenwhich

willmaintainahe

althylifestyle

Includ

ede

scriptions

ofTWO(2)a

ctivities

which

aresuitableto

usewith

childrento

prom

oteahe

althylifestyle

Provide

eviden

ceof

curre

ntandrelevant

research

throug

hout

thepo

rtfolio

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

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pensatorymarking

grid


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Candidate

Nam

e:

PIN:

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entre

No:

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012345

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012345

012345

012345

012345

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)




Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E9

D1

C1

B1

A1

Includ

ereferenc

esandbibliograp

hy

Includ

ean

explanationof

howroutines

and

activities

canprom

oteandmaintainahe

althy

lifestyle

Analyse

thereason

sforplanning

and

implem

entingactivities

which

contributeto

prom

otingandmaintaining

ahe

althylifestyle

forch

ildren

Evaluate

therelevanc

eof

curre

ntlegislation

asitap

pliesto

supp

ortingahe

althylifestyle

forch

ildren

Includ

eareflectiveacco

unto

fthe

roleof

the

practitione

rinprom

otingandmaintaining

ahe

althyen

vironm

entfor

children

012345

012345

678910

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15

012345

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1112

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15

Internalmarkersign

ature:

InternalMod

erator

sign

ature(if

chos

enforsa

mple):

Date:

012345

012345

678910

012345

678910

012345

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1112

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1112

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15

012345

678910

1112

1314

15

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Gradeboundaries

A=80

-95

B=70

-79

C=60

-69

D=50

-59

E=35

-49

Refer

=0-34

Totalmarks:

Grade:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Com

pensatorymarking

grid


Unit6–Promotingahealthyenvironmentforchildren



295

Section 9

Candidate

Name:

PIN:

Site/Centre No:




Tutor feedback

Signatures


Grade awarded:



Unit 7 – Play and learning in children’s educationI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have takenplace.









297

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E1

E2

E3

E4

E5

Collate

eviden

cewhich

describes

theroleof

thepractitione

rinmee

tingch

ildren’slearning

need

s

Provide

inform

ationab

outc

urrent

influen

ces

onplay

Provide

inform

ationab

outc

urrent

influen

ces

ontheplanning

andprovisionof

learning

oppo

rtunities

Includ

eexam

ples

ofdifferent

theo

retical

mod

elsof

howch

ildrenplay

andlearn

Includ

ean

explanationof

howob

servations

caninform

planning

tomee

tchildren’slearning

need

s

012345

012345

012345

012345

012345

Com

pensatorymarking

grid


Unit7–Playandlearning

inchildren’seducation

Candidate

Nam

e:

PIN:

Site/C

entre

No:

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)




Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E6

E7

E8

E9

E10

E11

D1

Includ

eTWO(2)e

xamples

ofinform

ation

from

agen

cies

outsidethesetting

which

may

contributeto

theassessmen

toflearning

need

s

Includ

eTWO(2)p

lans

forcu

rricu

lum

activities

which

show

different

approa

ches

toplanning

learning

oppo

rtunities

Includ

einform

ationab

outthe

impo

rtanc

eof

consultingwith

parentsandothe

rswhe

nplanning

andprovidinglearning

oppo

rtunities

Provide

eviden

ceof

curre

ntandrelevant

research

throug

hout

thepo

rtfolio

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandabibliograp

hy

Provide

eviden

ceof

howtheplanne

dcu

rricu

lum

activities

canprom

otelearning

012345

012345

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Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

Site/C

entre

No:

Com

pensatorymarking

grid



inchildren’seducation(continued)



299

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

D2

C1

C2

B1

A1

Includ

ean

explanationof

thekeyissues

inreco

rdingassessmen

ts

Analyse

theimpo

rtanc

eof

planning

and

providinglearning

oppo

rtunitiesto

mee

tch

ildren’sdiversene

eds

Analyse

theroleof

assessmen

tininform

ing

planning

andresp

onding

tolearning

need

s

Evaluate

howthecu

rrent

influen

ceson

play

anddifferent

theo

reticalmod

elsaffect

the

planning

andprovisionof

learning

oppo

rtunities

Includ

eareflectiveacco

unto

fthe

roleof

the

practitione

rinsupp

ortingthelearning

need

sof

children

012345

678910

012345

678910

012345

678910

012345

678910

1112

1314

15

012345

678910

1112

1314

15

Internalmarkersign

ature:

InternalMod

erator

sign

ature(if

chos

enforsa

mple):

Date:

012345

678910

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1112

1314

15

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1112

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15

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1112

1314

15

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

Site/C

entre

No:

Totalmarks:

Grade:

Gradeboundaries

A=80

-12

5B=70

-79

C=60

-69

D=50

-59

E=35

-49

Refer

=0-34

Com

pensatorymarking

grid



inchildren’seducation(continued)






301

Section 9

Candidate

Name:

PIN:

Site/Centre No:




Tutor feedback

Signatures


Grade awarded:



Unit 8 – Caring for childrenI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation havetaken place.









303

Section 9

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E1

E2

E3

E4

E5

Collate

eviden

cewhich

describes

therole

ofthepractitione

rincaringforch

ildren

Collate

inform

ationab

outh

owcare

for

childrenmay

beprovided

withinfamiliesand

society

Includ

eeviden

cewhich

compa

resthe

differingrolesof

statutory,private,

voluntary

andinde

pend

ents

ettings

Includ

easummaryof

themainregu

lations

that

govern

thecare

ofch

ildrenindifferent

type

sof

setting

s

Includ

eTWO(2)a

ctivities

which

willeach

supp

orta

ndmaintainadifferent

aspe

ctof

theda

ilycare

ofch

ildren

012345

012345

012345

012345

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Com

pensatorymarking

grid


Unit8–Caringforchildren

Candidate

Nam

e:

PIN:

Site/C

entre

No:

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

012345

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)




Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

E6

E7

E8

E9

D1

D2

Includ

ean

explanationof

thekeyissues

which

enab

lemulti-profession

alteam

sto

worktoge

ther

Provide

eviden

ceof

curre

ntandrelevant

research

throug

hout

thepo

rtfolio

Sho

wan

unde

rstand

ingof

diversity

and

inclusivepractice

Includ

ereferenc

esandbibliograp

hy

Provide

eviden

ceto

show

howknow

ledg

eof

child

developm

entc

anco

ntributeto

the

reco

gnition

ofch

ildren’scare

need

s

Discu

ssTWO(2)s

trategies

forimproving

your

ownlearning

andpe

rform

ance

012345

012345

012345

012345

012345

678910

012345

678910

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012345

012345

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012345

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012345

678910

012345

012345

012345

012345

012345

678910

012345

678910

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Candidate

Nam

e:

PIN:

Site/C

entre

No:

Com

pensatorymarking

grid


Unit8–Caringforchildren(continued)



305

Section 9

Totalmarks:

Grade:

Criteria

Description

Internalmarker

(Circ

lemark

achiev

ed)

Internal

moderator

(Circ

lemark

achiev

ed)

C1

B1

A1

Analyse

howthemainregu

lations

can

influen

cetheprovisionof

care

Evaluate

waysto

workeffectivelyinmulti-

profession

alteam

sto

supp

ortthe

care

ofch

ildren

Includ

eareflectiveacco

unto

fthe

roleof

the

practitione

rincaringforch

ildren

012345

678910

012345

678910

1112

1314

15

012345

678910

1112

1314

15

Internalmarkersign

ature:

InternalMod

erator

sign

ature(if

chos

enforsa

mple):

Date:

012345

678910

012345

678910

1112

1314

15

012345

678910

1112

1314

15

012345

678910

012345

678910

1112

1314

15

012345

678910

1112

1314

15

012345

678910

012345

678910

1112

1314

15

012345

678910

1112

1314

15

Internal

Moderator

(Circlemarkac

hieved

)

Internalmarker

(Circlemarkac

hieved

)


Gradeboundaries

A=80

-10

5B=70

-79

C=60

-69

D=50

-59

E=35

-49

Refer

=0-34

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Com

pensatorymarking

grid


Unit8–Caringforchildren






307

Section 10

Section 10

Placement records






309

Section 10

Your Personal DetailsName:

Address:

Telephone Number:

PIN:

Date you registered for the CACHE Level 3 Award in Child Care and Education:

Date you registered for the CACHE Level 3 Certificate in Child Care and Education:

Date you registered for the CACHE Level 3 Diploma in Child Care and Education:


Your Centre DetailsSite/Centre name:

Site/Centre address:

Site/Centre Telephone number:

Site/Centre number:

Name of your course tutor:






311

Section 10

Tutor feedback

Tutor name:


IM name:(if chosen for sample)


Signatures

Candidate declarationI declare that this is my own work and I understand that any grades are provisional until internal and standards moderation havetaken place.


Grade awarded:

Candidate

Name:

PIN:

Site/Centre No:

Placement Summary

Practice Evidence Records

Practice Evidence Record Diary

Professional Development Profiles

Complete

Complete

Complete

Complete

Evidence of internal moderation

CACHE Level 3 Award, Level 3 Certificateand Level 3 Diploma in Child Careand Education








313

Section 10

Place

men

tSum

mary


Education

PlacementSummary

Authorisation

Tutor’s

name:

Site/C

entre

name:

Tutor’s

sign

ature:

Date:

Totalnum

berof

days*/ho

ursattend

edthroug

hout

course:

*Ada

yrepresen

tsap

proximatelysixho

urs

Place

men

tdates

From

To

Nam

eof

plac

emen

tsup

erviso

ran

d

namean

dad

dressof

plac

emen

t

Num

berof

days*/ho

urswith

childreninag

erang

es:

Birthto

1y1y

to3y

11m

4yto

7y11

m8y

to16

y

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Place

men

tSup

erviso

rSigna

ture

Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk



Place

men

tSum

mary


Education

PlacementSummary

Authorisation

Tutor’s

name:

Site/C

entre

name:

Tutor’s

sign

ature:

Date:

Totalnum

berof

days*/ho

ursattend

edthroug

hout

course:

*Ada

yrepresen

tsap

proximatelysixho

urs

Place

men

tdates

From

To

Nam

eof

plac

emen

tsup

erviso

ran

d

namean

dad

dressof

plac

emen

t

Num

berof

days*/ho

urswith

childreninag

erang

es:

Birthto

1y1y

to3y

11m

4yto

7y11

m8y

to16

y

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Place

men

tSup

erviso

rSigna

ture

Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk



315

Section 10

Practice Evidence Records (PERs)You must identify evidence that shows your competence (ability) in each task. Evidenceshould be obtained through observation, by your supervisor or the person who visits you inplacement. If this is not possible, discussion with your supervisor, tutor or teacher, orassignment work can be used as evidence.

You must complete evidence for all the tasks to complete the qualification. If you sign a PERyourself, or falsify any area of the PERs, that part of your work will not be considered validfor assessment. All PERs must be completed in approved placements, closely monitored byyour placement supervisor, tutor or teacher. Evidence of your performance in the PERs mustbe from an approved placement only.

Practice Evidence Record Diary (PERD)The practical elements of your course are important to your work in the sector. As part of theevidence to achieve your PERs you are expected to complete a Practice Evidence RecordDiary, which will be marked by your tutor and verified as an accurate account by yourplacement supervisor. The diary consists of tasks that you should complete in yourplacement. This Practice Evidence Record Diary will give you the opportunity to demonstrateyour skills in evaluation and reflection. It will also give you the opportunity to show yourunderstanding of the practical skills you have gained in placement. The PERs tasks can befound on the CACHE website. Your tutor will give you guidance on how to complete thePractice Evidence Diary. You will receive a grade from E to A when you have completed thePERs, including your Practice Evidence Record Diary. You must achieve a grade E toachieve Unit 9.

Each of the mandatory units, except unit 1, has a PER and a PERD. There are no PERs forthe optional units but there is a generic task for the Practice Evidence Record Diary whichyou will find on the CD Rom with the optional units.






317

Section 10

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

CCLD

306.1.9

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

3.1

Promotethechild'ssensory

developmentthrough

appropriate

activities/experiences.

See

nAge

or

Other

Age

CCLD

301.2.2

301.2.4

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

3.1

Listenandencouragethechild

totalkabouttheirexperiences

including,whereappropriate,

givingopportunitiesforchildren

whoarelearningEnglishto

describetheirexperiences.

PracticeEviden

ceRec

ord

CACHELevel3Award,Level3CertificateandLevel3DiplomainChildCareandEducation

Unit2PracticeEvidenceRecord–Developmentfromconceptiontoage16years

NOSChildren’s

Care,

Learning

and

Development

Level2

See

nAge

or

Other

Age

Unitand

assessment

criteria

Thecandidateisableto:

Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

309.1.11

304.1.1

307.1.7

307.1.6

307.1.8

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

1.2

Plan,provideandreview

activitieswhichreflectthe

needsofindividualchildrenand

promote,forexample:

•finemanipulativeskills

•grossmotorskills

•locomotionandbalance

•eye-hand

co-ordination



Unit2PracticeEvidenceRecord–Developmentfromconceptiontoage16years(continued)

NOSChildren’s

Care,

Learning

and

Development

Level2

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

CCLD

306.3.3

301.1.3

307.1.10

Signatureof

tutor/supervisor/

placementvisitor

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.3

2.2

3.1

Promotethechildren'sself-

relianceandself-esteem

by,for

example:

•givingpraiseandrecognition

foreffortandachievement

•encouragingdiscussionwith

thechildabouttheirneeds

andpreferences

•encouragingthechildtowork

atdevelopingaskillontheir

ownbutbetheretohelp

whennecessary

See

nAge

or

Other

Age

CCLD

301.3.5

301.3.4

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

2.1

2.3

Encouragethechild/childrento

resolveargumentsand

difficultiesthemselvesinasafe

andreassuringmanner.

Supportchildrenwhohave

beenupsetbyothers.



319

Section 10


NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

301.1.6

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.2

Provideattentiontoindividual

childreninapositivesensitive

mannerthatisfairtothem

and

thegroupasawhole.

See

nAge

or

Other

Age

CCLD

301.1.2

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

2.3

3.1

Beconsistentinapproachand

adaptyourbehaviourtomeet

theage,needsandabilitiesof

individualchildren.

See

nAge

or

Other

Age

CCLD

301.3.2

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

3.2

Manageincidentsofunwanted

behaviourinacalmand

controlledwaythatenables

childrentounderstand

other

people'sfeelings.




NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

308.2

308.1

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

2.3

3.1

Promotethechildren'sactive

enjoymentintheday-to-daylife

ofthesetting.Provideapositive

environmentthatencourages

childrentorelatetoadultsand

otherchildren.

See

nAge

or

Other

Age

CCLD

308.1.2/3

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

Encouragechildrentoshare

andco-operateinactivitiesand

toconsiderthefeelingsof

othersinthegroup.

See

nAge

or

Other

Age

CCLD

345.3.1/8/9

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

Supportthedevelopmentof

literacyskillsbyencouraging

thechildto,forexample:

•joininconversationsand

discussions

•listentoothers'contributions

andrespondpositivelyto

whattheysay

•respectandvaluehome

languages,localaccentsand

dialectsinawaythatvalues

culturaldiversity



321

Section 10


NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

314.4.9

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

1.3

Understandtheimportanceof

encouragingparentstoshare

informationthatmayaffectthe

baby'sdevelopmentand

wellbeing.

See

nAge

or

Other

Age

CCLD

314.3.11

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

2.1

3.1

Supporteffective

communicationwithparentsto

keepthem

informedaboutthe

child'sdevelopmentand

progress.

See

nAge

or

Other

Age

CCLD

332.13

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

2.2

Showanon-judgmentalattitude

thatvaluesdiversityandtakes

intoaccountcultural,religious

andethnicdifferences.




NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

314.3.1/2/3

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

2.3

Carryoutroutinessuitedtothe

individualneedsofthebaby,for

example:

•washing

•dressing

•nappychanging

•bathing

See

nAge

or

Other

Age

CCLD

314.3.7

314.3.8

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.2

Usecareroutinestopromote

sensorydevelopment.Identify

learninganddevelopment

opportunitieswhencarryingout

routinesofcare.

See

nAge

or

Other

Age

CCLD

314.2.3

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

Makeup

infantfeedsfor

babies.



323

Section 10


NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

314.2.4

314.2.7

314.4.1

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.3

Feedababy(bottleorspoon

feeding).Interactsensitively

withthebabytomakefeeding

apositivesocialandemotional

experience.

See

nAge

or

Other

Age

CCLD

314.1.1

314.3.10

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

2.3


opportunitiesforphysical

developmentaccordingtoage,

needandability.

See

nAge

or

Other

Age

CCLD

314.4.2

314.4.3

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

1.2

Promotethesocialand

emotionaldevelopmentofthe

babyby,forexample:

•respondingpromptlytosigns

ofdistress

•usingdifferentwaystocalm

andreassureababywhois

upset

•takingintoaccounttheirage,

needsandlevelof

understanding




NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

312.2.9

312.3.3

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit2

1.1

1.2

3.1

Promotethelanguageand

learningofthebabyby

planning,providingand

reviewingavarietyofactivities

thataredevelopmentally

appropriate,forexample:

•listening

•talking

•singing

•rhymes

Usethechild'shomelanguage

wherepossible.



325

Section 10

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

301.1.1

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit3

4.2

Provideapositiverolemodel

forchildrenthathelpsthem

feel

welcomeandvalued.

PracticeEviden

ceRec

ord

CACHELevel3Award,Level3CertificateandLevel3DiplomainChildCareandEducation

Unit3PracticeEvidenceRecord–Supportingchildren






327

Section 10

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

302.1.2

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

1.1

Identifypotentialhazardsinthe

settingandknow

whattodo

withthisinformation.

See

nAge

or

Other

Age

CCLD

302.1.4

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

1.2

Followsetproceduresfor

managingpotentialhazards

withplacementsupervisor.

See

nAge

or

Other

Age

CCLD

302.1.5

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

1.2

Showanunderstandingofthe

securityproceduresaround

arrivalanddeparturetimes.

PracticeEviden

ceRec

ord

CACHELevel3CertificateandLevel3DiplomainChildCareandEducation

Unit4PracticeEvidenceRecord–Keepingchildrensafe



Unit4PracticeEvidenceRecord–Keepingchildrensafe(continued)

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

302.3.2

302.3.4

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

2.1

Followthecorrectprocedures

inthesettingwhendealingwith

minoraccidents/injuries,for

example,reassuringthechildin

acalmmanner.

See

nAge

or

Other

Age

CCLD

302.3.3

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

3.1

Followthecorrectprocedures

toavoidtransmittinginfection,

forexample:

•hand

washing

•useofdisposablegloves

•safedisposalofwaste

•safehandlingofbodyfluids

•safehandlingoffood



329

Section 10


NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

302.2.3

309.2.6

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

4.1

Supportchildrenintheir

personalhygieneroutines

(respectingparents/carers

wishes)andthechild's

age/stageofdevelopment,by

promotinghygieneawareness,

forexample:duringthe

followingroutines:

•hand

washing

•careoftheteeth

•careofthehairandskin

•toileting

See

nAge

or

Other

Age

CCLD

307.2.3/4/5

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

3.2

Encouragehealthyeatingby

involvingchildreninplanning

andpreparingfood

orsnacks

appropriatetotheirage/stage

ofdevelopmentandfollowing

safetyprocedures.




NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

302.2.1/4

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

1.1

Ensuresafetyandencourage

thechildrentouse

equipment/resourcesinasafe

andcontrolledway.

See

nAge

or

Other

Age

CCLD

302.3.4

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

2.1

Comfortachildwhoisillor

feelingunwell.

See

nAge

or

Other

Age

CCLD

302.2.66

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

2.1

Reportinformationconcerning

achildwhoisillinanaccurate

waytotheappropriateadult.



331

Section 10


NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

314.1

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

2.1

FollowsetproceduresforHealth

andSafety.

See

nAge

or

Other

Age

CCLD

314.2.3

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit4

1.1

Sterilisefeedingequipment.






333

Section 10

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

338.1/2/3/7

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

1.2

Contributetotheworkofthe

team

inapositiveandeffective

way.

See

nAge

or

Other

Age

CCLD

301.1/3/4

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

1.1

1.2

Participateinteam

meetingsin

anappropriateway.

See

nAge

or

Other

Age

CCLD

301.4.2

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

3.1

3.2

Followproceduressetoutin

theDiversity/Equal

Opportunitiespolicyofthework

setting.

PracticeEviden

ceRec

ord

CACHELevel3CertificateandLevel3DiplomainChildCareandEducation

Unit5PracticeEvidenceRecord–Theprinciplesunderpinning

theroleofthepractitioner

workingwith

children





workingwith

children(continued)

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

338.4

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

1.2

Carryoutinstructionsand

responsibilitiesgivenbythe

placementsupervisor,ina

responsibleandeffectiveway.

See

nAge

or

Other

Age

CCLD

301.4.4

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

2.1

Providefeedbacktotheteam

concerningthetaskthatthey

beeninvolvedin.

See

nAge

or

Other

Age

CCLD

304.2.1

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

2.2

Reflectonthetaskcarriedout

andidentifywhere

improvementscouldbemade.



335

Section 10



workingwith

children(continued)

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

304.2.2

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit5

3.3

Actuponadvicegivenbyother

membersoftheteam.






337

Section 10

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

307.2.1

307.2.4

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit6

3.1


activities/experienceswhich

promotethepersonalhealthof

thechild,whichavoidbiasand

whichtakeaccountofany

culturalorsocialfactors.

See

nAge

or

Other

Age

CCLD

307.2.1/2

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit6

3.1

3.2

Providefood

anddrink(inareal

orsimulatedsituation)which

meetsthedietaryandnutritional

needsofthechild,followsthe

principlesofhealthyeatingand

ispreparedaccordingtodietary

andculturalrequirements.

See

nAge

or

Other

Age

CCLD

307.2.7

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit6

2.2

Followsetproceduresregarding

specialdietaryrequirementsof

individualchildrenandmaintain

accuraterecords.

PracticeEviden

ceRec

ord


Unit6PracticeEvidenceRecord–Promotingahealthyenvironmentforchildren






339

Section 10

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

309.1.5/6

305.2.1/2

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

3.1

3.2

Setoutandclearaway

resourceswhichpromote

children'slearningthroughplay,

forexample:

•sand

play

•waterplay

•malleablematerials,dough,

clay,etc.

•painting,drawingandthree

dimensionalcreativematerials

•itemsforheuristicplayand

stimulatingsensory

experiences

•smallscaleequipmentand

toys

Providealearningenvironment

thatpromotespositiveimages

ofchildrenandreflectsa

diversesociety.

PracticeEviden

ceRec

ord


Unit7PracticeEvidenceRecord–Playandlearning

inchildren'seducation




inchildren'seducation(continued)

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

309.2.4/5/7

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

1.2

1.3

3.2

Encouragechildrento

participateincurriculum

activitiesthatsupport,for

example:

•communication,language

andliteracy

•understandingof

mathematics

•knowledgeand

understandingoftheworld

•personal,socialand

emotionaldevelopment

•physicaldevelopment

•creativedevelopment

See

nAge

or

Other

Age

CCLD

306.2.3

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

4.2

Encouragechildrento

participateinthesettingout,

clearingawayandcleaningof

playmaterialsasappropriate.



341

Section 10



NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

307.1.3/4

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

Provideprotectiveclothingand

cleanandsaferesourcesto

ensurechildren'swell-being

whenplaying.

See

nAge

or

Other

Age

CCLD

345.3.2/5/7

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

3.1

3.2

3.3

Encouragethechildtodevelop

andextend

his/hervocabulary

by:

•usingeveryopportunityto

introducenewwordstothe

child

•usingopen-endedquestions

toencouragethechildtojoin

inconversationsand

discussions

•givingpraiseand

encouragementtoenhance

self-confidence





NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

345.1.5

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

4.2


children'sreadingskills.

See

nAge

or

Other

Age

CCLD

345.2.5

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

4.1


children'swritingskills.



343

Section 10



NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

346.1.6

346.11.7

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

3.3

4.2


numeracyskillsby:

•helpingchildrentointerpret

andfollowmathematical

instructionsinactivities

•askingquestionswhich

encourageunderstandingof

mathematicalconcepts,for

example,'How

many

more/less?'

•explainingandrepeatingthe

correctuseofmathematical

language

•usingpraiseandgivinghelp

inordertomaintainthe

child'sinterestinnumeracy





NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

346.2.6

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

4.2

Supportactivitieswhich

promotechildren's

understandingofshape,space

andmeasure.

See

nAge

or

Other

Age

CCLD

346.2.6

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

4.1

4.2

Supportandencourage

childreninsolvingnumerical

problemsandinterpreting

simpledata

See

nAge

or

Other

Age

CCLD

306.2.5

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

4.2

Supportchildrenusing

informationandcommunication

technology.



345

Section 10



NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

309.1.4/6

301.2.3

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

1.1

2.1

4.2

Supportactivitieswhich

promotechildren's

understandingofscience:

•providechildrenwith

resourcesthatenablethem

toinvestigateandunderstand

scientificconcepts

•askquestions,whichwill

encouragechildrento

investigate,understand

and

developscientificthinking

See

nAge

or

Other

Age

CCLD

3-5.2.1/2

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

3.1

3.2

Supportalearningenvironment

thatpromotespositiveimages

ofchildrenandreflectsa

diversesociety.





NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

302.1.5

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit7

3.2

Provideactivitiestoencourage

children'sawarenessoftheir

ownsafetyandthesafetyof

others.



347

Section 10

NOSChildren’s

Care,

Learning

and

Development

Level3

Candida

tename:

Cen

trenu

mbe

r:

PIN:

Tutorsign

ature:

Date:

See

nAge

or

Other

Age

Unitand

assessment

criteria


Evidence1

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

Signatureof

tutor/supervisor/

placementvisitor

Optional

evidence2

additional

evidence

(Can

dida

teto

com

plet

eby

ticki

ngev

iden

cety

pe)

CCLD

314.4.10

Name:

Signature:

Date:

Signatureof

tutor/supervisor/

placementvisitor

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit8

1.1

Maintainconfidentialityofany

personalinformationshared

withyouconcerningtheparent.

See

nAge

or

Other

Age

CCLD

332.1.3

332.1.

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit8

2.1

2.2

Greetthechild'sparentina

respectful,welcomingmanner

makingnostereotypical

assumptionsandtakingcareto

demonstrateanattitudethat

valuesdiversity.

See

nAge

or

Other

Age

CCLD

332.1.5

Name:

Signature:

Date:

See

nAge

or

Other

Age

Name:

Signature:

Date:

Unit8

1.1

Respond

toenquiriesby

referringtheparentto

appropriatestaffwhen

necessary.

PracticeEviden

ceRec

ord


Unit8PracticeEvidenceRecord–Caringforchildren






349

Section 10

Candidate

Name:

PIN:



Assignment criteria

P2.1 Describe the TWO (2) activities or experiences

P2.2 Evaluate ways in which you have encouraged and supported the children during the activities orexperiences

P2.3 Reflect on the effectiveness of the activities or experiences to promote your chosen option

Task 1:Write a reflective account of TWO (2) activities or experiences which you havebeen involved in within your setting and which have promoted either:

• children’s sensory development OR

• children’s self reliance and self esteem OR

• children’s physical development OR

• opportunities for children who are learning English to describe their experiencesOR

• opportunities for encouraging children to share

Include in your account:

• how the activities or experiences are planned

• what you considered when providing the activity or experience

• a review of how effective the activities or experiences were

• an evaluation of how you encouraged and supported the children during theactivities or experiences

Unit 2: Development from conception to age 16 yearsPERsevidencenumbers:



Supervisor/tutor comment: Date:

Signature:

Signatures

Record of Unit 2 Task 1 cont.



351

Section 10

Candidate

Name:

PIN:



Record of Unit 2 Task 2

Assignment criteria

P2.4 Reflect on how you supported the child/children

P2.5 Evaluate your personal learning from giving this support

Task 2:Write a reflective account of how you gave positive and sensitive support toEITHER

• manage a child’s behaviour OR

• comfort a child who has been upset by other children.

Evaluate your personal learning from giving this support

Unit 2: Development from conception to age 16 yearsPERsevidencenumbers:




Signature:

Signatures


© CACHE 2009 Version 3 353

Unit 2: Development from conception to age 16 years

Grading Criteria

0 – 1 mark 2 – 3 marks 4 – 5 marksThe candidate The candidate The candidatedemonstrates a demonstrates applies knowledgebasic knowledge application of and demonstrates

knowledge understanding

P2.1 Describe the TWO (2)activities or experiences

P2.2 Evaluate ways in which youhave encouraged andsupported the children duringthe activities or experiences

P2.3 Reflect on the effectiveness ofthe activities or experiencesto promote your chosen option

P2.4 Reflect on how you supportedthe child/children

P2.5 Evaluate your personallearning from giving thissupport

0 1

0 1

0 1

0 1

0 1

2 3

2 3

2 3

2 3

2 3

4 5

4 5

4 5

4 5

4 5

Unit 2: Total marks

Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course Handbook Section 10






355

Section 10

Candidate

Name:

PIN:


CACHE Level 3 Certificate and Level 3Diploma in Child Care and Education

Assignment criteria

P3.1 Include a list of FIVE (5) ways in which you have been a positive role model for children in yoursetting

P3.2 Give reasons to support your list

Task1:Provide a list of FIVE (5) ways, with reasons, that you have been a positive rolemodel for children in your setting. Ask your placement supervisor to make a briefcomment to support your list

Unit 3: Supporting childrenPERsevidencenumbers:





Signature:

Signatures



Unit 3: Supporting children

Grading Criteria



P3.1 Include a list of FIVE (5) waysin which you have been apositive role model forchildren in your setting

P3.2 Give reasons to supportyour list

0 1

0 1 2 3

2 3

4 5

4 5

Unit 3: Total marks







359

Section 10

Candidate

Name:

PIN:



Assignment criteria

P4.1 Describe your involvement in EACH situation

P4.2 Show evidence of your knowledge of procedures in EACH situation

P4.3 Evaluate briefly your role in EACH situation

Task 1: Choose TWO 2 ways from the list in which you have been involved inkeeping children safe:

• identifying possible hazards in the setting

• sterilising feeding equipment

• encouraging children to use resources in a safe and controlled way

• comforting a child who is ill and reporting necessary information to theappropriate person

• dealing with a minor accident or injury

• following a procedure to avoid transmitting infection

• maintaining security during arrival and departure times in the setting

Describe how you were involved in each situation. Explain the procedures youfollowed in each situation. Evaluate briefly your role when involved in, and following,the procedures in each situation.

Unit 4: Keeping children safePERsevidencenumbers:




Signature:

Signatures



Candidate

Name:

PIN:



Assignment criteria

P4.4 Describe your chosen activity

P4.5 Evaluate the effectiveness of the activity

P4.6 Explain, with reasons, the changes you would make

Task 2:Write a short report of an activity which you planned and carried out with children topromote EITHER:

• supporting children in their hygiene routines

• encouraging healthy eating by involving children in planning and preparing foodor snacks

Evaluate how effective the activity was.

Explain the changes you would make and give reasons.

Unit 4: Keeping children safePERsevidencenumbers:






Signature:

Signatures




363

Section 10

Unit 4: Keeping children safe

Grading Criteria



P4.1 Describe your involvement inEACH situation

P4.2 Show evidence of yourknowledge of procedures inEACH situation

P4.3 Evaluate briefly your role inEACH situation

P4.4 Describe your chosen activity

P4.5 Evaluate the effectiveness ofthe activity

P4.6 Explain, with reasons, thechanges you would make

0 1

0 1

0 1

0 1

0 1

2 3

2 3

2 3

2 3

2 3

4 5

4 5

4 5

4 5

4 5

Unit 4: Total marks

0 1 2 3 4 5






365

Section 10

Candidate

Name:

PIN:



Assignment criteria

P5.1 Give examples of EACH situation in which you have worked as part of the team

P5.2 Describe how you carried out the instructions given to you in a responsible way

P5.3 Describe how you provided feedback to team members about a task in which you have beeninvolved

P5.4 Reflect on each situation and identify where you could make improvements and act on advice givento you

Task 1:Give examples of situations in which you have worked as part of the team to:

• carry out instructions given to you by the placement supervisor in a responsibleway

• provide feedback to team members about a task in which you have beeninvolved

• reflect on each situation and identify where you could make improvements andact upon advice given to you.

Unit 5: The principles underpinning the role of the practitionerworking with children

PERsevidencenumbers:





Signature:

Signatures




367

Section 10

Unit 5: The principles underpinning the role of thepractitioner working with children

Grading Criteria



P5.1 Give examples of EACHsituation in which you haveworked as part of the team

P5.2 Describe how you carried outthe instructions given to youin a responsible way

P5.3 Describe how you providedfeedback to team membersabout a task in which youhave been involved

P5.4 Reflect on each situation andidentify where you couldmake improvements andact on advice given to you

0 1

0 1

0 1

2 3

2 3

2 3

4 5

4 5

4 5

Unit 5: Total marks

0 1 2 3 4 5






369

Section 10

Candidate

Name:

PIN:



Assignment criteria

P6.1 Describe what was considered when providing the activities or experiences

P6.2 Explain how the activities or experiences linked to the planning and procedures of the setting

P6.3 Explain how cultural and social factors were considered

P6.4 Evaluate briefly how effective you were when helping to implement the activities or experiences

Task 1:Write a reflective account of TWO (2) activities or experiences you helped toprovide in your setting to promote the personal health of a child or children. Includein your account:

• what was considered when providing the activities or experiences

• explain how the activities or experiences linked to the planning and proceduresof the setting

• an explanation of how cultural and social factors were considered

• a brief evaluation of your effectiveness when helping to implement the activitiesor experiences


Unit 6: Promoting a healthy environment for children





Signature:

Signatures




371

Section 10

Candidate

Name:

PIN:



Assignment criteria

P6.5 Explain your planning to provide the food and drinks

P6.6 Explain how you met the child’s dietary and nutritional needs

P6.7 Evaluate briefly your own learning

Task 2:Write a report about ONE (1) occasion when you provided food and drinks whichmet the dietary and nutritional needs of a child. You should include:

• how you planned to provide the food and drinks for a child

• how you met the dietary and nutritional needs of the child

• a brief evaluation of your own learning







Signature:

Signatures




373

Section 10


Grading Criteria



P6.1 Describe what wasconsidered when providingthe activities or experiences

P6.2 Explain how the activities orexperiences linked to theplanning and procedures ofthe setting

P6.3 Explain how cultural andsocial factors were considered

P6.4 Evaluate briefly how effectiveyou were when helping toimplement the activities orexperiences

P6.5 Explain your planning toprovide the food and drinks

P6.6 Explain how you met thechild’s dietary and nutritionalneeds

P6.7 Evaluate briefly your ownlearning

0 1

0 1

0 1

2 3

2 3

2 3

4 5

4 5

4 5

Unit 6: Total marks

0 1 2 3 4 50 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5






375

Section 10

Candidate

Name:

PIN:



Assignment criteria

P7.1 Explain what you considered when organising the activities or experiences

P7.2 Explain how your activities or experiences helped the children to investigate and understand scientificideas

P7.3 Include a relevant question you asked the children

P7.4 Evaluate how effective you were in implementing the activities or experiences

Task 1:Write a reflective account of TWO (2) activities or experiences you have provided inyour setting which have promoted children’s understanding of science. Include inyour account:

• what you have considered when organising the activities or experiences

• how your activities or experiences helped the children to investigate andunderstand scientific ideas

• a question you asked to encourage the children to investigate, understand anddevelop scientific thinking

• evaluate your effectiveness in implementing the activities or experiences


Unit 7: Play and learning in children’s education





Signature:

Signatures




377

Section 10

Candidate

Name:

PIN:



Assignment criteria

P7.5 Explain how the setting promotes positive images of children and reflects a diverse society

P7.6 Describe a resource which uses positive images

P7.7 Evaluate briefly your learning from finding information for this report

Task 2:Write a short report on how your setting promotes positive images of children andreflects a diverse society. Include in your report:

• a description of a resource which uses positive images

• a brief evaluation of your own learning from finding information for the report







Signature:

Signatures




379

Section 10

Candidate

Name:

PIN:



Assignment criteria

P7.8 Describe TWO (2) examples of activities or experiences which encourage children’s awareness oftheir own and other’s safety

P7.9 Reflect on the effectiveness of the activities or experiences in practice

Task 3:Describe TWO (2) examples of activities or experiences which encouragechildren’s awareness of their own and other’s safety. Reflect on the effectiveness ofthe activities or experiences in practice.







Signature:

Signatures




381

Section 10

Unit 7: Play and learning in children’s education GradingCriteria

Grading Criteria



P7.1 Explain what you consideredwhen organising the activitiesor experiences

P7.2 Explain how your activities orexperiences helped thechildren to investigate andunderstand scientific ideas

P7.3 Include a relevant questionyou asked the children

P7.4 Evaluate how effective youwere in implementing theactivities or experiences

P7.5 Explain how the settingpromotes positive images ofchildren and reflects a diversesociety

P7.6 Describe a resource whichuses positive images

P7.7 Evaluate briefly your learningfrom finding information forthis report

P7.8 Describe TWO (2) examplesof activities or experienceswhich encourage children’sawareness of their own andother’s safety.

P7.9 Reflect on the effectivenessof the activities orexperiences in practice

0 1

0 1

0 1

2 3

2 3

2 3

4 5

4 5

4 5

Unit 7: Total marks

0 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5

0 1 2 3 4 5






383

Section 10

Candidate

Name:

PIN:



Assignment criteria

P8.1 Explain how to respond to enquiries from parents

P8.2 Explain ways to maintain confidentiality

P8.3 Include suitable ways to greet and welcome parents

Task 1:Write a reflective account of how the practitioner should respond to parents. Youshould include:

• how to respond to enquiries from parents

• how to maintain confidentiality

• ways to greet and welcome parents


Unit 8: Caring for children





Signature:

Signatures




385

Section 10

Unit 8: Caring for children

Grading Criteria



P8.1 Explain how to respond toenquiries from parents

P8.2 Explain ways to maintainconfidentiality

P8.3 Include suitable ways togreet and welcome parents

0 1

0 1

0 1

2 3

2 3

2 3

4 5

4 5

4 5

Unit 8: Total marks






387

Section 10

Candidate

Name:

PIN:



Record of Optional Unit Task

Assignment criteria

P10.1 Give a detailed written account of the event or activity

P10.2 Reflect on the links to your learning during the optional unit

P10.3 Reflect on the effectiveness of your role during the event or activity

P10.4 Give TWO (2) examples of how you could improve your practice in the future

Task:Write a detailed reflective account of an event or activity that must be directly linkedto the optional unit you are studying in one of the following:

• EITHER an activity or event which has taken place in the setting OR

• an activity or event you have planned OR

• an occasion when you have responded to the individual needs of a particularchild

Optional UnitPERsevidencenumbers:



Supervisor/tutor signature: Date:

Signature:

Signatures

Record of Optional Unit Task cont.



389

Section 10

0-1mark

Thecandidate

demonstratesa

basicknowledge

P10.1

Giveadetailed

writtenaccountof

theeventoractivity

P10.2

Reflectonthelinksto

yourlearningduring

theoptionalunit

P10.3

Reflectonthe

effectivenessofyour

roleduringtheevent

oractivity

P10.4

GiveTWO(2)

examplesofhowyou

couldimproveyour

practiceinthefuture

Level3OptionalUnit

GradingCriteria

2-3mark

Thecandidate

demonstratesapplication

ofknowledge

4-5mark

Thecandidate

appliesknowledgeand

demonstratesunderstanding

01

01

01

23

23

23

45

45

45

01

23

45

Optionalunit:Totalmarks






391

Section 10

Marks

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Optional Unit

Total mark

Overall marks 200

A = 160 – 200 marks B = 140 – 159 marksC = 120 – 139 marks D = 100 – 119 marksE = 80 – 99 marksRefer – 79 marks or under

Candidate

Name:

PIN:

Grade for Practice Evidence Record Diary




No.

Grade

Coreprinciples

Commentsfromplacementsupervisor

1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm

enttodiversity,inclusiven

essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun

icateeffectivelywith

children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson

alinitiativewithinthesetting

andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:



393

Section 10

ProfessionalD

evelop

men

tProfile:

Interim

repo

rt1

(not

manda

tory)



Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk



Supervisor/placement visitor guidance on PDP 1 – Interimreport

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 andabilities

• 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-judgmental 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(s) 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• The candidate is willing to undertake a wide range of tasks within their job role

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

• 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 securityrequirements 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

• 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



395

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Finalrep

ort1

(manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk



Supervisor/placement visitor guidance on PDP 1 – Finalreport

Criteria






accordingly










the placement

• If the candidate has not improved following an interim action plan you should choose the Refer optionon the final Professional Development Profile

• 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 in the PDP



397

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Interim

repo

rt2

(not

manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement




399

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Finalrep

ort2

(manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement






401

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Interim

repo

rt3

(not

manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement




403

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Finalrep

ort3

(manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement






405

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Interim

repo

rt4

(not

manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement




407

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Finalrep

ort4

(manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement






409

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Interim

repo

rt5

(not

manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement




411

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Finalrep

ort5

(manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement






413

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Tutor’scomments

Tutorsign

ature:

Date:

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Interim

repo

rt6

(not

manda

tory)



Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement




415

Section 10

No.

Grade

Coreprinciples


1.Pass

Refer

Dem

onstratespo

sitiveandco

nsistent

attitud

esand

behaviou

rwhich

show

sco

mmitm

enttothewelfare

ofthe

child

andfamily.

2.Pass

Refer

Respe

ctsco

nfiden

tialityof

inform

ationrelatingto

the

child,family

andthesetting

,reco

gnisingthebo

unda

ries

andlim

itswithintheirrole.

3.Pass

Refer

Dem

onstratesaco

mmitm


essand

differentiation.

4.Pass

Refer

Theab

ilityto

commun


children.

5.Pass

Refer

Abilityto

relate

politely,co

urteou

slyandap

prop

riately

with

parents,

carers

andothe

rad

ults.

6.Pass

Refer

Dem

onstratesprofession

alstanda

rdsof

timekee

ping

.

7.Pass

Refer

Use

ofpe

rson


andwith

rega

rdto

centre

course

workco

mpleted

withinthesetting

.

8.Pass

Refer

Areco

gnition

andresp

ectfor

theco

ntributionof

othe

rprofession

alstaffa

ndtheab

ilityto

workeffectivelyas

ateam

mem

ber.

9.Pass

Refer

Aknow

ledg

eandaw

aren

essof

hygien

e,safetyand

secu

rityandtheab

ilityto

implem

entthisinpractice.

Num

berof

days

attend

edby

cand

idate:

Place

men

tsup

ervisorsign

ature:

Date:

Placementname

Candidate

Nam

e:

PIN:

Site/C

entre

No:

ProfessionalD

evelop

men

tProfile:

Finalrep

ort6

(not

manda

tory)



Tutor’scomments

Tutorsign

ature:

Date:

Apex

Hou

se,8

1Cam

pRoa

dSt

Alba

ns,H

ertfo

rdsh

ireAL

15G

BTe

l:08

4534

721

23www.cac

he.org.uk




Criteria






accordingly










the placement






417

Handbook feedback form

Handbook feedback for:Level 3 Award, Level 3 Certificate and Level 3Diploma in Child Care and Education CourseHandbook

Your commentsThere is a larger comments box overleaf if needed.

Please use this form to let us know what you think of this handbook. Examples of the thingswe would like to know are:

• does the handbook contain everything you need?

• what you did or did not like about the handbook

• was it easy to find the information you needed?

• any other comments or suggestions about the handbook

Post or fax to: CACHE Qualifications ManagerCACHEApex House81 Camp RoadSt. AlbansHertsAL1 5GB

Fax: 01727 818613

Your contact detailsPlease write your contact details here so we can respond to your comments.


Level 3 Award, Level 3 Certificate and Level 3 Diploma in ChildCare and Education Course HandbookHandbook feedback form

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Council for Awards in Care, Health and EducationApex House, 81 Camp Road, St Albans, AL1 5GB.

Telephone: 0845 347 2123 Fax: 01727 818618 www.cache.org.uk

Reg. Charity No. 1036232 Reg. Company No. 2887166

Council for Awards in Care, Health and Education (Incorporating CEYA, NNEB and NAMCW)Patron: Her Majesty The Queen

CACHE Qualifications:

Vocational Related Qualifications (VQs):• CACHE Entry Level Certificate in Preparation for Childcare• CACHE Level 1 Award in Getting Started in a Pre-school Setting• CACHE Foundation Award in Caring for Children• CACHE Level 2 Award/Certificate/Diploma in Child Care and Education • CACHE Level 2 Certificate in Children’s Care, Learning and Development• CACHE Level 2 Certificate in Pre-school Practice• CACHE Level 2 Certificate in Supporting Playwork Practice • CACHE Level 2 Award/Certificate/Diploma in Playwork • CACHE Level 2 Certificate in Early Years Care and Education (Welsh Medium)• CACHE Level 2 Award/Certificate in Support Work in Schools• CACHE Level 2 Certificate in Supporting Teaching and Learning in Schools• CACHE Level 3 Early Years Foundation Stage Practice• CACHE Level 3 Award/Certificate/Diploma in Child Care and Education• CACHE Level 3 Certificate in Children’s Care, Learning and Development• CACHE Level 3 Award/Certificate/Diploma in Playwork• CACHE Level 3 Certificate of Professional Development in Work with Children and Young People• CACHE Level 3 Diploma in Home-Based Childcare• CACHE Level 3 Diploma in Pre-school Practice• CACHE Level 3 Diploma in Playgroup Practice in Wales• CACHE Level 3 Diploma in Early Years Care and Education (Welsh Medium)• CACHE Level 3 Award/Certificate/Diploma in Support Work in Schools• CACHE Level 3 Certificate in Supporting Teaching and Learning in Schools• CACHE Level 3 Award in Early Years and Child Care for Playworkers• CACHE Level 3 Award in Playwork for Early Years and Child Care Workers • CACHE Level 4 Certificate in Managing Quality Standards Children’s Services

National Vocational Qualifications (NVQs):• CACHE Levels 2, 3 and 4 NVQ in Children’s Care, Learning and Development • CACHE Level 2 NVQ in Health and Social Care • CACHE Level 3 NVQ in Health and Social Care (Children and Young People) • CACHE Level 3 NVQ in Health and Social Care (Adults) • CACHE Levels 2 and 3 NVQ in Playwork • CACHE Levels 2 and 3 NVQ in Supporting Teaching and Learning in Schools • CACHE Levels 3 and 4 Assessor and Verifier Awards

Other CACHE qualifications:• The Key Skills Units

All our handbooks are printed on paper souced from sustainable forests.

(N.B. This list was correct at time of going to print, Qualifications may be added, or end, at a future date).

500/1901/6/V4

Handbook

Documents

education cache level

child care

education unit titles

care of sick children

development unit

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