Handbook

CANDIDATE HANDBOOK
CACHE Level 3 Award/Certificate/Diploma in Child Care and Education

ensuring exceptional development
CACHE
Course Handbook
Level 3 Award, Level 3 Certificate and Level 3 Diploma in 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 publication may be reproduced or transmitted in any form or by any means without prior permission from 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 property of CACHE. They are protected under the copyright law and can not be reproduced, copied or manipulated in any form. This includes the use of any image or part of an image in individual or group projects and assessment materials.
Qualification Accreditation Numbers: 500/1900/4 CACHE Level 3 Award in Child Care and Education CACHE Level 3 Certificate in Child Care and Education 500/1902/8 CACHE Level 3 Diploma in Child Care and Education 500/1901/6
Published in Great Britain by CACHE

First Edition 2007 Second Edition 2008 Third Edition June 2009 Fourth Edition June 2010 Book Book Book Book code code code code 500/1901/6/V1 500/1901/6/V2 500/1901/6/V3 500/1901/6/V4
Publication date
June 2010
Publisher
Council for Awards in Care, Health and Education Apex House 81 Camp Road St Albans Hertfordshire AL1 5GB Telephone 0845 347 2123 Registered Company No: 2887166 Registered Charity No: 1036232
Printed in England by
Oc (UK) Limited Oc House Chatham Way Brentwood Essex CM14 4DZ Oc Ref: 467829
Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook
Contents
Contents
Candidate information About this handbook Introduction v vii ix
Section 1 Assessment of your learning

Plagiarism Types of assessment Internally assessed unit assignments Internal assessment procedures Referral of internally assessed unit assignments Improving your grade for internally assessed assignments External assessment results External assessment: Short answer test (seen) Re-mark request for short answer test (seen) Referral on short answer test (seen) External assessment: Research task Re-mark request for research task Referral on research task Additional support Reasonable adjustments Certification Re-mark enquiries and appeals procedure
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3 4 4 5 5 5 5 5 6 6 6 6 6 7 7 7 7
Section 2 Structure of the qualifications

CACHE Level 3 Award in Child Care and Education CACHE Level 3 Certificate in Child Care and Education CACHE Level 3 Diploma in Child Care and Education Unit titles
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11 11 11 12
CACHE 2010 Version 4
Contents
Section 3 Assessment strategies

CACHE Level 3 Award in Child Care and Education CACHE Level 3 Certificate in Child Care and Education CACHE Level 3 Diploma in Child Care and Education
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15 15 16
Section 4 The syllabus

Please 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
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19
Mandatory units
Unit 1 An introduction to working with children Unit 2 Development from conception to age 16 years Unit 3 Supporting children Unit 4 Keeping children safe Unit 5 The principles underpinning the role of the practitioner working with children Unit 6 Promoting a healthy environment for children Unit 7 Play and learning in childrens education Unit 8 Caring for children Unit 9 Development of professional skills within children's education 21 29 37 45 53 61 67 75 81
Optional units
Unit 10 Research into child care, education and development Unit 11 Care of sick children Unit 12 Nutrition and healthy food for children Unit 13 Child, family and outside world Unit 14 Working with children with special needs Unit 15 Developing children's (3 - 8 years) mathematical skills Unit 16 Developing children's (3 - 8 years) communication, language and literacy skills Unit 17 International approaches towards children's education Unit 18 Working with babies from birth to 12 months Unit 19 Multi-agency working with children Unit 20 Children, parent and family needs Unit 21 Supporting children with English as an additional language CACHE Level 3 Diploma in Child Care and Education Practical Evidence Record Diary Optional unit Assignment planner Record of grades achieved 91 101 113 125 135 147 159 171 181 193 203 215 227 231 233
Section 5 About CACHE
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ii
Contents
Section 6 The CACHE website: www.cache.org.uk Section 7 Mapping Section 8 Key Skills Section 9 Assignment and marking forms Section 10 Placement records
Candidate information Evidence of internal moderation Placement Summary Practice Evidence Records Practice Evidence Record Diary Professional Development Profiles Handbook feedback for: Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook
239 243 249 255 307

309 311 313 315 349 393 417
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Contents
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iv
Candidate information
Your Personal Details
Name:
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 Details

Site/Centre name:
Site/Centre address:
Site/Centre Telephone number:
Site/Centre number:
Name of your course tutor:
vi
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 handbook

For ease we have used Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education, instead of listing all 3 qualifications in full when referring to them.
What is included in this handbook

The Introduction and Assessment of your learning sections contain general information about the qualifications and explanations of the terms used throughout the handbook. Section 1 explains the methods that will be used to assess your learning. Section 2 explains the qualification structures and the combination of units needed to achieve the Award or the Certificate or the Diploma. The syllabus section provides a breakdown of each unit. Under each unit heading, you will also 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 and the Level 3 Diploma in Child Care and Education map to the Common Induction Standards, the National Occupational Standards in Childrens Care, Learning and Development, Every Child 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 your placements.
vii
About this handbook
viii
Introduction
Introduction
Welcome to the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education. These qualifications prepare you to work with children and their families in a variety of settings 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 personal identification number (PIN) for entry to any assessment for these qualifications. It is recommended that you take a practical placement throughout the qualifications to link theory with work-based practice. This will be assessed through the Placement Summary, Practice Evidence Records, Practice Evidence Record Diary and Professional Development Profiles. For more information 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, so that 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 qualifications

It is expected that most people will progress through the Award and Certificate to complete the 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) to complete.
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 Centre from Units 10 - 21; plus short answer paper and research task; 1,009 GLH plus 750 recommended practical training hours in Unit 9.
Key Skills
This is not a compulsory part of this qualification, but you may be required to study Key Skills. With your tutor, you may wish to identify the best evidence for your Key Skills portfolio.
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Introduction
Attendance at classes
CACHE recommends that you attend at least 80% of the teaching time allocated by the Centre for each unit. Your Centre will keep a record of your attendance, and if they feel that you have attended an insufficient number of learning hours, they may ask you to take additional study before allowing you to submit the relevant assignment.
Remission of tuition
If you have a considerable amount of experience or previous training, you should discuss remission of tuition with your Centre. The Centre may agree to a reduction of the teaching time required for each unit. However, you will still have to complete all the assessments to become qualified within your three-year registration period.
Practical training
Throughout the qualifications you will be expected to participate in professional practice in a variety of settings in order to apply what you have learnt in a practical environment. This will take an additional 750 recommended practical training hours and will be assessed when you 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, 7 and 8. The PERD allows you to evaluate and reflect on your practice from Units 2, 3, 4, 5, 6, 7, 8 and 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 will allocate this time to the age groups below: birth to 11 months 1 to 3 years 11 months 4 to 7 years 11 months 15 days (recommended) 30 days (recommended) 40 days (recommended)
The remaining 40 days may be allocated to any of these groups, or to the age group from 7 years 11 months to 16 years. It is recommended that practical training be undertaken during all of the qualifications. This will be planned by your Centre. To become a competent practitioner, the range of work environments should provide for a spread of experience. Where you are in supervised employment with children in the age range from birth to 7 years 11 months you may complete some of your practical training in your place of employment as long as it is approved by your Centre and registered with the appropriate authorities. However, you must cover all the age ranges and should have placements outside your work environment to gain balanced and wider experience.
Introduction
Placement monitoring
It is necessary for your Centre to work closely with practical work environments to assess your level of competence. You will be visited in your training environments by a tutor or placement officer from your Centre, who will give you verbal and written feedback following the visit.
Fees
CACHE charges a registration fee for all candidates, which will be dealt with by your Centre. If you require information about fees, you should contact your Centre or see the CACHE website.
Entry requirements
CACHE does not recommend any formal entry qualifications. However Candidates must be at 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 with the demands of the programme. For example, they have achieved a GCSE at grade C or above in English and at least one other subject. Mature applicants may have different equivalent qualifications. You should not underestimate the demands of the Diploma. You will have to complete both academic and practical work at Level 3. You should have a sensible and mature attitude to both work and study and be prepared to make a considerable commitment of time and effort during your qualification.
Possible restrictions on entry to the qualification

If you work with children or in health and social care, you are exempt from the Rehabilitation of Offenders Act 1974. This means that prior convictions can not become spent and will remain on your record indefinitely. Centres should be aware of the implications of this when recruiting learners to their programmes.
Progression from these qualifications

You may want to progress on to higher level qualifications. These may include professional development such as CACHE Level 4 professional development qualifications or higher education qualifications, for example, nursing or teaching. This will be subject to the individual requirements of the university or higher education college.
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Introduction
xii
Section 1
Section 1 Assessment of your learning
Section 1
Section 1
Assessment of your learning

Plagiarism
Plagiarism means claiming work to be your own which has been copied from someone or somewhere else. All the work you submit must be your own and not copied from anyone else unless you clearly reference the source of your information. Your tutor will explain how to provide a reference list that shows where you found your information. If your Centre discovers evidence that your work is copied from elsewhere, it will not be accepted and you may be subject to your Centres disciplinary procedure. If this happens you will have to submit an additional piece of work for assessment. CACHE will be notified of any cases of plagiarism.
Buying and selling assignments

You are not allowed to buy or offer assignments for sale. This includes using sites such as eBay. If this happens CACHE reserves the right not to accept future entries from you.
Section 1
Types of assessment
Award Unit 1 Unit 2 Certificate Unit 3 Unit 4 Unit 5 An introduction to working with children Assessment task
Development from Assessment task conception to age 16 years Supporting children Keeping children safe Assessment task Assessment task
The principles underpinning the role of the practitioner Assessment task working with children
Diploma
External assessment; short answer test based on a seen case study Unit 6 Unit 7 Unit 8 Unit 9 Promoting a healthy environment for children Play and learning in children's education Caring for children Development of professional skills within children's education Assessment task (portfolio) Assessment task (portfolio) Assessment task (portfolio) Practice Evidence Records Practice Evidence Record Diary Professional Development Profiles Assessment tasks
Units 3 Optional units 10 - 21 External assessment; research task
Internally assessed unit assignments

Units 1 - 8 and the optional units are each assessed through assignment which is set by CACHE and marked by your Centre. The assignment task and grading criteria are shown in the syllabus section. Your Centre will set the date when you are to submit the assignment to them. If you are not going to be able to meet the deadline you must discuss this as soon as you can with your tutor, who will inform 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. These can 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 return the assignment to you if you need or intend to upgrade or resubmit.
Section 1
Internal assessment procedures

Each assignment will require a substantial amount of research and work. Assignments should be submitted on A4 paper, where possible, and can be written in ink, typed or wordprocessed. You need to write your name, personal identification number (PIN) and Centre number on each sheet of paper.
Referral of internally assessed unit assignments

If 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 resubmission date with you. Any additional work must be presented on a separate page and retained with your original work for marking and moderation. If your assignment still does not achieve an E grade, your tutor will discuss an action plan which may involve some extra study, before you submit your assignment again. You can achieve a grade E to A at any stage. All assignments must be achieved within your registration period.
Improving your grade for internally assessed assignments

Once 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 you might be able to do this. Any additional work must be presented on a separate page and retained with your original work for marking and moderation. From 1st September 2008, Centres may also allow you to re submit your assignment to achieve a higher grade after sending the unit grade to CACHE for processing. This must be within 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 the CACHE 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 is prepared by CACHE and is available on paper. You will be given the case study in advance to help you to prepare for the test, but you will not see the questions before the test takes place. Your Centre and tutor will give you plenty of notice so that you will have time to prepare. Your paper will be graded from grade E to grade A.
Section 1
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 true reflection of your performance. This must be done within 20 working days of the result reaching your Centre. If the result remains unchanged, CACHE will charge a fee for the remark. 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 your short answer test, your Centre may re-enter you to take the test again. You can achieve a grade E or above. You should discuss the arrangements for being re-entered for the test with your tutor and Centre. You can re-take the short answer test on any of the test dates offered by your Centre within your registration period. You must achieve grade E or above in the short answer test to gain the CACHE Level 3 Certificate.
External assessment: Research task

The external assessment is a research task which is prepared by CACHE. You will be given the research task by your tutor who will explain when you are required to submit your research task for assessment. The task will require a substantial amount of research and work. Your research task will be graded from grade E to grade A.
Re-mark request for research task

Your Centre may request a re-mark if they, and you, do not think that the result is a true reflection of your performance. This must be done within 20 working days of the result reaching 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. Re-marks may result in the candidate grade being decreased as well as increased.
Referral on research task

Results that do not achieve a grade E will be graded as a referral. If you are referred on your research task, your centre may re-enter you to submit your research task again. You can achieve a grade E or above. You should discuss the arrangements to re-submit your research task with your tutor and Centre. You must re-submit your research task within your registration period. You must achieve grade E or above for the research task to gain the CACHE Level 3 Diploma.
Section 1
Additional support
If you require additional support with your assignments, you can obtain a copy of the documents, Finding the Level and Assignment Guidance from the CACHE website.
Reasonable adjustments
If you need adjustments or arrangements in order to complete the test paper or the assignments, you should discuss this with your tutor. Different conditions and requirements apply in different circumstances. You should discuss your own particular circumstances with your Centre. They have access to all the relevant regulations and will apply to CACHE on your behalf.
Certification
Certificates are issued by CACHE to reflect your achievements. Candidates can complete the Award, Certificate or Diploma and receive certification for these qualifications. You will need to keep these safe as evidence for future employment.
Re-mark enquiries and appeals procedure

CACHE operates an enquiries and appeals procedure that candidates may use if they wish to challenge an assessment decision. Details are available on the CACHE website: www.cache.org.uk.
Section 1
Section 2
Section 2
Structure of the qualifications
Section 2
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Section 2
Structure of the qualification

CACHE Level 3 Award in Child Care and Education
Candidates must achieve two units: Units 1 and 2 (both mandatory) Guided Learning Hours total: 120
CACHE Level 3 Certificate in Child Care and Education

Candidates 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 Education

Candidates 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 in Unit 9
The CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education will be awarded at grades A - E. These qualifications have been designed to provide the knowledge and understanding that support competent practice. It will help you to develop many of the practical skills and competencies set out in the National Occupational Standards in Childrens Care, Learning and Development at Level 3.
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Section 2
Unit titles
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 An introduction to working with children Development from conception to age 16 years Supporting children Keeping children safe The principles underpinning the role of the practitioner working with children Promoting a healthy environment for children Play and learning in children's education Caring for children Development of professional skills within children's education It is recommended that the practical training runs throughout the qualification as a practical unit. Practical training is linked to the other units through practical assessments 30 GLH 90 GLH 90 GLH 90 GLH 60 GLH 60 GLH 90 GLH 60 GLH 259 GLH (including practical placement supervision) 750 recommended practical training hours throughout the qualification. See Practical training in the Introduction to this handbook 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH 60 GLH
Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Unit 19 Unit 20 Unit 21
Research into child care, education and development Care of sick children Nutrition and healthy food for children Child, family and outside world Working with children with special needs Developing children's (3 - 8 years) mathematical skills Developing children's (3 - 8 years) communication, language and literacy skills International approaches towards children's education Working with babies from birth to 12 months Multi-agency working with children Children, parent and family needs Supporting children with English as an additional language
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Section 3
Section 3
Assessment strategies
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Section 3
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Section 3
Assessment strategies
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

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 with children (Graded) Assessment tasks for each unit; externally devised and internally assessed External assessment; short answer test based on a seen case study
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Section 3

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 with Children (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 Records Practical Evidence Record Diary Professional Development Profiles Optional units: Assessment tasks; externally devised and internally assessed External assessment; Research task
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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 cover of this handbook.
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Section 4
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Section 4
References and bibliography

Your assessment may require you to include references and a bibliography. You should include at least two references in the text of your work. These references should be clearly identified and related to two or more sources of information which should be included in your bibliography. Your bibliography should list two or more relevant sources of information which includes your wider reading. The CACHE booklet 'Finding the Level' explains how to show your references and bibliography.
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Section 4
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Section 4
Unit 1 An introduction to working with children
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Section 4
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Section 4

This unit will give you an overview of working in children's services and introduce you to the range of settings that provide care and education for children. You will develop your knowledge of professional practice and the principles and values that underpin working with children including the promotion of their rights. The unit will also enable you to improve your study and time management skills to help you in your professional development.
Unit 1 An introduction to working with children GLH: 30 LEARNING OUTCOMES The learner will understand: 1. The range of provision for children. ASSESSMENT CRITERIA The learner can: 1.1. Describe the main types of provision for children within the statutory, private, voluntary and independent sectors in the country and locality where they live. 2.1. Describe some ways that the practitioner can promote the rights of children. 3.1. Explain the key issues that will support their professional practice. 3.2. Show an understanding of the extent of the practitioner's role with children. 4.1. Show an awareness of the principles and values which are a basis for working with children. 5.1. Reflect on ways to study and manage their time in order to extend the skills which will support their learning.
2.
Demonstrate an initial understanding of the roles and responsibilities in promoting the rights of children. What is meant by professional practice.
3.
4.
The principles and values that underpin working with children. How to develop relevant study and time management skills.
5.
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Section 4

Delivery guidance
During this unit you will learn about: The range of provision locally and nationally for children, including the statutory and independent 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 and adults. 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 you in your course.
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Section 4
Unit 1 Assignment An introduction to working with children

This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections.
Assignment task: What do I have to do?

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 with children. To show your knowledge and understanding of professional practice and the principles and values that underpin working with children in a range of settings you need to provide the following information: 1. Select THREE (3) different types of settings from the statutory, voluntary and private sectors for children in your area. Describe each different type. Describe how each of these identified settings aims to support children and their families.
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 you during 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 other professionals. The characteristics of working in a multi-agency team. Valuing and listening to childrens views and opinions. Understanding the limits and boundaries of your role. The importance of a child centred approach.
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Section 4
Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
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Section 4

Assignment Criteria
E1 Describe THREE (3) different types of settings which provide care and education for children in your area. This must include ONE (1) example from the Statutory sector. Voluntary sector. Private sector. Describe how EACH of the types of settings identified in E1 aims to support children and their families. Describe the main legislation in your country that supports the rights of children. Describe the recognised principles and values that underpin working with children. Explain the importance of valuing and respecting all children in the setting. Describe THREE (3) professional skills that will support your work with children. Describe how study skills can support your learning during your training. Include references and a bibliography. Explain why the practitioner should develop and maintain appropriate relationships with parents and other professionals. Discuss the characteristics of working in a multi-agency team. Explain why the early years practitioner should listen to childrens views and value their opinions. Explain why it is important that practitioners understand the limits and boundaries of their role when working with children. Reflect on the importance of a child centred approach in early years settings.
E2 E3 E4 E5 E6 E7 E8 D1 D2 C B A
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Section 4
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Section 4
Unit 2 Development from conception to age 16 years
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Section 4
30
Section 4

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 influences practice. You will learn skills in observation and use these to develop your own practice in assessment and planning for children's learning.
Unit 2 Development from conception to age 16 years (mapped to CCLD 303) GLH: 90 LEARNING OUTCOMES The learner will understand: 1. How to apply the general principles and theoretical perspectives to all areas of development. ASSESSMENT CRITERIA The learner can: 1.1. Show a detailed knowledge of the stages and sequence of development from birth to age 16 years. 1.2. Describe the main areas of development in relation to the stages and sequence of development. 1.3. Evaluate the influence of differing theories on the development of children. 2.1. Describe techniques to observe children. 2.2. Apply their knowledge of the issues which are essential to confidentiality and to objective observation. 2.3. Explain how to interpret and evaluate observations to assess development and meet individual needs. 3.1. Analyse the implications of expected development on the ways that experiences are planned for children. 3.2. Evaluate the possible ways to use information from other sources about children.
2.
How to use a range of observation techniques appropriate to different stages of development and circumstances.
3.
How to assess the development of children, and reflect upon the implications for practice.
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Section 4

Delivery guidance
During this unit you will learn about: 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 PreSchool 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 record observations. How to practice the observation techniques in a range of practical contexts.
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Section 4
The importance of confidentiality of information in order to protect children and demonstrate a 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 individual needs. Using observations to assess development and make comparisons to the stages and sequence 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 promote development. 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 implications for practice.
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Section 4
Unit 2 Assignment Development from conception to age 16 years

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

The whole assignment must be completed in order to achieve 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) of the 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 affects the development of children
3. For ONE (1) of the chosen age ranges carry out THREE (3) observations on the same child. 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 in the three observations use a different technique for each observation
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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's needs
4. Evaluate how assessment through observations can have implications for practice. Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
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Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 D1 D2 C1 B1 A1 Describe the development of children in a selected age range and in TWO (2) areas of development Describe the development of children in a selected age range, different from E1 and in TWO (2) areas of development Explain TWO (2) theoretical perspectives relevant to the areas of development Include THREE (3) observations as appendices Identify and use THREE (3) different observation techniques Explain how to maintain confidentiality throughout the observation Show an understanding of diversity and inclusive practice Include references and a bibliography Discuss the childs needs in relation to the selected area of development Explain how the observations can be used to support planning to meet the childs needs Analyse the issues which are essential to confidentiality and objective observation Reflect on the implications for practice of the assessment of children through observation Evaluate the influence of theoretical perspectives on aspects of practice which affect the development of children
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Unit 3 Supporting children
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This unit looks closely at how the practitioner can support children through understanding of relevant legislation and by following policies and procedures that safeguard children. You will gain 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.
Unit 3 Supporting children (mapped to CCLD 301, 305, 325 and 326) GLH: 90 LEARNING OUTCOMES The learner will understand: 1. The implications of relevant legislation on working practices with children. ASSESSMENT CRITERIA The learner can: 1.1. Describe the main legislation which relate to working with children. 1.2. Discuss the ways that different pieces of legislation determine and influence working practices. 2.1. Explain how policies and practices can reflect fair, just and inclusive strategies. 3.1. Describe some ways that settings may use to ensure that practitioners can access policies. 3.2. Apply knowledge of a wide range of procedures for safeguarding children to show understanding of the appropriate ways to follow these procedures in practice. 4.1. Evaluate one theoretical perspective which underpins the development of strategies for empowering children. 4.2. Assess the effectiveness of strategies which empower children to develop self-confidence and self-reliance. 5.1. Explain the key issues which relate to the practice which supports children to prepare for transfers or transitions. 6.1. Discuss the causes and the effects on children of discrimination in society in ways that show a clear understanding of the nature of discrimination.
2.
How to recognise strategies, which are fair, just and inclusive and know how to promote them. Where to access the policies of the setting and how to follow the procedures for safeguarding children.
3.
4.
How to empower children to develop self-confidence and self-esteem and self-reliance.
5.
How to support children to prepare for transfer or transition. The causes and effects of discrimination in society.
6.
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Section 4

Delivery guidance
During this unit you will learn about: 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.
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Section 4
The importance of recording and reporting signs of abuse and/or concerns and how to do this. Responding to a childs 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, Howard Gardner, 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.
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The characteristics of discrimination. The causes of discrimination and the effects on children. The adults role in promoting diversity and inclusive practice.
42
Section 4
Unit 3 Assignment Supporting children


The whole assignment must be completed in order to achieve the unit. A Children's Centre is reviewing the policies and procedures which will promote children's health and welfare as well as their development. 1. Identify FIVE (5) pieces of current legislation which will influence policies within the setting 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 strategies which support the children
2. Describe TWO (2) strategies which this setting may use to empower children to develop independence and self-reliance: Assess the effectiveness of these strategies Choose and evaluate ONE (1) theoretical perspective which supports the development of strategies for empowering children
3. Explain the key issues which the setting should consider for developing practice which supports children to prepare for transfers or transitions. 4. Discuss some of the causes and effects of discrimination on children and how these may affect the practice in the setting. Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
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Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Identify FIVE (5) pieces of current legislation Describe how each piece of legislation will influence working practices in the setting Describe how the policies and procedures will help safeguard children Describe how the policies and procedures promote fair, just and inclusive strategies Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance Give examples of how settings may prepare children for transfer or transitions Explain the causes and effects of discrimination on children Show an understanding of diversity and inclusive practice Include references and bibliography Explain the key issues relating to the practice which supports children to prepare for transitions Assess the effectiveness of the strategies which empower children to develop independence and self reliance Evaluate ONE (1) theoretical perspective which supports the development of strategies for empowering children Discuss how the causes and effects of discrimination may affect practice in the setting Reflect on the influence of legislation on working practices within early years settings
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Unit 4 Keeping children safe
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At the end of this unit you will have developed your understanding about how to keep children safe. You will know how to provide healthy, safe and secure environments that enable children to experience risk and challenge. This unit also teaches you about the procedures for dealing with illness and emergencies and how to encourage children to care for themselves. Unit 4 Keeping children safe (mapped to CCLD 302 and 306) GLH: 90 LEARNING OUTCOMES The learner will understand: 1. ASSESSMENT CRITERIA The learner can:
How to identify and develop strategies 1.1. Explain how to use legislation and to establish and maintain healthy, policies to support work in establishing safe and secure environments. and maintaining healthy, safe and secure environments. 1.2. Describe working practices which contribute to these environments. The procedures for dealing with accidents, illnesses and other emergencies. How to plan and provide an enabling physical environment for children. 2.1. Apply knowledge of ways to establish safe environments to the procedures which are necessary for a range of accidents, illnesses and emergencies. 3.1. Evaluate some of the initiatives and philosophies which influence the provision of environments for children. 3.2. Consider the different issues that relate to effective planning and suitable provision of an enabling physical environment. 3.3. Explain how to meet the care needs of children in ways that maintain their security and privacy and respect their wishes. 4.1. Discuss the importance of encouraging children to care for themselves. 4.2. Reflect on the impact of meeting the care needs of children on practitioners and identify possible sources of support.
2.
3.
4.
How to develop age appropriate routines which encourage children to care for themselves.
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Delivery guidance
During this unit you will learn about: 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 qualifications in First Aid to be completed by employees, in line with legislation. For example, the Sure Start Approval Scheme for nannies requires candidates to hold a relevant paediatric First 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/outdoor environment. Your role in curriculum planning. How to provide physical play experiences that support development and are age and stage appropriate. 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.
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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.
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Section 4
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 environments in 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 the setting AND: consider ways to maintain the security and privacy of the children and to respect their wishes
4. Write a handout for a staff meeting to consider how the practitioner can provide an enabling 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 challenging environments for children the importance of helping children to manage risk and challenge in their environment
5. Include in the handout an explanation of the ways that meeting the care needs of children can affect practitioners and possible sources of support for practitioners. Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
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Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Identify legislation which influences healthy, safe and secure environments for early years settings Describe the procedures which will keep a child safe for each accident, illness or emergency Plan the appropriate care of a child aged 1 for a full day in the setting Plan the appropriate care of a child aged 3 years for a full day in the setting Describe the issues that affect the planning of a challenging environment for children Describe the initiatives which influence the provision of challenging environments for children Explain the importance of helping children to manage risk and challenge in their environment Show an understanding of diversity and inclusive practice Include references and bibliography Explain how legislation can support strategies to establish and maintain healthy, safe and secure environments in early years settings Explain how establishing a safe environment can support the procedures necessary for accidents, illnesses and emergencies Evaluate how the TWO (2) initiatives contribute to the provision of an enabling environment for children Consider possible ways to maintain the safety and privacy of children and to respect their wishes Discuss the effect on practitioners of meeting the care needs of children
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Unit 5 The principles underpinning the role of the practitioner working with children
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Section 4
During this unit you will develop your knowledge and understanding about the underpinning principles of the role of the practitioner in working with children. This will include maintaining professional relationships with children and adults and understanding current national and local initiatives that influence practice. You will also consider the skills of reflective practice and how to improve your own learning and performance.
Unit 5 The principles underpinning the role of the practitioner working with children (mapped to CCLD 301, 304, 305, 306 and 308) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. How to maintain professional relationships with children and adults. ASSESSMENT CRITERIA The learner can: 1.1. Analyse a range of issues which contribute to maintaining professional relationships with children and adults. 1.2. Discuss the responsibilities of the practitioner in all professional relationships. 2.1. Judge how to develop and improve their own performance by using reflective practice. 2.2. Compare different strategies for improving their own learning and performance. 3.1. Explain why it is important to value children's interests and experiences. 3.2. Discuss the differing principles that underpin working with children. 3.3. Explain how a multi-professional approach to working can benefit children's experiences and learning. 4.1. Evaluate different types of initiatives which relate to provision for children. 4.2. Explain how current research and up-to-date information can support practice.
2.
The skills needed to become a reflective practitioner.
3.
Differing principles and practices that underpin working with children of different ages.
4.
Current national and local initiatives and issues relevant to the sector.
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Section 4
Delivery guidance
During this unit you will learn about: The range of professional relationships in multi-disciplinary teams. The role and responsibilities of the practitioner in all professional relationships within a range of 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 Nations 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's experiences 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 and other sources.
56 CACHE 2010 Version 4
Section 4
Unit 5 Assignment The principles underpinning the role of 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 for the 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 with children 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. This should 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
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Section 4
4. Recent initiatives and research to provide: information about ONE (1) recent initiative and ONE (1) piece of current research which relate to provision for children evidence to show how the recent initiative can support practice within early years settings
Include an evaluation of how the current research can support the practitioners practice in the setting. Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
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Section 4
Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Describe the responsibility of the practitioner in professional relationships Discuss TWO (2) issues which contribute to maintaining professional relationships with children and adults Explain the value of a multi-professional approach when working with children and parents Describe the benefits of developing reflective practice within the setting Summarise the main principles that underpin work with children Explain the importance of valuing childrens interests and experience Collate information about ONE (1) recent initiative and ONE (1) piece of current research which relate to provision for children Show an understanding of diversity and inclusive practice Include references and bibliography Explain the importance of reflective practice for improving your own performance Discuss TWO (2) strategies for improving your own learning and performance Analyse how the main principles that underpin work with children can support the practitioners practice in the setting Evaluate how the recent initiative supports practice within early years settings Evaluate how the current research can support practitioners professional practice
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Unit 6 Promoting a healthy environment for children
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Section 4
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Section 4

During the course of this unit you will look closely at the factors that affect the health of children and consider their rights to a healthy lifestyle and environment. This will involve considering how to plan and implement routines and activities for children that help to maintain or bring about good health and promote healthy living.
Unit 6 Promoting a healthy environment for children (mapped to CCLD 307 and 319) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The principles underpinning the rights of children to a healthy lifestyle and environment. ASSESSMENT CRITERIA The learner can: 1.1. Analyse the ways that different types of relevant legislation support the rights of children to a healthy lifestyle. 1.2. Explain the concept of global rights in relation to the health of children. 2.1. Discuss the influences of the wider environment on the lifestyle of children. 2.2. Describe a range of factors which may affect the health of children at different times in their lives. 2.3. Assess the effects of these factors in ways that show an understanding of the implications of each factor. 3.1. Explain how to plan and implement routines for children which will support their rights to a healthy lifestyle. 3.2. Consider how to plan and implement activities for children that can contribute to promoting and maintaining a healthy lifestyle.
2.
The factors that affect the health of children.
3.
How to plan and implement routines and activities for children.
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Section 4

Delivery guidance
During this unit you will learn about: 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, psychological and physical factors. The range of factors that affect children at different times in their lives, to include parental health and lifestyle. The range of factors that may affect the health of children at different times in their lives, to include 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 age and stage of development of the child.
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Unit 6 Assignment Promoting a healthy environment for children

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

The whole assignment must be completed in order to achieve the unit. Collate a portfolio of research into these topics: The role of the practitioner in working towards a healthy lifestyle and environment for children 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 a variety of sources and identify, where appropriate, the relevance of current legislation. The portfolio may include documents generated through different aspects of your work such as action plans, curriculum and routine plans, notes of activities, images, audio files, narrative accounts, media other than text, reports of presentations, leaflets, booklets, diaries and other suitable ways of showing research information and materials. Throughout the portfolio you should ensure that you address diversity and inclusive practice where appropriate to the task. You may use appropriate materials from this portfolio to contribute towards your external assessment task.
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Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 C1 B1 A1 Collate evidence which describes the role of the practitioner in working towards a healthy lifestyle and environment for children Provide information about legislation which supports the rights of children to a healthy lifestyle Provide information about a range of factors which may affect childrens health and well-being at differing times in their lives Include evidence of the effects of these factors on childrens health Include examples of different routines for children which will maintain a healthy lifestyle Include descriptions of TWO (2) activities which are suitable to use with children to promote a healthy lifestyle Provide evidence of current and relevant research throughout the portfolio Show an understanding of diversity and inclusive practice Include references and bibliography Include an explanation of how routines and activities can promote and maintain a healthy lifestyle Analyse the reasons for planning and implementing activities which contribute to promoting and maintaining a healthy lifestyle for children Evaluate the relevance of current legislation as it applies to supporting a healthy lifestyle for children Include a reflective account of the role of the practitioner in promoting and maintaining a healthy environment for children
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Section 4
Unit 7 Play and learning in children's education
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Section 4

This unit will provide you with the opportunity to evaluate play, learning and education in your own country and from an international perspective. The syllabus looks at theoretical approaches, including considering the impact of pioneers in play and education as well as current developments. You will learn how to assess the individual needs of children and provide learning opportunities to meet those needs.
Unit 7 Play and learning in children's education (mapped to CCLD 309 and 310) GLH: 90 LEARNING OUTCOMES The learner will understand: 1. The relevant theoretical approaches in the field of play and education. ASSESSMENT CRITERIA The learner can: 1.1. Describe the development, over time, 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 and the planning and provision of learning opportunities. 2.1. Explain the use of observations to assess learning needs, consider how assessment based on observations can inform planning and respond to individual learning needs. 2.2. Discuss how information from other agencies can contribute to the assessment of learning needs. 3.1. Explain how to plan curriculum activities which promote learning. 3.2. Assess the effectiveness of different approaches to planning learning opportunities. 3.3. Consider methods of involving parents and other professionals in reviewing assessments and plans.
2.
How to use appropriate tools to assess the learning needs of individual children.
3.
How to plan and provide learning opportunities in consultation with others.
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Section 4
Unit 7 Play and learning in children's education LEARNING OUTCOMES The learner will understand: 4. How to record and evaluate the planning and assessment cycle. ASSESSMENT CRITERIA The learner can: 4.1. Analyse the key issues in ensuring that assessments are objective and valid. 4.2. Reflect on the role of the practitioner in meeting children's learning needs.
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Section 4

Delivery guidance
During this unit you will learn about: The importance of play. The relationship between play and learning. How to plan for play through observation and evaluation of childrens 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, eg Rousen, 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 and evaluation 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 learning needs. 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 of learning opportunities. Types of planning. The effectiveness of different approaches to planning such as long and short term, individual child and small group. The importance of sharing information with families and other professionals through the multi-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.
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Unit 7 Assignment Play and learning in childrens education

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

The whole assignment must be completed in order to achieve the unit. Collate a portfolio of research into these topics: 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 learning needs The use of information from other agencies to contribute to assessment of learning needs Planning and providing curriculum activities to promote learning Different approaches to planning learning opportunities Planning and providing learning opportunities for children of different ages in consultation with parents and others Key issues in recording assessments
The portfolio should include current and relevant research, information and materials from a variety of sources and identify, where appropriate, the relevance of current legislation. The portfolio may include documents generated through different aspects of your work such as action plans, curriculum and routine plans, notes of activities, images, audio files, narrative accounts, media other than text, reports of presentations, leaflets, booklets, diaries and other suitable ways of showing research information and materials. Throughout the portfolio you should ensure that you address diversity and inclusive practice where appropriate to the task. You may use appropriate materials from this portfolio to contribute towards your external assessment task.
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Section 4
Unit 7 Play and learning in childrens education

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 E11 D1 D2 C1 C2 B1 A1 Collate evidence which describes the role of the practitioner in meeting childrens learning needs Provide information about current influences on play Provide information about current influences on the planning and provision of learning opportunities Include examples of different theoretical models of how children play and learn Include an explanation of how observations can inform planning to meet childrens learning needs Include TWO (2) examples of information from agencies outside the setting which may contribute to the assessment of learning needs Include TWO (2) plans for curriculum activities which show different approaches to planning learning opportunities Include information about the importance of consulting with parents and others when planning and providing learning opportunities Provide evidence of current and relevant research throughout the portfolio Show an understanding of diversity and inclusive practice Include references and a bibliography Provide evidence of how the planned curriculum activities can promote learning Include an explanation of the key issues in recording assessments Analyse the importance of planning and providing learning opportunities to meet childrens diverse needs Analyse the role of assessment in informing planning and responding to learning needs Evaluate how the current influences on play and different theoretical models affect the planning and provision of learning opportunities Include a reflective account of the role of the practitioner in supporting the learning needs of children
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Unit 8 Caring for children
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Section 4
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Section 4

This unit looks at the range of settings and providers that care for children across the private, voluntary and independent sectors. This will include thinking about the diverse needs of children and consider appropriate activities that promote and support independence and self-care. You will learn how to work with other professionals in a way that values and respects colleagues whilst caring for children.
Unit 8 Caring for children (mapped to CCLD 301, 302, 303, 314, 320 and 324) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The range of settings that provide care for children. ASSESSMENT CRITERIA The learner can: 1.1. Explain how care for children may be provided within families and in society. 1.2. Compare the differing roles of statutory, private, voluntary and independent settings in relation to care for children. 1.3. Summarise the main regulations that govern the work of different types of settings and show how these can influence provision for care. 2.1. Consider ways to use a detailed knowledge of development to recognise care needs. 2.2. Describe some activities which support and maintain the daily life of children. 2.3. Assess ways to promote independence and self-care. 3.1. Discuss a range of key issues which enable multi-professional teams to work together effectively to support the care of children.
2.
The diverse care needs of children.
3.
How to work effectively in multi-professional teams to support the care of children.
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Section 4

Delivery guidance
During this unit you will learn about: 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 provide care 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.
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Unit 8 Assignment Caring for children
This assessment task provides the assessment for the unit. The completed assessment task MUST be submitted and marked as a whole and not in separate sections.

The whole assignment must be completed in order to achieve the unit. Collate a portfolio of research into these topics: The role of the practitioner in caring for children The provision of care for children within families and society in a range of different settings 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 a variety of sources, refer to child development, and identify, where appropriate, the relevance of current legislation. The portfolio may include documents generated through different aspects of work such as action plans, curriculum and routine plans, notes of activities, images, audio files, narrative accounts, media other than text, reports of presentations, leaflets, booklets, diaries and other suitable ways of showing research information and materials. Throughout the portfolio you should ensure that you address diversity and inclusive practice where appropriate to the task. You may use appropriate materials from this portfolio to contribute towards your external assessment task.
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Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Collate evidence which describes the role of the practitioner in caring for children Collate information about how care for children may be provided within families and society Include evidence which compares the differing roles of statutory, private, voluntary and independent settings Include a summary of the main regulations that govern the care of children in different types of settings Include TWO (2) activities which will each support and maintain a different aspect of the daily care of children Include an explanation of the key issues which enable multi-professional teams to work together Provide evidence of current and relevant research throughout the portfolio Show an understanding of diversity and inclusive practice Include references and bibliography Provide evidence to show how knowledge of child development can contribute to the recognition of childrens care needs Discuss TWO (2) strategies for improving your own learning and performance Analyse how the main regulations can influence the provision of care Evaluate ways to work effectively in multi-professional teams to support the care of children Include a reflective account of the role of the practitioner in caring for children
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Section 4
Unit 9 Development of professional skills within children's education
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Section 4
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Section 4

This unit will provide you with the opportunity to develop your professional skills and to apply theoretical knowledge in a practical environment. You will consider the professional standards expected of practitioners including appropriate dress codes, communication skills, confidentiality and good attendance and timekeeping. You will also gain knowledge and understanding of the planning cycle and how to meet the needs of individual and groups 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: 259 375 per year recommended practical training hours, 750 total You will show fitness to practice by successfully completing the Practice Evidence Records and Professional Development Profiles for this unit. LEARNING OUTCOMES The learner will understand: 1. The professional standards expected of the practitioner. ASSESSMENT CRITERIA The learner can: 1.1. Provide evidence that shows competence in a wide range of set tasks. 1.2. Show, in practice, an understanding of the components of a professional approach to their work. 1.3. Maintain professional standards throughout all the aspects of their work. 2.1. Demonstrate an ability to uphold the CACHE Statement of Values. 2.2. Analyse their own knowledge of theory, development and observations and relate this to support their practical work. 3.1. Show a detailed knowledge of the planning process to meet curriculum frameworks and learning needs within different settings.
2.
How to apply theoretical knowledge to the professional setting.
3.
How the planning cycle is used in various practical settings.
83
Section 4
Unit 9 Development of professional skills within children's education LEARNING OUTCOMES The learner will understand: 4. How to meet the needs of individual and groups of children in a variety of settings. ASSESSMENT CRITERIA The learner can: 4.1. Demonstrate how individual needs can be met in practice.
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 practices of different settings. 5.2. Reflect on their own practice to develop and improve their performance.
84
Section 4

Delivery guidance
During this unit you will learn about: 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 of development. How to use the planning cycle in a variety of settings. The use of observations for planning activities that promote development and meet care/health/education needs. How to make assessments of development. How to plan activities to meet curriculum frameworks and learning needs within different settings. 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.
85
Section 4
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 and Safety. Safe working practices in a variety of settings. The importance of reflection to develop and improve your performance.
86
Section 4
Unit 9 Assignment Development of professional skills within children's education

Unit 9 contains FOUR (4) parts, which you must successfully complete to achieve the unit. 1. 2. 3. 4. Placement Summary Practice Evidence Records Practice Evidence Record Diary Professional Development Profiles
All records should be completed in ink, signed and dated as appropriate to ensure they are authentic. Corrections must only be made using a single line through the text to be amended. The use of correcting fluid or erasers of any type is not permitted. Supervisors should 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 equivalent hours you have completed. You should fill in the record when you have completed each practical placement. Your tutor will then sign the Placement Summary at the end of your course. It is very important that you keep this record up to date and provide accurate information.
2.
Practice Evidence Records
The Practice Evidence Records contain statements which describe the skills and tasks you must be able to perform competently in your practical placement. The statements are linked to the learning outcomes in the relevant units and also show links to the National Occupational Standards in Children's Care, Learning and Development. Your placement supervisor, tutor or teacher will sign each statement when they are satisfied that 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. This work is graded and provides the overall grade for Unit 9.
87
Section 4
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 are expected to complete a Practice Evidence Record Diary. This will be marked by your tutor and verified by your placement supervisor. The diary consists of tasks that you will ideally complete in your work placement. This Practice Evidence Diary will give you the opportunity to demonstrate your skills in evaluation and reflection. It will also give you the opportunity to evidence your understanding of all the practical skills you have gained whilst you have been on work placement and will be a useful addition to your portfolio when you decide to pursue a career. The Practice Evidence Diary tasks are available on the CACHE website. Your tutor will give you guidance on how to complete the diary. The diary must be completed to achieve 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 Record Diary. The tutor will need to guide the learners to complete tasks that will be marked by the tutor against a set of criteria and given a grade. The learners will also be required to enlist the support of their placement supervisors to sign and verify the tasks as having been implemented, and to support the process where necessary. When it is difficult or not appropriate to implement the tasks in the settings they can be completed in a simulated situation. The Practice Evidence Diary has been designed so that learners can provide evidence of their ability to evaluate and reflect upon their practice through a given task. Each task will have a sheet to be filled in and the learners are not expected to produce copious amounts of written material. These tasks are not assignments and do not have to be referenced. The criteria will guide learners on producing the evidence. Tutors will need to support learners by ensuring they have opportunity to explore ideas, activities and observation skills in class time. This support will enable the learners to produce good quality tasks with appropriate levels 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 each section to achieve a satisfactory PDP. If you do not achieve a satisfactory PDP, you will be Referred. 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 you discuss the outcome with your supervisor and ask how you can improve your work, particularly if you are Referred.
88
Section 4
You must complete THREE (3) PDPs satisfactorily (a Pass in each of the nine sections) in order 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 a birth to 1 year environment. If, at the end of your course of study, you have not achieved a Pass in the required number of PDPs you will be required to undertake an additional training placement of 25 days for each outstanding PDP. Your Centre can photocopy additional copies of the PDP or take a copy from the CACHE website, if these are required. Interim reports are not mandatory. They may be completed at any time to support you in achieving the placement. If you sign the PDP, or falsify any area of the PDP, it will not be considered valid for assessment.
89
Section 4
90
Section 4
Unit 10 Research into child care, education and development
91
Section 4
92
Section 4

On completion of this unit you will know how to conduct a small-scale research project on your own. This will involve learning about different methods of data collection and recording techniques that enable you to find out more about an area of child care, education and development that interests you. You will have the opportunity to reflect on the findings of your research, make comparisons to theory and adjust your own practice in the light of your research.
Unit 10 Research into child care, education and development (mapped to CCLD 304) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. How to conduct a small-scale research project independently. ASSESSMENT CRITERIA The learner can: 1.1. Explain the reasons for the choice of research subject. 1.2. Describe the conduct of the research project. 2.1. Consider the data collection methods which can be applied to achieve effective research. 2.2. Assess the ways that different recording methods and techniques can support the research project. 3.1. Evaluate the outcomes of the research in relation to some commonly accepted ideas of best practice. 3.2. Reflect on the implications of the research findings for developing own practice.
2.
How to use a range of data collection methods, data recording methods, and data recording techniques.
3.
How to use outcomes of own research to change own practice.
93
Section 4

Delivery guidance
During this unit you will learn about: 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.
94
Section 4

(mapped to CCLD 304.1,CCLD 304.2)
Assignment Task What do I have to do?

The whole assignment must be completed in order to achieve the unit. This is an exciting opportunity for you to manage your own learning in a subject or area of practice that particularly interests you. It has the potential to bring about change in your own professional 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 data analysis Evaluate the outcomes of the research in relation to commonly accepted ideas of best practice Consider plans for future changes to practice
Any items such as questionnaires, tick charts or other materials should be presented in the appendices, not in the main body of the text. Candidates can refer to the appendix throughout the assignment Ensure all texts and sources are referenced appropriately Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
95
Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 C1 B1 A1 Include a rationale to explain the reason for the choice of research subject Describe the conduct of the research project Provide an action plan for achieving the project showing time management Provide evidence of primary and secondary research Include data recording methods and techniques Provide research findings Summarise the outcomes of the research in relation to commonly accepted ideas of best practice Show an understanding of diversity and inclusive practice Include references and bibliography Discuss the ethical issues for this project Analyse the use of different recording methods and techniques in supporting the research project Evaluate the implications of the research in relation to commonly accepted ideas of best practice Reflect on the implications of the research findings for developing own practice
96
Compensatory marking grid

Candidate
Name: PIN: Site/Centre No:
Optional unit 10 Research into child care, education and development

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345
Criteria
Description
Resubmission/upgrade Internal marker Internal moderator (Circle mark (Circle mark achieved) achieved) 012345
E1
Include a rationale to explain the reason for the choice of research subject 012345 012345 012345 012345 012345
E2
Describe the conduct of the research project
012345 012345
012345 012345
E3
Provide an action plan for achieving the project showing time management 012345
E4
Provide evidence of primary and secondary research 012345
012345
012345
012345
E5
Include data recording methods and techniques 012345 012345
012345
012345
012345
E6
Provide research findings
012345 012345
012345 012345
012345 012345
Section 4
E7
Summarise the outcomes of the research in relation to commonly accepted ideas of best practice
97
Section 4
98

Candidate
Optional unit 10 Research into child care, education and development (continued)
Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345
Criteria
Description
Resubmission/upgrade Internal marker Internal moderator (Circle mark (Circle mark achieved) achieved) 012345 012345
E8 012345
Show an understanding of diversity and inclusive practice 012345 012345 6 7 8 9 10 012345 6 7 8 9 10
E9
Include references and bibliography
012345 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10
D1
Discuss the ethical issues for this project
C1
Analyse the use of different recording methods and techniques in supporting the research project
B1
Evaluate the implications of the research in relation to commonly accepted ideas of best practice
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 10 Research into child care, education and development continued)
Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Criteria
Description
Resubmission/upgrade Internal marker Internal moderator (Circle mark (Circle mark achieved) achieved) 012345 6 7 8 9 10 11 12 13 14 15
A1
Reflect on the implications of the research findings for developing own practice 012345 6 7 8 9 10 11 12 13 14 15
Total marks:
Grade:
A = 80 95
B = 70 79
Internal marker signature: Internal moderator signature (if chosen for sample): Date:
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
99
Section 4
100
Section 4
Unit 11 Care of sick children
101
Section 4
102
Section 4

During this unit you will learn about the care of sick children. This will include the underpinning principles of promotion and maintenance of health, the causes and prevention and the effects of ill health on children and their families. You will consider how to respond to childhood illnesses and the role of the practitioner in supporting children and their families.
Unit 11 Care of sick children (mapped to CCLD 302 and 314) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The principles of promotion and maintenance of health. ASSESSMENT CRITERIA The learner can: 1.1. Explain the different issues that contribute to promoting and maintaining health in the community and within families. 2.1. Summarise some of the causes of ill health in children and the steps that can be taken to prevent ill health. 3.1. Discuss the ways that ill health and the care that may be needed can affect children, their development and their families. 4.1. Show an understanding of how to recognise illnesses and how to respond to children's needs by following appropriate policies, procedures and routines for care. 4.2. Explain some different ways that the practitioner can support children who are ill through play and activities. 5.1. Assess the role of other professionals in providing multi-agency support for children who are ill and their families.
2.
The causes and prevention of ill health. The effects of ill health on children and families.
3.
4.
The responses to childhood illness.
5.
The role of the adult in supporting children and their families suffering from childhood illnesses.
103
Section 4

Delivery guidance
During this unit you will learn about: The key factors in the promotion of community health and health education. Methods to support education, public health, immunisation and screening programmes and the 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 all children. 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 with distress. 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 with children; 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 families when children are unwell.
104
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, including groups and networks.
105
Section 4
Unit 11 Assignment Care of sick children

(mapped to CCLD 302.3, CCLD 307.3, CCLD 313.3)

The whole assignment must be completed in order to achieve the unit. You are considering applying for a post that involves caring for sick children and need to find out 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 OR Chickenpox OR Whooping cough OR Meningitis describe the signs and symptoms of the chosen infectious disease state how the practitioner can respond to the particular needs of the child with this infectious 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 child aged 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 of children and the community.
106
Section 4
Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
107
Section 4

Assignment criteria
E1 E2 E3 E4 E5 Summarise the key factors that influence the health of children today Describe how immunisation programmes aim to prevent disease in children Describe the signs and symptoms of the chosen childhood infectious disease Explain how the practitioner can respond to the particular needs of a child with the chosen infectious disease Describe ONE (1) common long-term childhood condition and explain the support available in an early years setting for parents and families caring for a child with this condition Describe how TWO (2) other professionals or agencies may provide help and support for sick children with this condition and their families Describe TWO (2) appropriate activities/experiences a setting can use to support a child aged 4 years who is soon to be admitted to hospital Show an understanding of diversity and inclusive practice Include references and a bibliography Explain why it is important to identify and respond appropriately when children are unwell Explain how effective teamwork can support children with a long-term illness, their families and the practitioner Evaluate the role of play in meeting the individual needs of children who are ill Reflect on how national strategies involving multi-agency working can improve the health of children and the community
E6 E7 E8 E9 D C B A
108

Candidate
Optional unit 11 Care of sick children

Criteria
Description
E1 012345
Summarise the key factors that influence the health of children today 012345 012345
E2
Describe how immunisation programmes aim to prevent disease in children 012345
012345
012345
E3
Describe the signs and symptoms of the chosen childhood infectious disease 012345
012345
012345
012345
E4
Explain how the practitioner can respond to the particular needs of a child with the chosen infectious disease 012345
012345
012345
012345
E5
Describe ONE (1) common long-term childhood condition and explain the support available in an early years setting for parents and families caring for a child with this condition
012345
012345
012345
Section 4
E6
Describe how TWO (2) other professionals or agencies may provide help and support for sick children with this condition and their families
012345
012345
012345
012345
109

Candidate
Section 4
110
Optional unit 11 Care of sick children (continued)

Criteria
Description
E7 012345
Describe TWO (2) appropriate activities/ experiences a setting can use to support a child aged 4 years who is soon to be admitted to hospital 012345 012345
E8
Show an understanding of diversity and inclusive practice 012345 012345 6 7 8 9 10
012345
012345
E9
Include references and a bibliography
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Explain why it is important to identify and respond appropriately when children are unwell
C1
Explain how effective teamwork can support children with a long-term illness, their families and the practitioner
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10

Candidate
Optional unit 11 Care of sick children (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Criteria
Description
Resubmission/upgrade Internal marker Internal moderator (Circle mark (Circle mark achieved) achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
B1 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Evaluate the role of play in meeting the individual needs of children who are ill
A1
Reflect on how national strategies involving multi-agency working can improve the health of children and the community
Total marks:
Grade:
A = 80 95
B = 70 79
Internal marker signature: Internal moderator signature (if chosen for sample):
Section 4
C = 60 69 Date:
D = 50 59
E = 35 49
Refer = 0 34
111
Section 4
112
Section 4
Unit 12 Nutrition and healthy food for children
113
Section 4
114
Section 4

This unit will provide you with knowledge of the principles of nutrition and how to provide a healthy diet for children. This will include baby and infant feeding, influences on food and diet, safe food preparation and disorders which may require special diets. You will need to consider the social and educational role of food and the responsibility of the adult in promoting healthy eating.
Unit 12 Nutrition and healthy food for children (mapped to CCLD 306, 307, 314 and 319) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The essential food groups and a balanced diet for children. Nutrition and the growing child. ASSESSMENT CRITERIA The learner can: 1.1. Describe the principles of nutrition which support the provision of a balanced diet for children. 2.1. Discuss a range of issues relating to nutrition which should be addressed by practitioners working with children at different stages in their lives. 3.1. Consider the significant influences on the diet of children to show how these may affect the types of food provided. 4.1. Describe the appropriate practices involved in ensuring that the nutritional needs of children with specific conditions are met. 5.1. Explain the factors which relate to safe food preparation. 5.2. Analyse the responsibilities of practitioners who are involved in the provision of suitable food and nutrition for children.
2.
3.
Influences on food and diet.
4.
Disorders requiring special diets.
5.
Safe food preparation.
115
Section 4

Delivery guidance
During this unit you will learn about: The principles of nutrition for children including the role of nutrients, different food groups and 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.
116
Section 4
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.
117
Section 4
Unit 12 Assignment Nutrition and healthy food for children

(mapped to CCLD 307.2)
The assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections

The whole assignment must be completed in order to achieve the unit. You are to provide information and guidance for a review of the setting's policy on nutrition for 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 eating in 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 months AND ONE (1) menu which is suitable for the particular nutritional needs of a child aged 7 years 5. ONE (1) of the following conditions a child may have: Coeliac disease OR Cystic Fibrosis OR Lactose intolerance Explain how the setting meets the particular nutritional, social and emotional needs of 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 how this activity benefits children
118
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 the setting Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
119
Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D C B A Describe the main food groups that are essential to meet the basic needs of the body Explain the possible effects of poor eating on the health and well being of children Describe legal requirements and government guidelines that promote safe and healthy eating for children Describe the policies and procedures of the setting that promote safe and healthy eating for children Provide appropriate menus for 24 hours that show how to meet the particular nutritional needs of a baby aged 9 months and a child aged 7 years 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 Give an example of an activity that involves children in the safe preparation of food and show how this activity benefits the children Show an understanding of diversity and inclusive practice Include references and a bibliography Explain what is meant by a balanced nutritious diet for the growing child Discuss the factors that may influence the diet of young children and their families and the types of food provided Evaluate the guidelines that support early years settings to introduce and encourage children to make healthy choices of food and drink Reflect on the role and responsibilities of the practitioner in providing suitable food and nutrition for all the children in the setting
120

Candidate
Optional unit 12 Nutrition and healthy food for children

Criteria
Description
E1 012345
Describe the main food groups that are essential to meet the basic needs of the body 012345 012345
E2
Explain the possible effects of poor eating on the health and well being of children 012345 012345
012345
012345
E3
Describe legal requirements and government guidelines that promote safe and healthy eating for children 012345
012345
012345
E4
Describe the policies and procedures of the setting that promote safe and healthy eating for children 012345
012345
012345
012345
E5
Provide appropriate menus for 24 hours that show how to meet the particular nutritional needs of a baby aged 9 months and a child aged 7 years
012345
012345
012345
Section 4
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
012345
012345
012345
012345
121

Section 4
Candidate
122
Optional unit 12 Nutrition and healthy food for children (continued)

Description
Criteria
012345
E7
Give an example of an activity that involves children in the safe preparation of food and show how this activity benefits the children 012345 012345
E8 012345 012345 6 7 8 9 10 012345 6 7 8 9 10
Show an understanding of diversity and inclusive practice
012345
012345
E9
012345 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10
D1
Explain what is meant by a balanced nutritious diet for the growing child
C1
Discuss the factors that may influence the diet of young children and their families and the types of food provided
B1
Evaluate the guidelines that support early years settings to introduce and encourage children to make healthy choices of food and drink
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 12 Nutrition and healthy food for children (continued)

Criteria
Description
A1 012345 6 7 8 9 10 11 12 13 14 15
Reflect on the role and responsibilities of the practitioner in providing suitable food and nutrition for all the children in the setting
Total marks:
Grade:
A = 80 95
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
123
Section 4
124
Section 4
Unit 13 Child, family and outside world
125
Section 4
126
Section 4

At the end of this unit you will have knowledge of the development and structure of family life in today's society by looking at the diverse and changing nature of families. You will learn about the rights of children and consider the role of the adult and the private, voluntary and statutory services in supporting children and their families.
Unit 13 Child, family and outside world (mapped to CCLD 305, 306, 313, 317, 319, 322, 324 and 330) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The development and structure of family life in today's society. ASSESSMENT CRITERIA The learner can: 1.1. Discuss the key social and economic issues which influence society and impact on family life. 1.2. Evaluate two contrasting social theories that relate to the child and society. 2.1. Explain the rights of children, supported by legislation, to have their diverse needs met by adults. 2.2. Consider possible ways to overcome the effects of stereotyping and discrimination on children and families. 3.1. Explain the roles, functions and powers in relation to children's services of a range of statutory, private, voluntary and independent organisations and government initiatives. 4.1. Discuss the different ways that practitioners can contribute to safeguarding children and to supporting them and their families through their own work and by working with others.
2.
The rights of children and their families.
3.
The role of statutory, voluntary and independent services in relation to children and their families.
4.
The role of the adult in supporting all children and their families.
127
Section 4

Delivery guidance
During this unit you will learn about: 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 in relation 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.
128 CACHE 2010 Version 4
Section 4

(mapped to CCLD 305., CCLD 307.3, CCLD 313.3)

The whole assignment must be completed in order to achieve the unit. Your setting has decided to stage a fundraising event in support of a national organisation such as a social policy and development charity. To raise awareness of the charity's work you are giving a presentation on "Understanding the causes and effects of social difficulties and the support available for children and families" The presentation should: Include an overview of current social and economic issues impacting on family life supported with reference to recent and relevant government initiatives Include TWO (2) contrasting social theories that relate to children and their families in 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 children and their families overcome social difficulties Explain the role of the practitioner in supporting children and their families from diverse backgrounds Discuss the function of multi agency working in safeguarding children and the importance 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 generic photographs, video clips, newspaper articles and other visual aids which will engage the audience Throughout the assignment you should ensure that you address diversity and inclusive practice where appropriate
129
Section 4
Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Provide information on key social and economic issues which influence society and family life Describe TWO (2) contrasting social theories that relate to children and their families Explain the effects of stereotyping and discrimination on children and families Explain how relevant legislation could be used to uphold the rights of children Explain the role of statutory, voluntary and independent services in helping children and their families overcome social difficulties Describe how the practitioner can support the needs of children and their families from diverse backgrounds Explain how multi agency working safeguards children Show an understanding of diversity and inclusive practice Include references and bibliography Explain the importance of respecting confidentiality Discuss how to provide an environment which is free from discrimination Discuss TWO (2) contrasting social theories that relate to children and their families Analyse the role of statutory, voluntary and independent services in relation to children and their families Evaluate the different ways practitioners can contribute to safeguarding children
130

Candidate
Optional unit 13 Child, family and outside world

Criteria
Description
E1 012345
Provide information on key social and economic issues which influence society and family life 012345 012345
E2
Describe TWO (2) contrasting social theories that relate to children and their families 012345
012345
012345
E3
Explain the effects of stereotyping and discrimination on children and families 012345
012345
012345
012345
E4
Explain how relevant legislation could be used to uphold the rights of children 012345
012345
012345
012345
E5
Explain the role of statutory, voluntary and independent services in helping children and their families overcome social difficulties
012345
012345
012345
E6
Describe how the practitioner can support the needs of children and their families from diverse backgrounds
012345
012345
012345
012345
Section 4
131
E7
Explain how multi agency working safeguards children
012345
012345
012345
012345

Candidate
Section 4
132
Optional unit 13 Child, family and outside world (continued)

Criteria
Description
E8 012345
Show an understanding of diversity and inclusive practice 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
E9
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
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 their families
B1
Analyse the role of statutory, voluntary and independent services in relation to children and their families

Candidate
Optional unit 13 Child, family and outside world (continued)

Criteria
Description
A1 012345 6 7 8 9 10 11 12 13 14 15
Evaluate the different ways practitioners can contribute to safeguarding children
Total marks:
Grade: Internal marker signature: Internal moderator signature (if chosen for sample): Date:
A = 80 105
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
133
Section 4
134
Section 4
Unit 14 Working with children with special needs
135
Section 4
136
Section 4

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 the provision available. This will include the roles and responsibilities of professionals and the principles of inclusion.
Unit 14 Working with children with special needs (mapped to CCLD 321 and 339) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The concept of special needs and current attitudes and values. ASSESSMENT CRITERIA The learner can: 1.1. Discuss some of the theories and the attitudes which affect understanding of special needs and the responses which may be needed. 2.1. Analyse a range of factors which may affect the development of children and young people and their ability to learn. 3.1. Explain the legislation, statutory requirements and principles that relate to the care and education of children with special needs. 3.2. Consider ways to make provision for learning suitable for the needs of children. 4.1. Explain the differing roles and responsibilities of professionals working with children with special needs. 4.2. Reflect on the practitioner's needs for professional and personal support when working with children with special needs and the ways that these needs can be met.
2.
The range of factors affecting children's ability to learn. The provision for children with special educational needs.
3.
4.
The roles and responsibilities of professionals working with children with special educational needs.
137
Section 4

Delivery guidance
During this unit you will learn about: 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 and terminology. Factors before, during or after birth leading to delayed development, physical or sensory impairment 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 and communication 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 educational needs. The role of observation and assessment in producing individual learning plans in a variety of settings. 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.
138
Section 4
Strategies to develop and encourage independence and promote self-esteem. The promotion of appropriate behaviour of children with special educational needs (including establishing boundaries). The skills needed for working with children with language, hearing or visual difficulties or limited attention span. The practitioner's responsibilities in caring for bodily needs. The importance of a sensitive, non-judgmental approach in dealing with children with special educational 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.
139
Section 4
Unit 14 Assignment Working with children with special needs

(mapped to CCLD 321.1, CCLD 321.2, CCLD 321.3, CCLD 339.1)

The whole assignment must be completed in order to achieve the unit. You have been invited to join a team of staff and parents who are reviewing and rewriting the Inclusion and Special Educational Needs policies and procedures of the setting. In order to contribute fully you have decided to gather information and write about: 1. The definitions of special needs/disability, the legal requirements and the types of provision available, to include: the social and the medical models of disability how legal requirements support the recognition and assessment of the special needs of children the different types of provision available to support children with special needs and their 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 ways to overcome these barriers 5. How the practitioner can respect the privacy and dignity of children in situations where children need intimate personal care. 6. TWO (2) other professionals who may support children with special needs and their families and describe their roles
140
Section 4
7. The importance of a sensitive, non judgmental approach when working with children who 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 special needs and their families Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
141
Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D C B A Explain the 'social model' and the 'medical model' of disability Describe the legal requirements that support the actions to be taken when it is considered a child may have special needs Describe the different types of provision available to support children with special needs and their families Summarise the range of factors that may cause children to have delayed development, impairment or disability or that affect their ability to learn Choose ONE (1) common condition or impairment and describe the role of the practitioner in supporting a child with this condition or impairment Explain ways to overcome barriers to achievement for children with special needs Describe the role of the practitioner in maintaining the privacy and dignity of children in situations where intimate personal care is needed. Describe the role of TWO (2) other professionals who support the needs of children with special needs and their families Include references and a bibliography Discuss the importance of a sensitive, non-judgmental approach when working with children with special needs and their families Discuss the support available for the adults who are caring for children with special needs Evaluate the benefits of an inclusive approach for the child with special needs Reflect on the value of multi-agency services working together to meet the needs of children with special needs and their families
142

Candidate
Optional unit 14 Working with children with special needs

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345 012345 012345
Criteria
Description
E1 012345 012345
Explain the 'social model' and the 'medical model' of disability
E2
Describe the legal requirements that support the actions to be taken when it is considered a child may have special needs 012345 012345
E3
Describe the different types of provision available to support children with special needs and their families 012345
012345
012345
E4
Summarise the range of factors that may cause children to have delayed development, impairment or disability or that affect their ability to learn 012345
012345
012345
012345
E5
Choose ONE (1) common condition or impairment and describe the role of the practitioner in supporting a child with this condition or impairment
012345
012345
012345
Section 4
143
E6
Explain ways to overcome barriers to achievement for children with special needs
012345
012345
012345
012345

Candidate
Section 4
144
Optional unit 14 Working with children with special needs (continued)

Criteria
Description
E7 012345
Describe the role of the practitioner in maintaining the privacy and dignity of children in situations where intimate personal care is needed 012345 012345
E8
Describe the role of TWO (2) other professionals who support the needs of children with special needs and their families 012345 012345 6 7 8 9 10
012345
012345
E9
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Discuss the importance of a sensitive, nonjudgmental approach when working with children with special needs and their families
C1
Discuss the support available for the adults who are caring for children with special needs
012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
B1
Evaluate the benefits of an inclusive approach for the child with special needs

Candidate Name: PIN: Site/Centre No: Resubmission/upgrade Internal marker Internal moderator (Circle mark (Circle mark achieved) achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Optional unit 14 Working with children with special needs (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15
Criteria
Description
A1 012345 6 7 8 9 10 11 12 13 14 15
Reflect on the value of multi-agency services working together to meet the needs of children with special needs and their families
Total marks:
Grade:
A = 80 95
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
145
Section 4
146
Section 4
Unit 15 Developing children's (3 - 8 years) mathematical skills
147
Section 4
148
Section 4

When you have completed this unit you will have an understanding of the stages of development that children go through in their mathematical understanding. You will look at topics such as counting, measuring and problem-solving and consider how to help children develop their understanding and use of mathematics. The content includes the role of the adult in supporting children's understanding and development and looks at how you can contribute to planning and provision.
Unit 15 Developing children's (3 - 8 years) mathematical skills (mapped to CCLD 315 and 346) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The stages of development of mathematical skills in children from 3 to 8 years. ASSESSMENT CRITERIA The learner can: 1.1. Summarise the different frameworks and policies, in the home country (in which they live), that guide the provision for children's mathematical learning. 1.2. Explain some of the different areas of mathematical development for children aged from 3 to 8 years. 2.1. Discuss different working practices which will help children to develop mathematical understanding. 2.2. Analyse some of the possible ways to support children to use mathematics. 3.1. Explain how the practitioner can contribute to the planning and provision for mathematical learning. 3.2. Reflect on how positive working relationships between children, parents and teachers can support children's mathematical learning.
2.
How to help children develop their understanding and use of mathematics.
3.
The role of the adult in supporting children's understanding and development.
149
Section 4

Delivery guidance
During this unit you will learn about: 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 talk about 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, group and 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.
150
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.
151
Section 4
Unit 15 Developing children's (3-8 years) mathematical skills

(mapped to CCLD 346)

The whole assignment must be completed in order to achieve the unit. Your local authority is planning an information day for practitioners and parents involved in working with children aged 3 to 8 years. The intention is to promote the benefits to children's mathematical development when children, parents and practitioners work in partnership. You have been asked to produce a booklet for distribution at this event based on your experiences of working with children in this age range. Produce a booklet. Provide information on the different frameworks and policies relevant to your home country which guide the provision for children's mathematical learning from 3 to 8 years Explain the different areas of mathematical development for children aged from 3 to 8 years Describe TWO (2) activities which help children develop their mathematical understanding. State the intended age range and learning outcome for each activity Each activity must promote a different area of mathematical development, for example counting and measuring and show links to the appropriate framework Explain the importance of having knowledge of children's mathematical progress when planning activities Describe TWO (2) different strategies the parent or practitioner can use to develop children's mathematical understanding Give examples of different ways in which parents and practitioners can work together to support children Describe TWO (2) ways in which parents and practitioners can support children's mathematical understanding through everyday experiences
152
Section 4
Explain the role of the practitioner in planning and providing for mathematical learning Reflect on the positive outcomes of successful working relationships between children, parents and teachers
Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit
153
Section 4
Unit 15 Developing children's (3-8 years) mathematical skills

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 C1 B1 A1 Summarise the different national frameworks and policies of your home country for the development of mathematical learning from 3 to 8 years Explain the different areas of mathematical development for children in this age range Describe TWO (2) activities which help children develop their understanding in different areas of mathematical development and state the age range Explain how the activities link to the appropriate framework Explain the importance of having knowledge of children's mathematical progress when planning activities Include TWO (2) different strategies which parents and practitioners can use to support children's mathematical understanding Explain how children, parents and practitioners can work together in partnership Show an understanding of diversity and inclusive practice Include references and bibliography Give TWO (2) ways in which parents and practitioners can support children's mathematical understanding through everyday experiences Explain in detail the expected learning outcomes for each of the activities described in E4 Evaluate the role of the practitioner in planning and providing mathematical learning Reflect on the positive outcomes of successful working relationships between children, parents and teachers
154

Candidate
Optional unit 15 Developing childrens (3-8 years) mathematical skills

Criteria
Description
E1 012345
Summarise the different national frameworks and policies of your home country for the development of mathematical learning from 3 to 8 years 012345 012345
E2
Explain the different areas of mathematical development for children in this age range 012345
012345
012345
E3
Describe TWO (2) activities which help children develop their understanding in different areas of mathematical development and state the age range 012345
012345
012345
012345
E4
Explain how the activities link to the appropriate framework
012345
012345
012345
E5
Explain the importance of having knowledge of children's mathematical progress when planning activities
012345
012345
012345
012345
Section 4
155
E6
Include TWO (2) different strategies which parents and practitioners can use to support children's mathematical understanding
012345
012345
012345
012345

Candidate
Section 4
156
Optional unit 15 Developing childrens (3-8 years) mathematical skills (continued)

Criteria
Description
E7 012345
Explain how children, parents and practitioners can work together in partnership 012345 012345
E8
012345
012345
E9
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Give TWO (2) ways in which parents and practitioners can support children's mathematical understanding through everyday experiences 012345 6 7 8 9 10
C1
Explain in detail the expected learning outcomes for each of the activities described in E4
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
B1
Evaluate the role of the practitioner in planning and providing mathematical learning
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 15 Developing childrens (3-8 years) mathematical skills (continued)

Criteria
Description
A1 012345 6 7 8 9 10 11 12 13 14 15
Reflect on the positive outcomes of successful working relationships between children, parents and teachers
Total marks:
Grade:
A = 80 95
B = 70 79
Section 4
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
157
Section 4
158
Section 4
Unit 16 Developing children's (3 - 8 years) communication, language and literacy skills
159
Section 4
160
Section 4

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. You will look at the areas of language and literacy; communication, listening, speaking, reading, writing and discuss ways of working with colleagues and parents to plan appropriate activities. You will learn about different methods to support reading and writing and how to prepare resources.
Unit 16 Developing children's (3 - 8 years) communication, language and literacy skills (mapped to CCLD 315 and 345) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The stages of development of children's communication, language and literacy aged from 3 to 8 years. ASSESSMENT CRITERIA The learner can: 1.1. Summarise the different frameworks and policies, in the home country (in which they live), that guide the provision for children's learning in communication, language and literacy. 1.2. Explain the different areas of communication, language and literacy for children aged from 3 to 8 years.
2.
How to help children develop their 2.1. Explain how to plan activities to communication, language and literacy develop learning in some aspects of skills. communication, language and literacy based on knowledge of children's progress. 2.2. Analyse some of the factors which affect children's learning in different areas of communication, language and literacy. The role of the adult in supporting communication, language and literacy. 3.1. Consider different working practices which will help to develop children's communication, language and literacy skills. 3.2. Explain how the practitioner can support planning, preparation and provision for learning in communication, language and literacy.
3.
161
Section 4

Delivery guidance
During this unit you will learn about: The principle characteristics of the stages of development of communication, language and literacy. National and local frameworks and policies. Policies and procedures within a variety of settings which support the development of communication, language and literacy skills. How to obtain information about individual children's progress and plan appropriate activities in 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).
162
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.
163
Section 4
Unit 16 Developing children's (3 8 years) communication, language and literacy skills


The whole assignment must be completed in order to achieve the unit. Your setting is planning an information day for parents to promote the development of communication, language and literacy skills and explain the role of the adult in supporting development You have been asked to produce a booklet for distribution at this event based on your experiences of working with children in this age range. Produce a booklet Provide information on the different frameworks and policies relevant to your home country 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 for children 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. speaking and listening Identify strategies that support the development of communication, language and literacy skills Identify why it is important to have knowledge of children's progress when planning activities Explain how parents and practitioners can work together in partnership to support children's development Describe the factors which affect children's learning in different areas of communication, language and literacy
164
Section 4
Explain how practitioners can prepare and provide resources to support learning in communication, language and literacy Reflect on the role of the adult in contributing to the provision for learning in communication, language and literacy Analyse the factors which affect children's learning in different areas of communication, language and literacy and the role of the practitioner in meeting individual needs
Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
165
Section 4
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 for the development of communication, language and literacy skills for children aged from 3 to 8 years Explain the different areas of communication, language and literacy development for children in this age range Describe TWO (2) activities linked to different areas of the framework and identify the age range Explain TWO (2) strategies that support the development of communication, language and literacy skills Explain the importance of having knowledge of children's progress when planning activities Explain how parents and practitioners can work together in partnership to support children's development Describe the factors which affect children's learning in different areas of communication, language and literacy Show an understanding of diversity and inclusive practice Include references and a bibliography Explain how the practitioner can prepare and provide resources to support learning in communication, language and literacy Explain in detail the expected learning outcomes for each of the activities described in E3 Reflect on the role of the adult in contributing to the provision for learning in communication, language and literacy Analyse the factors which affect children's learning and the role of the practitioner in meeting individual needs
E2 E3 E4 E5 E6 E7 E8 E9 D1 C1 B1 A1
166

Candidate
Optional unit 16 Developing childrens (3-8 years) communication, language and literacy skills
Description Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345
Criteria
E1 012345
Summarise the different national frameworks and policies of your home country for the development of communication, language and literacy skills for children aged from 3 to 8 years 012345 012345
E2
Explain the different areas of communication, language and literacy development for children in this age range 012345
012345
012345
E3
Describe TWO (2) activities linked to different areas of the framework and identify the age range 012345
012345
012345
012345
E4
Explain TWO (2) strategies that support the development of communication, language and literacy skills
012345
012345
012345
Section 4
E5
Explain the importance of having knowledge of children's progress when planning activities
012345
012345
012345
012345
167
E6
Explain how parents and practitioners can work together in partnership to support children's development
012345
012345
012345
012345

Candidate
Section 4
168
Optional unit 16 Developing childrens (3-8 years) communication, language and literacy skills (continued)
Description Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345
Criteria
E7 012345
Describe the factors which affect children's learning in different areas of communication, language and literacy 012345 012345
E8
012345
012345
E9
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Explain how the practitioner can prepare and provide resources to support learning in communication, language and literacy 012345 6 7 8 9 10
C1
Explain in detail the expected learning outcomes for each of the activities described in E3
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
B1
Reflect on the role of the adult in contributing to the provision for learning in communication, language and literacy
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 16 Developing childrens (3-8 years) communication, language and literacy skills (continued)
Criteria
Description
A1 012345 6 7 8 9 10 11 12 13 14 15
Analyse the factors which affect children's learning and the role of the practitioner in meeting individual needs
Total marks:
Grade:
A = 80 95
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
169
Section 4
170
Section 4
Unit 17 International approaches towards children's education
171
Section 4
172
Section 4

This unit has been designed to give you information and knowledge about different international approaches towards learning and to consider the implications for your own practice. You will reflect on the key features and the advantages and disadvantages of each approach.
Unit 17 International approaches towards children's education GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The different approaches towards learning. ASSESSMENT CRITERIA The learner can: 1.1. Compare different theories and models of learning. 1.2. Assess the influences of early educators and international approaches on current practice. 1.3. Explain how different philosophies and approaches can be applied in practise. 2.1. Compare different philosophies and approaches to show their advantages and disadvantages in practise. 3.1. Evaluate how theoretical perspectives of learning can influence practice. 3.2. Discuss how competing theories of learning can affect the curriculum and the experiences for learners.
2.
The advantages and disadvantages of the different approaches. The implications for practice.
3.
173
Section 4

Delivery guidance
During this unit you will learn about: 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 used or 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 range of settings. The role of the environment, where appropriate, and the implications for practice in a range of settings.
174
Section 4
Unit 17 Assignment International approaches towards children'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 international approaches 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 through this approach A comparison of the chosen approach with ONE (1) other approach to learning The influence of the chosen approach on your current practice
Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
175
Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Provide an explanation of THREE (3) different international approaches to learning Choose ONE (1) international approach from E1 and give the reasons for your choice Explain the background to the approach you have chosen to write about Describe the key principles of your chosen approach Describe the materials and resources that support the children's learning in your chosen approach Provide information on how these materials and resources are used to promote learning Explain the role of the practitioner in supporting learning in your chosen approach Show an understanding of diversity and inclusive practice Include references and a bibliography Explain how your knowledge of the chosen approach may influence your practice Discuss the benefits to children of your chosen approach Discuss similarities and differences between the chosen approach and ONE (1) other international approach to learning Evaluate the role of the practitioner in promoting children's learning in your chosen approach Reflect on the influence of international approaches on current practice
176

Candidate
Optional unit 17 International approaches towards childrens education

Criteria
Description
E1 012345
Provide an explanation of THREE (3) different international approaches to learning 012345 012345
E2
Choose ONE (1) international approach from E1 and give the reasons for your choice 012345
012345
012345
E3
Explain the background to the approach you have chosen to write about 012345
012345
012345
012345
E4
Describe the key principles of your chosen approach 012345
012345
012345
012345
E5
Describe the materials and resources that support the children's learning in your chosen approach
012345
012345
012345
Section 4
E6
Provide information on how these materials and resources are used to promote learning
012345
012345
012345
012345
177
E7
Explain the role of the practitioner in supporting learning in your chosen approach
012345
012345
012345
012345

Candidate
Section 4
178
Optional unit 17 International approaches towards childrens education (continued)

Criteria
Description
E8 012345
Show an understanding of diversity and inclusive practice 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
E9
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
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 chosen approach
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 17 International approaches towards childrens education (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15
Criteria
Description
A1
Reflect on the influence of international approaches on current practice
012345 6 7 8 9 10 11 12 13 14 15
Total marks:
Grade: Internal marker signature: Internal moderator signature (if chosen for sample): Date:
Section 4
A = 80 105
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
179
Section 4
180
Section 4
Unit 18 Working with babies from birth to 12 months
181
Section 4
182
Section 4

The focus of this unit is the role of the professional in working with babies from birth to 12 months. This will include looking at the progress of development and the factors which influence health and development. Various aspects of working with babies will be discussed, including building partnerships with parents, the key worker system, and theoretical perspectives.
Unit 18 Working with babies from birth to 12 months (mapped to CCLD 312 and 314) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The progress of development from birth to 12 months. ASSESSMENT CRITERIA The learner can: 1.1. Describe the normal development of babies from birth to 12 months. 1.2. Explain the different factors which may affect the progress of development in the first year of life. 1.3. Evaluate the influences of theoretical perspectives of development and attachment. 2.1. Discuss the role of practitioners in promoting the overall development of babies from birth to 12 months. 2.2. Analyse how an understanding of play, observation, care, a suitable environment and different practices with babies will support the practitioner in promoting their overall development. 3.1. Summarise the key legal and organisational issues which contribute to the responsibilities of practitioners working with babies. 3.2. Reflect on the differing procedures and working practices which provide positive care for babies and support for their families.
2.
The role of the professional in promoting development.
3.
The roles and responsibilities of professionals working with babies.
183
Section 4

Delivery guidance
During this unit you will learn about: 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 immediately after 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 or Chomsky. 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 the child. 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.
184
Section 4
Unit 18 Assignment Working with babies from birth to 12 months

(mapped to CCLD 312.2, CCLD 312.3, CCLD 312.4, CCLD 314.1, CCLD 314.2, CCLD 314.3, CCLD 314.4)

The whole assignment must be completed in order to achieve the unit. You work with babies between the ages of 0 to12 months. You have been asked to prepare an 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 EITHER 3 months, OR 7 months OR 10 months Describe the expected developmental stage of babies at the chosen age AND how 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 overall development 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 OR home-based childcare 5. Information about how the child protection policies and procedures of the setting protect 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 and their families
185
Section 4
7. A discussion on the influence of theoretical perspectives of development and attachment on current practice with babies under I year of age Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
186
Section 4

Assignment Criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D C B A Summarise the factors which may influence the health and development of babies in the first year of their lives Describe how indoor and outdoor environments for babies can be made safe, reassuring and stimulating Describe the expected stage of development of babies at the chosen age and how they may be expected to develop in the next TWO (2) months of life Explain how TWO (2) different play activities/experiences can support the overall development of the baby described in E3 Describe the role of the practitioner in meeting the particular needs of babies in the chosen type of setting (group childcare OR home-based care) Show how the child protection policies and procedures in the setting protect and safeguard the babies Explain the importance of well planned care routines and the key worker system Show an understanding of diversity and inclusive practice Include references and a bibliography Consider how care routines can enhance the overall development of babies from birth to 12 months Discuss the importance of an environment that is safe, reassuring and stimulating Evaluate the role of the practitioner in promoting an inclusive approach when working with babies and their families Reflect on the influences of theoretical perspectives of development and attachment on current practice in settings working with babies under 1 year of age
187
Section 4
188

Candidate
Optional Unit 18 Working with babies from birth to 12 months

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) Internal marker (Circle mark achieved)
Criteria
Description
Resubmission/upgrade Internal moderator (Circle mark achieved) 012345 012345
E1
Summarise the factors which may influence the health and development of babies in the first year of their lives 012345 012345 012345 012345
E2
Describe how indoor and outdoor environments for babies can be made safe, reassuring and stimulating 012345
012345
012345
E3
Describe the expected stage of development of babies at the chosen age and how they may be expected to develop in the next TWO (2) months of life 012345
012345
012345
012345
E4
Explain how TWO (2) different play activities/experiences can support the overall development of the baby described in E3
012345
012345
012345
Section 4
189
E5
Describe the role of the practitioner in meeting the particular needs of babies in the chosen type of setting (group childcare OR home-based care)
012345
012345
012345
012345

Candidate
Section 4
190
Optional Unit 18 Working with babies from birth to 12 months (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved)
Description
Resubmission/upgrade Internal marker (Circle mark achieved) 012345 Internal moderator (Circle mark achieved) 012345
E6
Show how the child protection policies and procedures in the setting protect and safeguard the babies 012345 012345
012345
E7
Explain the importance of well planned care routines and the key worker system 012345
012345
012345
012345
E8
012345
012345
012345
E9
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
Consider how care routines can enhance the overall development of babies from birth to 12 months
Discuss the importance of an environment that is safe, reassuring and stimulating
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10

Candidate
Optional Unit 18 Working with babies from birth to 12 months (continued)

Criteria
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Evaluate the role of the practitioner in promoting an inclusive approach when working with babies and their families 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Reflect on the influences of theoretical perspectives of development and attachment on current practice in settings working with babies under 1 year of age
Total marks:
Grade:
Section 4
191
A = 80 95 C = 60 69 E = 35 49
B = 70 79 D = 50 59 Refer = 0 34
Section 4
192
Section 4
Unit 19 Multi-agency working with children
193
Section 4
194
Section 4

This unit will consider the range of agencies involved in working with children and the strengths and challenges presented by multi-agency working. This will include current research and the different protocols and legislative frameworks. You will look at the practicalities of sharing information and reflect upon your own professional practice and communication skills.
Unit 19 Multi-agency working with children (mapped to CCLD 313, 324, 330) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The range of agencies involved in working with children. ASSESSMENT CRITERIA The learner can: 1.1. Describe the work of a range of agencies involved with children. 1.2. Discuss the philosophy and approach of different agencies in relation to multi-agency working. 2.1. Assess, with reference to current research, the advantages and disadvantages of multi-agency working. 2.2. Explain the legislative context and protocols for multi-agency working. 2.3. Discuss the strategies which should be considered to ensure children benefit from multi-agency working. 3.1. Reflect on the professional working practices which are required for multi-agency working.
2.
The challenges presented by multi-agency working.
3.
Strategies to ensure children benefit from the advantages of multi-agency working.
195
Section 4

Delivery guidance
During this unit you will learn about: 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 legislative frameworks. How to communicate with other agencies. Multi-agency assessment and planning processes. The need for reflective professional practice.
196
Section 4
Unit 19 Assignment Multi-agency working with children

(mapped to CCLD 313.3, CCLD 313.4)
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections

The whole assignment must be completed in order to achieve the unit. You have recently started working in a Children's Centre and need to find out more about multi-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 to supporting children and their families Describe the ways that TWO (2) of these agencies support children and their families
5. How children's needs are assessed and ways to use the information from the assessments to meet these needs 6. How to ensure effective communication between the practitioner, children's parents and other professionals 7. The role of the practitioner who works as part of a team of professionals from other sectors 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 Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
197
Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D C B A Summarise the legal framework and guidelines that support multi-agency working with children and their families Describe the benefits of multi-agency working for children and their families Describe FOUR (4) agencies that may be involved in supporting children and their families through multi-agency working Choose TWO (2) of these agencies and describe their contribution to supporting and addressing the needs of children and their families Explain how the multi-agency team assesses and plans to meet the needs of children who may need additional support and their families Describe the key factors in communicating effectively with parents and other professionals Describe the role of the practitioner when working as part of a multi-agency team Show an understanding of diversity and inclusive practice Include references and a bibliography Explain the importance of confidentiality when storing and sharing information with other agencies and professionals Discuss the challenges of working in partnership with professionals from other sectors Discuss how the reflective practitioner contributes to the effective working of a multi-agency team Evaluate the impact of multi-agency working on children and their families
198

Candidate
Optional unit 19 Multi-agency working with children

Criteria
Description
E1
Summarise the legal framework and guidelines that support multi-agency working with children and their families 012345 012345 012345
E2 012345
Describe the benefits of multi-agency working for children and their families
012345
012345
E3
Describe FOUR (4) agencies that may be involved in supporting children and their families through multi-agency working 012345
012345
012345
012345
E4
Choose TWO (2) of these agencies and describe their contribution to supporting and addressing the needs of children and their families
012345
012345
012345
Section 4
E5
Explain how the multi-agency team assesses and plans to meet the needs of children who may need additional support and their families
012345
012345
012345
012345
199
E6
Describe the key factors in communicating effectively with parents and other professionals
012345
012345
012345
012345

Section 4
Candidate
200
Optional unit 19 Multi-agency working with children (continued)

Criteria
Description
E7 012345
Describe the role of the practitioner when working as part of a multi-agency team 012345 012345
E8
012345
012345
E9
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Explain the importance of confidentiality when storing and sharing information with other agencies and professionals 012345 6 7 8 9 10
C1
Discuss the challenges of working in partnership with professionals from other sectors
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
B1
Discuss how the reflective practitioner contributes to the effective working of a multiagency team
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 19 Multi-agency working with children (continued)

Criteria
Description
A1 012345 6 7 8 9 10 11 12 13 14 15
Evaluate the impact of multi-agency working on children and their families
Total marks:
Grade:
A = 80 95
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
201
Section 4
202
Section 4
Unit 20 Children, parent and family needs
203
Section 4
204
Section 4

The needs of children, parents and families are central to this unit and will include looking at both the physical and psychological aspects. You will consider influences on parenting and child-rearing as well as the common pressures and stresses faced by parents. By the end of the unit you will have understanding of agencies that offer support and a realistic insight into your own role and its boundaries.
Unit 20 Children, parent and family needs (mapped to CCLD 313, 317, 324 and 330) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. The needs of parents, children and families. ASSESSMENT CRITERIA The learner can: 1.1. Explain the needs of families which may require professional support. 1.2. Assess the issues which may lead to stress in families. 2.1. Describe the skills and strategies which parents may need. 2.2. Discuss the types of support, information and resources that will enable parents to meet the needs of their children. 3.1. Discuss the skills and strategies which are effective in supporting families. 3.2. Reflect on the extent of the role of the practitioner in supporting families. 3.3. Analyse some key issues for professionals working in the support of families.
2.
Skills and strategies for parents.
3.
Skills and strategies for professionals.
205
Section 4

Delivery guidance
During this unit you will learn about: 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 their children. 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.
206
Section 4
Unit 20 Children, parents and family needs

(mapped to CCLD 313, CCLD 317, CCLD 322, CCLD 324, CCLD330)

The whole assignment must be completed in order to achieve the unit. Your local children's information service is keen to promote its success in working in partnership with parents and families. You have been asked to write an article for a forthcoming journal that is aimed at practitioners and students. This article will outline the needs of a 21st century family and the support that is available to them. You may support your 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 in partnership
Throughout the assignment you should ensure that you address diversity and inclusive practice where appropriate to the task.
207
Section 4
Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
208
Section 4
Unit 20 Children, parents and family needs

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 D1 D2 C1 B1 A1 Explain the needs of families which may require professional support Explain the issues which may lead to stress in families Explain the role of parents in children's play and identify appropriate resources and toys Describe the benefits of communication between children, parents and practitioners Discuss skills and strategies which are effective in supporting families Describe the types of support and information available to parents and families Explain the role of the practitioner in supporting families Show an understanding of diversity and inclusive practice Include references and bibliography Describe how the practitioner can recognise when children and adults may be experiencing problems Discuss TWO (2) strategies which parents can use for promoting positive behaviour in children Evaluate the types of support which will enable parents to meet the needs of their children Analyse some key issues for professionals working in support of families Reflect on the benefits to children, parents, families and practitioners from working in partnership
209
Section 4
210

Candidate
Optional unit 20 Children, parent and family needs

Criteria
Description
E1 012345
Explain the needs of families which may require professional support 012345 012345
E2
Explain the issues which may lead to stress in families 012345 012345
012345
012345
E3
Explain the role of parents in children's play and identify appropriate resources and toys 012345
012345
012345
E4
Describe the benefits of communication between children, parents and practitioners 012345
012345
012345
012345
E5
Discuss skills and strategies which are effective in supporting families
012345
012345
012345
E6
Describe the types of support and information available to parents and families
012345
012345
012345
012345
Section 4
E7
Explain the role of the practitioner in supporting families
012345
012345
012345
012345
211
E8
012345
012345
012345
012345

Candidate
Section 4
212
Optional unit 20 Children, parent and family needs (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345 6 7 8 9 10
Description
Resubmission/upgrade Internal marker Internal moderator (Circle mark (Circle mark achieved) achieved) 012345 012345 6 7 8 9 10 012345 012345 6 7 8 9 10
Criteria
E9 012345 012345 6 7 8 9 10
D1
Describe how the practitioner can recognise when children and adults may be experiencing problems 012345 6 7 8 9 10
D2
Discuss TWO (2) strategies which parents can use for promoting positive behaviour in children 012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
C1
Evaluate the types of support which will enable parents to meet the needs of their children
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
B1
Analyse some key issues for professionals working in support of families
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15

Candidate
Optional unit 20 Children, parent and family needs (continued)

Criteria
Description
A1
Reflect on the benefits to children, parents, families and practitioners from working in partnership 012345 6 7 8 9 10 11 12 13 14 15
Total marks:
Grade:
A = 80 105
B = 70 79
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
Section 4
213
Section 4
214
Section 4
Unit 21 Supporting children with English as an additional language
215
Section 4
216
Section 4

This unit involves working with children who have English as an additional language. You will look at language development in multilingual children and the factors that influence language acquisition. The content will include discussion of the national and local initiatives that support the acquisition of a second language and the importance of cultural identity.
Unit 21 Supporting children with English as an additional language (mapped to CCLD 315 and 334) GLH: 60 LEARNING OUTCOMES The learner will understand: 1. How children acquire first and second languages. ASSESSMENT CRITERIA The learner can: 1.1. Explain the processes by which children acquire first and second languages. 1.2. Evaluate the impact of different theories and approaches on methods of second language acquisition. 2.1. Describe social, historical and cultural factors that may have positive and negative effects on the acquisition of English as a second language. 3.1. Evaluate, with reference to theory, the relationship between language and cultural identity, child-rearing practices, social and emotional development and diversity. 4.1. Analyse some key issues for the practitioner in helping children to acquire English as an additional language. 4.2. Explain the practitioner's role in supporting children with English as an additional language.
2.
Factors that influence language acquisition in children who have English as an additional language. The importance of language and cultural identity.
3.
4.
The role of the adult in supporting children with English as an additional language.
217
Section 4

Delivery guidance
During this unit you will learn about: Language development in multilingual children. The contexts in which children are multilingual. The interrelating components of language development such as listening, body signals and non-verbal communication. The acquisition of a second language and the pre-linguistic skills necessary for additional language development. National initiatives and local programmes to support children in the acquisition of a second language. 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.
218
Section 4

(mapped to CCLD 334)

The whole assignment must be completed in order to achieve the unit. You have been asked to write a guidance document for your workplace. Its purpose is to inform students and volunteers about how they can effectively support children who speak English as an additional language. The document needs to provide some background information about how children learn more than one language, the factors which impact on language development and the role of the adult in supporting children. In this guidance document you should: Explain the interrelating components of communication and language development Describe the linguistic processes that allow children to acquire more than one language 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 their learning and achievement Explain ways the practitioner can work with parents to support children with English as a second language Describe the role of the practitioner in providing emotional as well as language support for children with English as an additional language Explain the importance of understanding the context in which children are learning English as a second language Discuss ways to support and promote the self-esteem of children with an additional language Analyse the importance of working closely with parents Discuss the factors that affect children's acquisition of English as a second language
219
Section 4
Reflect on theories of second language acquisition and the implications for the role of the practitioner in supporting children
Throughout the assignment you should ensure that you address diversity and inclusive practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. References and quotations within the text are not included in the word limit.
220
Section 4

Assignment criteria
E1 E2 E3 E4 E5 E6 E7 E8 E9 E10 D1 D2 C1 B1 A1 Explain the interrelating components of communication and language development Describe the linguistic processes that allow children to acquire more than one language 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 their learning and achievement Briefly explain TWO (2) ways the practitioner can work with parents to support children with English as a second language Describe the role of the practitioner in providing emotional AND language support for children with English as an additional language Show an understanding of diversity and inclusive practice Include references and bibliography Explain the importance of understanding the context in which children are learning English as an additional language Explain TWO (2) ways to support and promote the self-esteem of children with an additional language Analyse the importance of working closely with parents to support children with English as an additional language Discuss the factors that might affect children's acquisition of English as an additional language Reflect on theories of second language acquisition and the implications for the role of the practitioner in supporting children.
221
Section 4
222

Candidate
Optional unit 21 Supporting children with English as an additional language

Criteria
Description
E1 012345
Explain the interrelating components of communication and language development 012345 012345
E2
Describe the linguistic processes that allow children to acquire more than one language 012345
012345
012345
E3
Describe how language use changes over time 012345
012345
012345
012345
E4
Identify the contexts in which children may be multi-lingual 012345
012345
012345
012345
E5
State the links between identity and language for children
012345
012345
012345
E6
Identify how the self-esteem of children with additional languages may affect their learning and achievement
012345
012345
012345
012345
Section 4
223
E7
Briefly explain TWO (2) ways the practitioner can work with parents to support children with English as a second language
012345
012345
012345
012345
Section 4

Candidate
224
Optional unit 21 Supporting children with English as an additional language (continued)

Criteria
Description
E8
Describe the role of the practitioner in providing emotional AND language support for children with English as an additional language 012345 012345 012345
E9 012345 012345 6 7 8 9 10
012345
012345
E10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Explain the importance of understanding the context in which children are learning English as an additional language
D2
Explain TWO (2) ways to support and promote the self-esteem of children with an additional language
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
C1
Analyse the importance of working closely with parents to support children with English as an additional language
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10

Candidate
Optional unit 21 Supporting children with English as an additional language (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Criteria
Description
B1
Discuss the factors that might affect children's acquisition of English as an additional language 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
A1
Reflect on theories of second language acquisition and the implications for the role of the practitioner in supporting children
Total marks:
Grade:
A = 80 110
B = 70 79
Section 4
C = 60 69
D = 50 59
E = 35 49
Refer = 0 34
225
Section 4
226
Section 4

Practice Evidence Record Diary Optional unit
The practical elements of your course are important to your work in the sector. As part of the evidence of your practical experience, you are expected to complete a Practice Evidence Record Diary. The diary consists of tasks that you should complete in your placement, and will give you the opportunity to demonstrate your skills in evaluation and reflection. The mandatory units have Practice Evidence Records and a Practice Evidence Record Diary task. For the optional units, you are required to complete ONE (1) Practical Evidence Record Diary task. This is a generic task which can be related to one of your optional units.
227
Section 4
228
Section 4
Unit submission form

Name:
Candidate

You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
PIN:
Site/Centre No:
Candidate declaration
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 taken place. Candidate signature: Date:
Tutor feedback
Grade awarded:
Word count
Number of words used in the assignment: (to be filled in by the candidate)
Signatures
Tutor signature: Date:
IM signature:
(if chosen for sample)
Date:
Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: 0845 347 2123 www.cache.org.uk
229
Section 4
230
Assignment planner
Candidate
CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education
It should be noted that this form is not mandatory and Centres may devise their own form for planning. Please enter the submission date into the appropriate box in the table below.
Sept
Oct
Nov
Dec
Jan
Feb
March
April
May
June
July
August
Unit 1
IM
Marker
Unit 2
IM
Marker
IM
Unit 3
Marker
IM
Unit 4
Marker
IM
Unit 5
Marker
IM
Unit 6
Marker
IM
Section 4
231
Unit 7
Marker
Please refer to the External Assessment Timetable for test dates, which can be found on the CACHE website
Section 4
Assignment planner
Candidate
232
It should be noted that this form is not mandatory and Centres may devise their own form for planning. Please enter the submission date into the appropriate box in the table below.
Sept
Oct
Nov
Dec
Jan
Feb
March
April
May
June
July
August
Unit 8
Marker
IM
Unit 9
Marker
IM
Optional Marker Unit IM
Research Task
Please refer to the External Assessment Timetable for test dates, which can be found on the CACHE website
Record of the grades achieved for the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education
Unit grade: Grade A No. of incs Grade value Points 5 15 15 15 10 4 8 3 6 2 4 4 12 3 9 2 6 1 1 4 12 3 9 2 6 1 4 12 3 9 2 6 1 3 3 3 2 + Certificate points: Total Certificate points: 3 2 3 2 5 10 4 8 3 5 15 4 12 3 9 6 5 10 4 8 3 6 2 2 2 5 15 4 12 3 9 2 6 4 6 4 1 1 1 1 3 2 Certificate points: 3 2 + Diploma points: Certificate grade: 4 4 3 3 2 2 1 1 Award points: Award grade: Points Points Points Points 5 5 5 5 5 Grade value Grade value Grade value Grade value 1 3 3 3 2 Unit grade: Grade B Unit grade: Grade C Unit grade: Grade D Unit grade: Grade E Points/ unit Points/grade
Grades achieved
CACHE 2010 Version 4 Award points: 25 5 125 4 100 3 75 2 50 1 25 Diploma grade: 2 2 2 5 5 25 5 10 5 10 4 4 4 5 10 4 8 8 8 20 3 3 3 3 6 6 6 15 2 2 2 2 4 4 4 10 1 1 1 1 2 2 2 5
Description of Unit
Hours per unit
Unit 1 A introduction to working with children
30
90
90
90
60
Short answer test
60
90
60
Unit 9 Development of professional skills within children's education PERs
259 + 750
PDPs
Pass only
Optional unit
60
Optional unit
60
Optional unit
60
Section 4
233
Research task
Qualification grade:
Section 4
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 CACHE Level 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 professionally competent through the PERs and PDPs. Points achieved are cumulative and are carried forward from the Award to contribute to the grades awarded for the Certificate and Diploma.

Candidates must achieve both units and are graded as follows: Grade CACHE Points score UCAS Points A 17 - 20 30 B 13 - 16 25 C 9 - 12 20 D 6-8 15 E 4-5 10

Candidates must achieve a pass in each unit and are graded as follows: Grade CACHE Points score UCAS Points A 62 - 75 110 B 48 - 61 90 C 36 - 47 70 D 24 - 35 55 E 15 - 23 35

Grade A B C D E CACHE Points score 256 - 290 219 - 255 166 - 218 110 - 165 58 - 109
UCAS points
360 300 240 180 120
A table of UCAS points and the equivalent grades is also available on the UCAS website www.ucas.com
234
Section 5
235
Section 5
236
Section 5

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 and education and in playwork. Its courses and qualifications provide the underpinning knowledge and practical training for child care and education practitioners who work with children and families in a wide range of settings. The settings include childminding, play groups, crches, nursery, infant or primary schools or classes, day nurseries, family centres, play settings and hospitals within the public, private and voluntary sectors. CACHE also awards Key Skills, Assessor and Verifier Qualifications, NVQs in Children's Care, Learning and Development, NVQs in Playwork, NVQs for Teaching Assistants and NVQs in Care for those involved in working with children, families and young people in the voluntary, public or private sectors.
CACHE Mission Statement

CACHE is dedicated to raising the professional standards of children and young peoples care and education, and to offer the best quality courses and qualifications as a service to children and their families.
CACHE Equality and Diversity Statement

CACHE and its Board of Trustees value diversity and believe that people from differing backgrounds bring different ideas, perspectives and experiences to all aspects of learning and development. CACHE is fully committed to treating everyone fairly, with respect and with dignity in their employment 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 learning environment whilst at the same time safeguarding the integrity of CACHE awards. CACHE is committed to developing and promoting an understanding of diversity throughout all products and activities relating to our awards. This includes our curricula, publications, training and assessment procedures to support candidates to have a positive and inclusive learning experience. CACHE is committed to continue helping everyone who works in the sector to work towards a truly diverse and inclusive society.
237
Section 5
The Trustees and staff at CACHE are fully committed to complying with legislation and requirements from regulators on diversity and inclusion. We will continue to support our approved centres to provide an enriched and inclusive learning experience for all candidates. This CACHE policy statement is dynamic and evolving, and conforms to current legislation.
CACHE Statement of Values

This statement of values should underpin the content and delivery of the syllabus for these qualifications 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 of the child Respect the contribution and expertise of staff in the child care and education field and other 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 its disclosure is required by law or is in the best interest of the child
238
Section 6
Section 6 The CACHE website: www.cache.org.uk
239
Section 6
240
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 when studying for CACHE qualifications Assignment Guidance supports tutors and candidates with the assessment requirements of CACHE unit assignments Little Book of Qualifications
e|ngage for CACHE Centres

If your Centre is registered to use e|ngage on the CACHE website and you have a username and password, you will be able to register your candidates for the CACHE qualifications online. You could also take advantage of the following benefits: Certificate Claim/Mark Record Summary Sheet (MRSS) Provides a list of your candidates in alphabetical order, which is then used to claim for certificates Externally Assessed Confirmation of Entry (EACOE) Allows you to view a list of candidates due to sit a particular examination External Assessment Results List Enables you to view the results of your candidates for particular examinations Pass List Shows all candidates at your Centre who have been issued with a qualification certificate in the last three months.
If you would like to access e|ngage but you are not currently registered to do so, you can email reg.cert@cache.org.uk to be provided with a username and login details.
241
Section 6
242
Section 7
Section 7
Mapping
243
Section 7
244
Mapping of the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education to the following:
Common Induction Standards 1,2,7 5 1,2,3,4,5,6 303 305,306,326, 325,301 302,306 CCLD Level 3 Every Child Matters
Unit 1
An introduction to working with children
1,3,5 2,5,6 3,4,6
Unit 2
Development from conception to age 16 years
Unit 3
Supporting children
Unit 4
Keeping children safe
2,3,4,6
Unit 5 1 3,4 4,5
The principles underpinning the role of the practitioner working with children
301,304,305 307,319 309,310
1,5,6 2 2
Unit 6
Promoting a healthy environment for children
Unit 7
Play and learning in children's education
Unit 8
Caring for children
1,2,4,5,7
301,302,303, 314,320,324 1,7 303,304,305, 306,307,308, 309,310,312, 314 3 304 302,314
Unit 9
Development of professional skills within children's education
1,2,6
Section 7
245
Unit 10
Research into child care, education and development
5,6 2,5,6
Unit 11
Care of sick children
Mapping of the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education to the following:
Section 7
246
Common Induction Standards 2,3,5 2,4,5 313,317,319, 322,324,330 321,339 315,346 315,345 307,314,319 2 3,5,6
CCLD Level 3
Every Child Matters
Unit 12
Nutrition and healthy food for children
Unit 13
Child, family and outside world
Unit 14 5 5
Working with children with special needs
1,2,3,4,5,6
1,2,3,5,6 2 2
Unit 15
Developing children's (3 - 8 years) mathematical skills
Unit 16
Developing children's (3 - 8 years) communication, language and literacy skills 5 1,3,5 1,2,5 1,2,4,5
Unit 17
International approaches towards children's education
312,314 313,324,330 313,317,324, 330
2 2,6 1,5,6 2,3,6
Unit 18
Working with babies from birth to 12 months
Unit 19
Multi-agency working with children
Unit 20
Children, parent and family needs
Unit 21
Supporting children with English as an additional language
1,4,5
334
2,5,6
The Foundation Phase Framework for childrens learning for 3 to 7 year olds in Wales is implemented from September 2008, for children aged 3 and 4 years in the first year of implementation. For further information from the Welsh Assembly Government, see the website: www.wales.gov.uk
Mapping of the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education to the Early Years Foundation Stage
A unique child Empowering relationships Enabling environments Holistic learning and development
Unit 1
An introduction to working with children

Unit 2
Development from conception to age 16 years
Unit 3
Supporting children
Unit 4
Keeping children safe

Unit 5
The principles underpinning the role of the practitioner working with children
Unit 6
Promoting a healthy environment for children

Unit 7
Play and learning in children's education
Unit 8
Caring for children
Unit 9
Development of professional skills within children's education
Section 7
Unit 10
Research into child care, education and development
247
Unit 11
Care of sick children
Mapping of the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education to the Early Years Foundation Stage
A unique child Empowering relationships Enabling environments Holistic learning and development
Section 7
248
Unit 12
Nutrition and healthy food for children
Unit 13
Child, family and outside world
Unit 14
Working with children with special needs

Unit 15
Developing children's (3 - 8 years) mathematical skills
Unit 16
Developing children's (3 - 8 years) communication, language and literacy skills
Unit 17
International approaches towards children's education

Unit 18
Working with babies from birth to 12 months
Unit 19
Multi-agency working with children
Unit 20
Children, parent and family needs

Unit 21
Supporting children with English as an additional language
Section 8
Section 8
Key Skills
249
Section 8
250
Section 8 Key Skills
Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education to the following:
Key Skills 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
Unit
Communication
C1.1
C1.2
C1.3
C2.1a
C2.1b
C2.2
C2.3
C3.1a
C3.1b
C3.2
C3.3
Application of Number
N1.1
N1.2
N1.3
Section 8
N2.1
251
N2.2
N2.3
N3.1
Unit
10
11
12
13
14
15
16
17
18
19
20
21
Section 8
252
N3.2
N3.3
Information Communication Technology
ICT1.1
ICT1.2
ICT1.3
ICT2.1
ICT2.2
ICT2.3
ICT3.1
ICT3.2
ICT3.3
Working with Others
WO1.1
WO1.2
WO1.3
WO2.1
WO2.2
WO2.3
WO3.1
WO3.2
WO3.3
Unit
10
11
12
13
14
15
16
17
18
19
20
21
Improving Own Learning and Performance
LP1.1
LP1.2
LP1.3
LP2.1
LP2.2
LP2.3
LP3.1
LP3.2
LP3.3
Problem Solving
PS1.1
PS1.2
PS1.3
PS2.1
PS2.2
PS2.3
PS3.1
PS3.2
Section 8
PS3.3
253
Section 8
254
Section 9
Section 9
Assignment and marking forms
255
Section 9
256
Compensatory marking grid: Guidance for awarding marks
These descriptions provide general guidelines. They indicate the level of work that is required. The descriptions should be applied to the requirements of the grading criteria. Final grades are determined by the total mark achieved. It may be possible for a candidate to achieve an E grade even though all criteria have not been attempted or awarded any marks. To achieve 2 3 marks To achieve 4 5 marks
To achieve 0 1 mark
0 marks: no relevant information given
3 marks: sound knowledge of subject, some development of ideas; may use some references and/or examples 2 marks: reasonable understanding shown in suitable responses 3 marks: may apply knowledge to practical situations, some ideas developed 2 marks: two relevant references attempted; bibliography with one source
1 mark: response simplistic and underdeveloped, limited ideas
2 marks: knowledge of relevant points, little development of ideas, some understanding of professional terms
4 5 marks: detailed/clear knowledge, understanding expressed accurately, professional terms used correctly; ideas expressed accurately and logically; may use relevant references, examples, research or theory (as appropriate), that show application of knowledge and support the work
Show an understanding of diversity and inclusive practice:
0 marks: no evidence of understanding or appropriate responses
4 5 marks: clear understanding, recognition of own role; may refer to current information, policy, legislation or research; may use relevant examples to apply knowledge to practical situations
1 mark: basic understanding
Include references and a bibliography:
0 marks: no evidence of references and bibliography
4 5 marks: more than two relevant references given; wider range of appropriate sources; may include background reading in bibliography; information clearly presented to enable checking of sources 3 marks: two relevant references attempted; bibliography with more than one source
Section 9
257
1 mark: one reference; one source given as a bibliography
To achieve 0 3 marks To achieve 4 7 marks To achieve 8 10 marks
4 5 marks: mainly correct but without depth; may use common vocational terms; limited ability to develop ideas
0 marks: no relevant points, explanations or reasons given
Section 9
258
1 2 marks: basic understanding shown in relation to the subject 6 -7 marks: mainly correct, more depth, may give relevant examples of practical situations or include theory; some development of ideas To achieve 8 10 marks
8 marks: a fuller explanation showing clear understanding of the subject; may include relevant examples or refer to practical experience; relates appropriately to theory or current research to support work; ideas are well expressed 9 10 marks: shows increasing understanding with some breadth or depth of response
2 3 marks: brief explanation relevant to the subject
To achieve 0 3 marks To achieve 4 7 marks 4 5 marks: sound but basic or descriptive response, some ability to develop ideas
0 marks: no relevant knowledge shown
1 2 marks: basic understanding shown in relation to subject 6 7 marks: development of ideas, mainly accurate; shows understanding of relevant theories and/or includes practical examples
8 marks: detailed response showing clear understanding of the subject; relevant ideas expressed; uses relevant practical examples and/or relates work to research or theories to support work; 9 10 marks: greater understanding: showing breadth and depth relevant coherent responses; ideas well expressed
3 marks: brief relevant information To achieve 6 10 marks
To achieve 0 5 marks
0 marks: no relevant knowledge shown
1 3 marks: little evidence of knowledge; simple statements or judgements;
6 - 8 marks: some ideas developed; mainly accurate; some analysis of information from more than one perspective
11 13 marks: aspects of the subject examined in detail from more than one perspective; relevant examples included that apply knowledge and understanding to different situations; clear evidence of understanding current research and theories 14 15 marks: relevant and coherent response; greater breadth and depth of research; analytical skills evident; reasoned judgements based on research or theory
4 5 marks: basic explanation relevant to the subject; some points given in detail, mainly from one perspective
9 10 marks: increased breadth and depth of knowledge; application of knowledge clear; focussed work; research evident; aspects of the subject may be compared; use of relevant references
0 marks: no relevant knowledge shown; no examination of the subject
1 3 marks: little evidence of knowledge and understanding; simple statements and judgements; points considered from only one perspective 9 10 marks: evidence of clear knowledge of main issues, some comparison of different aspects of the subject, impact of these may be considered; well reasoned; well focussed referencing and/or use of examples
6 8 marks: main issues in relation to the subject are given; conclusions drawn, limited reasoning; referencing and/or use of examples
11 13 marks: breadth and depth of knowledge and understanding with a clear focus on the subject; points for and against relevant issues are given clearly with implications considered; response supported by links to current research, theories; examples of application within the vocational context 14 15 marks: response is excellent overall; well presented and reasoned in a clear and precise way
4 5 marks: basic understanding of some points, limited conclusions
Section 9
259
Section 9
260
Section 9

You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form. Name:
Candidate
PIN:
Site/Centre No:
I declare that this is my own work and I understand that any grades are provisional until internal and standards moderation have taken place. Candidate signature: Date:
Tutor feedback
Grade awarded:
Word count
Signatures
IM signature:
Date:
261
Section 9
262

Candidate

Criteria
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345
E1 012345 012345
Describe THREE (3) different types of settings which provide care and education for children in your area. This must include ONE (1) example from the Statutory sector. Voluntary sector. Private sector. 012345 012345
E2
Describe how EACH of the types of settings identified in E1 aims to support children and their families. 012345
012345
012345
E3
Describe the main legislation in your country that supports the rights of children.
012345
012345
012345
Section 9
E4
Describe the recognised principles and values that underpin working with children.
012345
012345
012345
012345
263
E5
Explain the importance of valuing and respecting all children in the setting.
012345
012345
012345
012345
Section 9

Candidate
264
Unit 1 An introduction to working with children (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) Resubmission/upgrade Internal marker (Circle mark achieved) 012345 Internal moderator (Circle mark achieved) 012345
Criteria
Description
E6 012345
Describe THREE (3) professional skills that will support your work with children. 012345
012345
E7
Describe how study skills can support your learning during your training. 012345 012345 6 7 8 9 10
012345
012345
012345
E8
Include references and a bibliography.
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Explain why the practitioner should develop and maintain appropriate relationships with parents and other professionals.
D2
Discuss the characteristics of working in a multi-agency team.
012345 6 7 8 9 10 012345 6 7 8 9 10
012345 6 7 8 9 10 012345 6 7 8 9 10
012345 6 7 8 9 10 012345 6 7 8 9 10
012345 6 7 8 9 10 012345 6 7 8 9 10
C1
Explain why the early years practitioner should listen to childrens views and value their opinions.

Candidate
Unit 1 An introduction to working with children (continued)

Description Internal moderator (Circle mark achieved) Internal marker (Circle mark achieved) Internal marker (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Criteria
Resubmission/upgrade Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
B1 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Explain why it is important that practitioners understand the limits and boundaries of their role when working with children.
A1
Reflect on the importance of a child centred approach in early years settings.
Total marks:
Grade: Internal marker signature: Internal moderator signature (if chosen for sample):
Section 9
A = 80 100 C = 60 69 E = 35 49 Date:
B = 70 79 D = 50 59 Refer = 0 34
265
Section 9
266
Section 9

You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form. Name: PIN:
Candidate
Site/Centre No:
Tutor feedback
Grade awarded:
Word count
Signatures
IM signature:
Date:
267
Section 9
268

Candidate

Criteria
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345 012345
E1 012345
Describe the development of children in a selected age range and in TWO (2) areas of development 012345 012345
E2
Describe the development of children in a selected age range, different from E1 and in TWO (2) areas of development 012345
012345
012345
E3
Explain TWO (2) theoretical perspectives relevant to the areas of development
012345
012345
012345
E4
Include THREE (3) observations as appendices
012345
012345
012345
012345
E5
Identify and use THREE (3) different observation techniques
012345
012345
012345
012345
Section 9
269

Candidate
Section 9
270
Unit 2 Development from conception to age 16 years (continued)

Criteria
Description
E6 012345
Explain how to maintain confidentiality throughout the observation 012345 012345
E7
Show an understanding of diversity and inclusive practice 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
012345
012345
E8
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
D1
Discuss the childs needs in relation to the selected area of development
D2
Explain how the observations can be used to support planning to meet the childs needs
C1
Analyse the issues which are essential to confidentiality and objective observation

Candidate
Unit 2 Development from conception to age 16 years (continued)

Criteria
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
B1 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Reflect on the implications for practice of the assessment of children through observation
A1
Evaluate the influence of theoretical perspectives on aspects of practice which affect the development of children
Total marks:
Grade: Internal marker signature: Internal Moderator signature (if chosen for sample):
Section 9
Grade boundaries
A = 80 - 100 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Date:
271
Section 9
272
Section 9

CACHE Level 3 Certificate and Level 3 Diploma in Child Care and Education
Candidate
PIN:
Site/Centre No:
Tutor feedback
Grade awarded:
Word count
Signatures
IM signature:
Date:
273
Section 9
274

Candidate

Criteria
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345 012345 012345 012345
E1 012345 012345
Identify FIVE (5) pieces of current legislation
E2
Describe how each piece of legislation will influence working practices in the setting 012345
E3
Describe how the policies and procedures will help safeguard children 012345
012345
012345
012345
E4
Describe how the policies and procedures promote fair, just and inclusive strategies 012345
012345
012345
012345
E5
Describe TWO (2) strategies which the setting may use to empower children to develop independence and self-reliance
012345
012345
012345
Section 9
E6
Give examples of how settings may prepare children for transfer or transitions
012345
012345
012345
012345
275

Candidate
Section 9
276
Unit 3 Supporting children (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345 012345
Criteria
Description
E7 012345
Explain the causes and effects of discrimination on children 012345 012345
E8
012345
012345
E9
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
012345 012345 6 7 8 9 10
D1
Explain the key issues relating to the practice which supports children to prepare for transitions 012345 6 7 8 9 10
D2
Assess the effectiveness of the strategies which empower children to develop autonomy and self reliance
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
C1
Evaluate ONE (1) theoretical perspective which supports the development of strategies for empowering children
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10

Candidate
Unit 3 Supporting children (continued)

Internal marker (Circle mark achieved)
Criteria Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
B1 01012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Discuss how the causes and effects of discrimination may affect practice in the setting
A1
Reflect on the influence of legislation on working practices within early years settings
Total marks: Grade: Internal marker signature: Internal Moderator signature (if chosen for sample):
Section 9
Grade boundaries
A = 80 - 105 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Date:
277
Section 9
278
Section 9

Candidate
PIN:
Site/Centre No:
Tutor feedback
Grade awarded:
Word count
Signatures
IM signature:
Date:
279
Section 9
280

Candidate

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 Internal marker (Circle mark achieved)
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345 012345
E1 012345
Identify legislation which influences healthy, safe and secure environments for early years settings 012345 012345
E2
Describe the procedures which will keep a child safe for each accident, illness or emergency 012345
012345
012345
E3
Plan the appropriate care of a child aged 1 for a full day in the setting 012345
012345
012345
012345
E4
Plan the appropriate care of a child aged 3 years for a full day in a setting
012345
012345
012345
Section 9
E5
Describe the issues that affect the planning of a challenging environment for children
012345
012345
012345
012345
281

Candidate
Section 9
282
Unit 4 Keeping children safe (continued)

Criteria
Description
Internal moderator (Circle mark achieved) 012345
E6
Describe the initiatives which influence the provision of challenging environments for children 012345 012345 012345
E7
Explain the importance of helping children to manage risk and challenge in their environment 012345 012345
012345
012345
E8
012345 012345
012345 012345
012345 012345
E9
D1
Explain how legislation can support strategies to establish and maintain healthy, safe and secure environments in early years settings
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10

Candidate
Unit 4 Keeping children safe (continued)

Internal marker (Circle mark achieved) Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 012345 6 7 8 9 10
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345 6 7 8 9 10
D2 012345 6 7 8 9 10
Explain how establishing a safe environment can support the procedures necessary for accidents, illnesses and emergencies 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
C1
Evaluate how the TWO (2) initiatives contribute to the provision of an enabling environment for children 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10
012345 6 7 8 9 10
B1
Consider possible ways to maintain the safety and privacy of children and to respect their wishes
012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
A1
Discuss the effect on practitioners of meeting the care needs of children
Total marks:
Grade: Internal marker signature: Internal Moderator signature (if chosen for sample): Date:
Section 9
283
Grade boundaries
A = 80 - 105 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Section 9
284
Section 9

Candidate
PIN:
Site/Centre No:
Tutor feedback
Grade awarded:
Word count
Signatures
IM signature:
Date:
285
Section 9
286

Candidate
Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 012345 Internal marker (Circle mark achieved)
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345 012345 012345 012345
E1 012345
Describe the responsibility of the practitioner in professional relationships 012345
E2
Discuss TWO (2) issues which contribute to maintaining professional relationships with children and adults 012345
E3
Explain the value of a multi-professional approach when working with children and parents 012345
012345
012345
012345
E4
Describe the benefits of developing reflective practice within the setting
012345
012345
012345
E5
Summarise the main principles that underpin work with children
012345 012345
012345 012345
012345 012345
012345
Section 9
E6
Explain the importance of valuing childrens interests and experience
012345
287

Candidate
Section 9
288
Unit 5 The principles underpinning the role of the practitioner working with children (continued)
Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 Internal marker (Circle mark achieved)
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345 012345
E7
Collate information about ONE (1) recent initiative and ONE (1) piece of current research which relate to provision for children 012345 012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
E8
012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10
E9
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 the practitioners practice in the setting

Candidate
Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 Internal marker (Circle mark achieved)
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
B1 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
Evaluate how the recent initiative supports practice within early years settings
A1
Evaluate how the current research can support practitioners professional practice
Total marks:
Grade: Internal marker signature: Internal Moderator signature (if chosen for sample):
Section 9
Grade boundaries
A = 80 - 105 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Date:
289
Section 9
290
Section 9

Name:
Candidate

PIN:
Site/Centre No:
Unit 6 Promoting a health environment for children
Tutor feedback
Grade awarded:
Signatures
IM signature:
Date:
291
Section 9
292

Candidate

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) Internal marker (Circle mark achieved) 012345 012345
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345
E1 012345
Collate evidence which describes the role of the practitioner in working towards a healthy lifestyle and environment for children 012345 012345
E2
Provide information about legislation which supports the rights of children to a healthy lifestyle 012345 012345
012345
012345
E3
Provide information about a range of factors which may affect childrens health and wellbeing at differing times in their lives 012345
012345
012345
E4
Include evidence of the effects of these factors on childrens health 012345 012345
012345
012345
012345
E5
Include examples of different routines for children which will maintain a healthy lifestyle
012345 012345
012345 012345
012345 012345
Section 9
E6
Include descriptions of TWO (2) activities which are suitable to use with children to promote a healthy lifestyle
293
E7
Provide evidence of current and relevant research throughout the portfolio
012345 012345
012345 012345
012345 012345
012345 012345
E8

Candidate
Section 9
294

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) Internal marker (Circle mark achieved) 012345 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 012345 6 7 8 9 10 012345 6 7 8 9 10
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved) 012345 012345 6 7 8 9 10 012345 6 7 8 9 10
E9 012345 012345 6 7 8 9 10 012345 6 7 8 9 10
D1
Include an explanation of how routines and activities can promote and maintain a healthy lifestyle
C1
Analyse the reasons for planning and implementing activities which contribute to promoting and maintaining a healthy lifestyle for children 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
B1
Evaluate the relevance of current legislation as it applies to supporting a healthy lifestyle for children
012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
A1
Include a reflective account of the role of the practitioner in promoting and maintaining a healthy environment for children
Total marks:
Grade boundaries
A = 80 - 95 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Section 9

Name:
Candidate

PIN:
Site/Centre No:
Tutor feedback
Grade awarded:
Signatures
IM signature:
Date:
295
Section 9
296
Candidate

Criteria
Description
E1 012345
Collate evidence which describes the role of the practitioner in meeting childrens learning needs 012345 012345 012345 012345
E2
Provide information about current influences on play
012345 012345
012345 012345
E3
Provide information about current influences on the planning and provision of learning opportunities 012345 012345
E4
Include examples of different theoretical models of how children play and learn
012345 012345
012345 012345
012345 012345
Section 9
E5
Include an explanation of how observations can inform planning to meet childrens learning needs
297
Candidate
Name: PIN: Site/Centre No: Section 9
298
Unit 7 Play and learning in childrens education (continued)

Criteria
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345
Internal moderator (Circle mark achieved) 012345 012345
E6 012345
Include TWO (2) examples of information from agencies outside the setting which may contribute to the assessment of learning needs 012345 012345
E7
Include TWO (2) plans for curriculum activities which show different approaches to planning learning opportunities 012345
012345
012345
E8
Include information about the importance of consulting with parents and others when planning and providing learning opportunities 012345 012345 012345 012345 6 7 8 9 10
012345
012345
012345
E9
012345 012345 012345 012345 6 7 8 9 10
012345 012345 012345 012345 6 7 8 9 10
012345 012345 012345 012345 6 7 8 9 10
E10
E11
D1
Provide evidence of how the planned curriculum activities can promote learning
Candidate
Unit 7 Play and learning in childrens education (continued)

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) Internal marker (Circle mark achieved) 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15 Resubmission/upgrade
Criteria
Description
Internal Moderator (Circle mark achieved) 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
D2
Include an explanation of the key issues in recording assessments 012345 6 7 8 9 10 012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10
C1
Analyse the importance of planning and providing learning opportunities to meet childrens diverse needs
C2
Analyse the role of assessment in informing planning and responding to learning needs
B1
Evaluate how the current influences on play and different theoretical models affect the planning and provision of learning opportunities 012345 6 7 8 9 10 11 12 13 14 15
A1
Include a reflective account of the role of the practitioner in supporting the learning needs of children
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
Total marks:
Section 9
299
Grade boundaries
A = 80 - 125 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Section 9
300
Section 9

Name:
Candidate

PIN:
Site/Centre No:
Tutor feedback
Grade awarded:
Signatures
IM signature:
Date:
301
Section 9
302
Candidate

Criteria Internal moderator (Circle mark achieved) 012345 012345
Description
Resubmission/upgrade Internal marker (Circle mark achieved) Internal Moderator (Circle mark achieved) 012345 012345 012345 012345
E1 012345 012345
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 and society 012345
E3
Include evidence which compares the differing roles of statutory, private, voluntary and independent settings 012345
012345
012345
012345
E4
Include a summary of the main regulations that govern the care of children in different types of settings
012345
012345
012345
E5
Include TWO (2) activities which will each support and maintain a different aspect of the daily care of children
012345
012345
012345
012345
Section 9
303
Candidate
Section 9
304
Unit 8 Caring for children (continued)

Criteria Internal moderator (Circle mark achieved) 012345
Description
E6
Include an explanation of the key issues which enable multi-professional teams to work together 012345 012345 012345 012345 6 7 8 9 10 012345 012345 012345 012345 6 7 8 9 10
012345
E7
012345 012345 012345 012345 6 7 8 9 10
012345 012345 012345 012345 6 7 8 9 10
E8
E9
D1
Provide evidence to show how knowledge of child development can contribute to the recognition of childrens care needs
D2
Discuss TWO (2) strategies for improving your own learning and performance
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
012345 6 7 8 9 10
Candidate

Internal marker (Circle mark achieved) Internal moderator (Circle mark achieved) 012345 6 7 8 9 10 Internal marker (Circle mark achieved)
Criteria
Description
Resubmission/upgrade Internal Moderator (Circle mark achieved)
C1
Analyse how the main regulations can influence the provision of care 012345 6 7 8 9 10
012345 6 7 8 9 10 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10
B1
Evaluate ways to work effectively in multiprofessional teams to support the care of children 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
A1
Include a reflective account of the role of the practitioner in caring for children 012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
012345 6 7 8 9 10 11 12 13 14 15
Total marks:
Grade boundaries
Section 9
305
A = 80 - 105 C = 60 - 69 E = 35 - 49
B = 70 - 79 D = 50 - 59 Refer = 0 - 34
Section 9
306
Section 10
Section 10 Placement records
307
Section 10
308
Section 10
Your Personal Details
Name:
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 Details

Site/Centre name:
Site/Centre address:
Site/Centre Telephone number:
Site/Centre number:
Name of your course tutor:
309
Section 10
310
Section 10
Evidence of internal moderation

Name:
Candidate
Placement Summary Practice Evidence Records Practice Evidence Record Diary Professional Development Profiles
PIN: Site/Centre No:
Complete Complete Complete Complete
Tutor feedback
Grade awarded:
Signatures
Tutor name:
Tutor signature: IM name:

Date:
IM signature:
Date:
311
Section 10
312
Placement Summary
Candidate
Placement Summary
Number of days*/hours with children in age ranges: Name of placement supervisor and name and address of placement Birth to 1y 1y to 3y 11m 4y to 7y 11m 8y to 16y Placement Supervisor Signature
Placement dates
From
To
Total number of days*/hours attended throughout course:
*A day represents approximately six hours
Authorisation
Section 10 Site/Centre name:
Tutors name:
313 Date:
Tutors signature:
Placement Summary
Candidate
Section 10
314
Placement Summary
Number of days*/hours with children in age ranges: Name of placement supervisor and name and address of placement Birth to 1y 1y to 3y 11m 4y to 7y 11m 8y to 16y Placement Supervisor Signature
Placement dates
From
To
Total number of days*/hours attended throughout course:
*A day represents approximately six hours
Authorisation
Site/Centre name:
CACHE 2010 Version 4 Date:
Tutors name:
Tutors signature:
Section 10
Practice Evidence Records (PERs)

You must identify evidence that shows your competence (ability) in each task. Evidence should be obtained through observation, by your supervisor or the person who visits you in placement. If this is not possible, discussion with your supervisor, tutor or teacher, or assignment work can be used as evidence. You must complete evidence for all the tasks to complete the qualification. If you sign a PER yourself, or falsify any area of the PERs, that part of your work will not be considered valid for assessment. All PERs must be completed in approved placements, closely monitored by your placement supervisor, tutor or teacher. Evidence of your performance in the PERs must be 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 the evidence to achieve your PERs you are expected to complete a Practice Evidence Record Diary, which will be marked by your tutor and verified as an accurate account by your placement supervisor. The diary consists of tasks that you should complete in your placement. This Practice Evidence Record Diary will give you the opportunity to demonstrate your skills in evaluation and reflection. It will also give you the opportunity to show your understanding of the practical skills you have gained in placement. The PERs tasks can be found on the CACHE website. Your tutor will give you guidance on how to complete the Practice Evidence Diary. You will receive a grade from E to A when you have completed the PERs, including your Practice Evidence Record Diary. You must achieve a grade E to achieve Unit 9. Each of the mandatory units, except unit 1, has a PER and a PERD. There are no PERs for the optional units but there is a generic task for the Practice Evidence Record Diary which you will find on the CD Rom with the optional units.
315
Section 10
316
Practice Evidence Record
Unit 2 Practice Evidence Record Development from conception to age 16 years

Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Seen or Other Age Age Name: Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
NOS Childrens Care, Learning and Development Level 2
Unit and assessment criteria
The candidate is able to:
CCLD 309.1.11 304.1.1 307.1.7 307.1.6 307.1.8 Age
Unit 2 1.1 1.2 Seen or Other Age
Plan, provide and review activities which reflect the needs of individual children and promote, for example: fine manipulative skills gross motor skills locomotion and balance eye-hand co-ordination Age Age Name: Signature: Date: Age Age Name: Signature: Date: Centre number: Tutor signature:
CCLD 306.1.9 Seen or Other
Age Age
Name: Seen or Other Signature: Date: Age Age Name: Seen or Other Signature:
Section 10
Unit 2 1.1 3.1
Promote the child's sensory development through appropriate activities/experiences. Seen or Other
CCLD 301.2.2 301.2.4
Unit 2 3.1
Listen and encourage the child to talk about their experiences including, where appropriate, giving opportunities for children who are learning English to describe their experiences.
Date:
317
Candidate name:
PIN:
Date:
Section 10
318
Unit 2 Practice Evidence Record Development from conception to age 16 years (continued)
CCLD 306.3.3 301.1.3 307.1.10 Age
Unit 2 1.3 2.2 3.1 Seen or Other Age
Promote the children's selfreliance and self-esteem by, for example: giving praise and recognition for effort and achievement encouraging discussion with the child about their needs and preferences encouraging the child to work at developing a skill on their own but be there to help when necessary Age Age Name: Signature: Date:
Age Age
Name: Seen or Other Signature: Date:
CCLD 301.3.5 301.3.4 Seen or Other
Unit 2 2.1 2.3
Encourage the child/children to resolve arguments and difficulties themselves in a safe and reassuring manner. Support children who have been upset by others.
Candidate name:
Centre number: Tutor signature: Date:
PIN:
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Date: Age Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Signature: Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 301.1.6 Age
Unit 2 1.2 Seen or Other Age
Provide attention to individual children in a positive sensitive manner that is fair to them and the group as a whole.
Unit 2 2.3 3.1
Be consistent in approach and adapt your behaviour to meet the age, needs and abilities of individual children.
Unit 2 3.2
Manage incidents of unwanted behaviour in a calm and controlled way that enables children to understand other people's feelings.
Candidate name:
Section 10
PIN:
319
Section 10
320
NOS Childrens Care, Learning and Development Level 3 Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Date: Age Age Name: Signature: Date: Age Age Signature: Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
Signature of tutor/supervisor/ placement visitor
CCLD 308.2 308.1 Age
Promote the children's active enjoyment in the day-to-day life of the setting. Provide a positive environment that encourages children to relate to adults and other children. Seen or Other
CCLD 308.1.2/3
Unit 2 1.1
Encourage children to share and co-operate in activities and to consider the feelings of others in the group.
CCLD 345.3.1/8/9 Seen or Other
Unit 2 1.1
Support the development of literacy skills by encouraging the child to, for example: join in conversations and discussions listen to others' contributions and respond positively to what they say respect and value home languages, local accents and dialects in a way that values cultural diversity Centre number: Tutor signature:
Candidate name:
PIN:
Date:
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Date: Age Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Signature: Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 314.4.9 Age
Understand the importance of encouraging parents to share information that may affect the baby's development and wellbeing. Seen or Other
CCLD 314.3.11
Unit 2 2.1 3.1
Support effective communication with parents to keep them informed about the child's development and progress. Seen or Other
CCLD 332.13
Unit 2 2.2
Show a non-judgmental attitude that values diversity and takes into account cultural, religious and ethnic differences.
Candidate name:
Section 10
PIN:
321
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Seen or Other Age Age Name: Signature: Date: Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor Signature of tutor/supervisor/ placement visitor
Section 10
322
CCLD 314.3.1/2/3 Age
Carry out routines suited to the individual needs of the baby, for example: washing dressing nappy changing bathing Age Age Name: Signature: Date: Age Age Name: Signature: Date: Centre number: Tutor signature:
Unit 2 1.2 Seen or Other
Age Age
Name: Seen or Other Signature: Date: Age Age Name: Seen or Other Signature: Date:
CCLD 314.3.7 314.3.8
Use care routines to promote sensory development. Identify learning and development opportunities when carrying out routines of care. Seen or Other
CCLD 314.2.3
Unit 2 1.1
Make up infant feeds for babies.
Candidate name:
PIN:
Date:
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Date: Age Age Name: Signature: Date: Age Age Signature: Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
Unit 2 1.3 Seen or Other Age Age
CCLD 314.2.4 314.2.7 314.4.1 Seen or Other
Feed a baby (bottle or spoon feeding). Interact sensitively with the baby to make feeding a positive social and emotional experience.
CCLD 314.1.1 314.3.10
Unit 2 2.3
Plan, provide and review opportunities for physical development according to age, need and ability.
CCLD 314.4.2 314.4.3 Seen or Other
Unit 2 1.1 1.2
Promote the social and emotional development of the baby by, for example: responding promptly to signs of distress using different ways to calm and reassure a baby who is upset taking into account their age, needs and level of understanding Centre number: Tutor signature:
Section 10
323
Candidate name:
PIN:
Date:
Section 10
324
CCLD 312.2.9 312.3.3 Age
Promote the language and learning of the baby by planning, providing and reviewing a variety of activities that are developmentally appropriate, for example: listening talking singing rhymes Use the child's home language where possible. Centre number: Tutor signature:
Candidate name:
PIN:
Date:
Unit 3 Practice Evidence Record Supporting children

Evidence 1 (Candidate to complete by ticking evidence type) Signature of tutor/supervisor/ placement visitor (Candidate to complete by ticking evidence type) Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Name: Seen or Other Signature: Date: Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 301.1.1 Age
Provide a positive role model for children that helps them feel welcome and valued.
Candidate name:
PIN:
Section 10
325
Section 10
326
Unit 4 Practice Evidence Record Keeping children safe

Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Name: Signature: Date: Age Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Age Age Age Age Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 302.1.2 Age
Identify potential hazards in the setting and know what to do with this information.
Unit 4 1.2
Follow set procedures for managing potential hazards with placement supervisor.
Unit 4 1.2
Show an understanding of the security procedures around arrival and departure times.
Section 10
327
Candidate name:
PIN:
Section 10
Unit 4 Practice Evidence Record Keeping children safe (continued)

Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Signature: Date: Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
328
CCLD 302.3.2 302.3.4 Age
Follow the correct procedures in the setting when dealing with minor accidents/injuries, for example, reassuring the child in a calm manner. Seen or Other
CCLD 302.3.3
Unit 4 3.1
Follow the correct procedures to avoid transmitting infection, for example: hand washing use of disposable gloves safe disposal of waste safe handling of body fluids safe handling of food Centre number: Tutor signature:
Candidate name:
PIN:
Date:

CCLD 302.2.3 309.2.6 Age
Support children in their personal hygiene routines (respecting parents/carers wishes) and the child's age/stage of development, by promoting hygiene awareness, for example: during the following routines: hand washing care of the teeth care of the hair and skin toileting Age Age Name: Signature: Date: Centre number: Tutor signature:
Unit 4 3.2
Age Age
Encourage healthy eating by involving children in planning and preparing food or snacks appropriate to their age/stage of development and following safety procedures.
Section 10
329
Candidate name:
PIN:
Date:
Section 10

Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Signature: Date: Age Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
330
CCLD 302.2.1/4 Age
Ensure safety and encourage the children to use equipment/resources in a safe and controlled way.
Unit 4 2.1
Comfort a child who is ill or feeling unwell.
Unit 4 2.1
Report information concerning a child who is ill in an accurate way to the appropriate adult.
Candidate name:
PIN:

Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 314.1 Age
Unit 4 2.1 Age
Follow set procedures for Health Seen and Safety. or Other
CCLD 314.2.3
Unit 4 1.1 Seen or Other
Sterilise feeding equipment.
Candidate name:
PIN:
Section 10
331
Section 10
332
Unit 5 Practice Evidence Record The principles underpinning the role of the practitioner working with children
CCLD 338.1/2/3/7 Age
Contribute to the work of the team in a positive and effective way.
CCLD 301.1/3/4 Seen or Other
Unit 5 1.1 1.2
Participate in team meetings in an appropriate way.
CCLD 301.4.2
Unit 5 3.1 3.2
Seen Follow procedures set out in the Diversity/Equal or Opportunities policy of the work Other setting.
Section 10
333
Candidate name:
PIN:
Unit 5 Practice Evidence Record The principles underpinning the role of the practitioner working with children (continued)
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Signature: Date: Age Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
Section 10
334
CCLD 338.4 Age
Carry out instructions and responsibilities given by the placement supervisor, in a responsible and effective way.
Unit 5 2.1
Provide feedback to the team concerning the task that they been involved in.
Unit 5 2.2
Reflect on the task carried out and identify where improvements could be made.
Candidate name:
PIN:
Unit 5 Practice Evidence Record The principles underpinning the role of the practitioner working with children (continued)
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Centre number: Tutor signature: Date: Seen or Other Age Age Name: Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 304.2.2 Age
Act upon advice given by other members of the team.
Candidate name:
PIN:
Section 10
335
Section 10
336
Unit 6 Practice Evidence Record Promoting a healthy environment for children

Unit 6 3.1 Seen or Other Age Age
CCLD 307.2.1 307.2.4
Plan, provide and review activities/experiences which promote the personal health of the child, which avoid bias and which take account of any cultural or social factors. Seen or Other
CCLD 307.2.1/2
Unit 6 3.1 3.2
Provide food and drink (in a real or simulated situation) which meets the dietary and nutritional needs of the child, follows the principles of healthy eating and is prepared according to dietary and cultural requirements. Age Age Name: Signature: Date: Centre number: Tutor signature:
CCLD 307.2.7
Unit 6 2.2
Age Age
Follow set procedures regarding Seen special dietary requirements of or individual children and maintain Other accurate records.
Section 10
Candidate name:
337
PIN:
Date:
Section 10
338
Unit 7 Practice Evidence Record Play and learning in children's education

Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
CCLD 309.1.5/6 305.2.1/2 Age
Set out and clear away resources which promote children's learning through play, for example: sand play water play malleable materials, dough, clay, etc. painting, drawing and three dimensional creative materials items for heuristic play and stimulating sensory experiences small scale equipment and toys Provide a learning environment that promotes positive images of children and reflects a diverse society. Centre number: Tutor signature:
Section 10
339
Candidate name:
PIN:
Date:
Section 10
Unit 7 Practice Evidence Record Play and learning in children's education (continued)
340
CCLD 309.2.4/5/7 Age
Encourage children to participate in curriculum activities that support, for example: communication, language and literacy understanding of mathematics knowledge and understanding of the world personal, social and emotional development physical development creative development Age Age Name: Signature: Date: Centre number: Tutor signature:
Unit 7 4.2
Age Age
Encourage children to participate in the setting out, clearing away and cleaning of play materials as appropriate.
Candidate name:
PIN:
Date:
CCLD 307.1.3/4 Age
Unit 7 Seen or Other Age
Provide protective clothing and clean and safe resources to ensure children's well-being when playing.
Unit 7 3.1 3.2 3.3
Encourage the child to develop and extend his/her vocabulary by: using every opportunity to introduce new words to the child using open-ended questions to encourage the child to join in conversations and discussions giving praise and encouragement to enhance self-confidence Centre number: Tutor signature:
Section 10
341
Candidate name:
PIN:
Date:
Section 10
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Signature: Date: Centre number: Tutor signature: Date: Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
342
CCLD 345.1.5 Age
Support the development of children's reading skills.
Unit 7 4.1
Support the development of children's writing skills.
Candidate name:
PIN:
CCLD 346.1.6 346.11.7 Age
Support the development of numeracy skills by: helping children to interpret and follow mathematical instructions in activities asking questions which encourage understanding of mathematical concepts, for example, 'How many more/less?' explaining and repeating the correct use of mathematical language using praise and giving help in order to maintain the child's interest in numeracy Centre number: Tutor signature:
Candidate name:
Section 10
PIN:
Date:
343
Section 10
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Age Age Signature: Date: Age Age Name: Signature: Date: Centre number: Tutor signature: Date: Age Age Name: Age Age Seen or Other Age Age Name: Signature: Date: Name: Seen or Other Signature: Date: Name: Seen or Other Signature: Date: Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor Signature of tutor/supervisor/ placement visitor
344
CCLD 346.2.6 Age
Support activities which promote children's understanding of shape, space and measure.
Unit 7 4.1 4.2
Support and encourage children in solving numerical problems and interpreting simple data
Unit 7 4.2
Support children using information and communication technology.
Candidate name:
PIN:
CCLD 309.1.4/6 301.2.3 Age
Support activities which promote children's understanding of science: provide children with resources that enable them to investigate and understand scientific concepts ask questions, which will encourage children to investigate, understand and develop scientific thinking Age Age Name: Signature: Date: Centre number: Tutor signature:
CCLD 3-5.2.1/2 Seen or Other
Age Age
Unit 7 3.1 3.2
Support a learning environment that promotes positive images of children and reflects a diverse society.
Candidate name:
Section 10
PIN:
Date:
345
Section 10
Evidence 1 (Candidate to complete by ticking evidence type) (Candidate to complete by ticking evidence type) Name: Signature: Date: Centre number: Tutor signature: Date: Seen or Other Age Age Name: Signature: Date: Signature of tutor/supervisor/ placement visitor Optional evidence 2 additional evidence Signature of tutor/supervisor/ placement visitor
346
CCLD 302.1.5 Age
Provide activities to encourage children's awareness of their own safety and the safety of others.
Candidate name:
PIN:
Unit 8 Practice Evidence Record Caring for children

CCLD 314.4.10 Age
Maintain confidentiality of any personal information shared with you concerning the parent.
CCLD 332.1.3 332.1. Seen or Other
Unit 8 2.1 2.2
Greet the child's parent in a respectful, welcoming manner making no stereotypical assumptions and taking care to demonstrate an attitude that values diversity. Seen or Other
CCLD 332.1.5
Unit 8 1.1
Respond to enquiries by referring the parent to appropriate staff when necessary.
Section 10
347
Candidate name:
PIN:
Section 10
348
Section 10
Practice Evidence Record Diary

Name: PIN:
Candidate
Unit 2: Development from conception to age 16 years

Task 1: Write a reflective account of TWO (2) activities or experiences which you have been involved in within your setting and which have promoted either: childrens sensory development OR childrens self reliance and self esteem OR childrens physical development OR opportunities for children who are learning English to describe their experiences OR opportunities for encouraging children to share
PERs evidence numbers:
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 the activities or experiences
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 or experiences P2.3 Reflect on the effectiveness of the activities or experiences to promote your chosen option
349
Section 10
Record of Unit 2 Task 1 cont.
Signatures
Supervisor/tutor comment: Date:
Signature:
350
Section 10

Name:
Candidate
PIN:

Task 2: Write a reflective account of how you gave positive and sensitive support to EITHER manage a childs behaviour OR comfort a child who has been upset by other children.
Evaluate your personal learning from giving this support
Assignment criteria
P2.4 Reflect on how you supported the child/children P2.5 Evaluate your personal learning from giving this support
Record of Unit 2 Task 2
351
Section 10
Signatures
Signature:
352
Section 10

Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge 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 or experiences P2.3 Reflect on the effectiveness of the activities or experiences to promote your chosen option P2.4 Reflect on how you supported the child/children P2.5 Evaluate your personal learning from giving this support Unit 2: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
353
Section 10
354
Section 10

Name: PIN:
Candidate
Unit 3: Supporting children

Task1: Provide a list of FIVE (5) ways, with reasons, that you have been a positive role model for children in your setting. Ask your placement supervisor to make a brief comment to support your list
Assignment criteria
P3.1 Include a list of FIVE (5) ways in which you have been a positive role model for children in your setting P3.2 Give reasons to support your list
355
Section 10
Signatures
Signature:
356
Section 10
Unit 3: Supporting children

Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge P3.1 Include a list of FIVE (5) ways in which you have been a positive role model for children in your setting P3.2 Give reasons to support your list Unit 3: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
357
Section 10
358
Section 10

Name: PIN:
Candidate
Unit 4: Keeping children safe

Task 1: Choose TWO 2 ways from the list in which you have been involved in keeping 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 the appropriate 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 you followed in each situation. Evaluate briefly your role when involved in, and following, the procedures in each situation.
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
359
Section 10
Signatures
Signature:
360
Section 10

Name: PIN:
Candidate

Task 2: Write a short report of an activity which you planned and carried out with children to promote EITHER: supporting children in their hygiene routines encouraging healthy eating by involving children in planning and preparing food or snacks
Evaluate how effective the activity was. Explain the changes you would make and give reasons.
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
361
Section 10
Signatures
Signature:
362
Section 10

Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge 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 P4.4 Describe your chosen activity P4.5 Evaluate the effectiveness of the activity P4.6 Explain, with reasons, the changes you would make Unit 4: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
0 0 0 0
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
363
Section 10
364
Section 10

Name: PIN:
Candidate
Unit 5: The principles underpinning the role of the practitioner working with children
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 responsible way provide feedback to team members about a task in which you have been involved reflect on each situation and identify where you could make improvements and act upon advice given to you.
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 been involved P5.4 Reflect on each situation and identify where you could make improvements and act on advice given to you
365
Section 10
Signatures
Signature:
366
Section 10
Unit 5: The principles underpinning the role of the practitioner working with children
Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge 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 been involved P5.4 Reflect on each situation and identify where you could make improvements and act on advice given to you Unit 5: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
367
Section 10
368
Section 10

Name: PIN:
Candidate
Unit 6: Promoting a healthy environment for children

Task 1: Write a reflective account of TWO (2) activities or experiences you helped to provide in your setting to promote the personal health of a child or children. Include in your account: what was considered when providing the activities or experiences explain how the activities or experiences linked to the planning and procedures of the setting an explanation of how cultural and social factors were considered a brief evaluation of your effectiveness when helping to implement the activities or experiences
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
369
Section 10
Signatures
Signature:
370
Section 10

Name: PIN:
Candidate

Task 2: Write a report about ONE (1) occasion when you provided food and drinks which met 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
Assignment criteria
P6.5 Explain your planning to provide the food and drinks P6.6 Explain how you met the childs dietary and nutritional needs P6.7 Evaluate briefly your own learning
371
Section 10
Signatures
Signature:
372
Section 10

Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge 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 P6.5 Explain your planning to provide the food and drinks P6.6 Explain how you met the childs dietary and nutritional needs P6.7 Evaluate briefly your own learning Unit 6: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
373
Section 10
374
Section 10

Name:
Candidate
PIN:
Unit 7: Play and learning in childrens education

Task 1: Write a reflective account of TWO (2) activities or experiences you have provided in your setting which have promoted childrens understanding of science. Include in your account: what you have considered when organising the activities or experiences how your activities or experiences helped the children to investigate and understand scientific ideas a question you asked to encourage the children to investigate, understand and develop scientific thinking evaluate your effectiveness in implementing the activities or experiences
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 scientific ideas P7.3 Include a relevant question you asked the children P7.4 Evaluate how effective you were in implementing the activities or experiences
375
Section 10
Signatures
Signature:
376
Section 10

Name:
Candidate
PIN:

Task 2: Write a short report on how your setting promotes positive images of children and reflects 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
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
377
Section 10
Signatures
Signature:
378
Section 10

Name:
Candidate
PIN:

Task 3: Describe TWO (2) examples of activities or experiences which encourage childrens awareness of their own and others safety. Reflect on the effectiveness of the activities or experiences in practice.
Assignment criteria
P7.8 Describe TWO (2) examples of activities or experiences which encourage childrens awareness of their own and others safety P7.9 Reflect on the effectiveness of the activities or experiences in practice
379
Section 10
Signatures
Signature:
380
Section 10
Unit 7: Play and learning in childrens education Grading Criteria

Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge 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 scientific ideas P7.3 Include a relevant question you asked the children P7.4 Evaluate how effective you were in implementing the activities or experiences 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 P7.8 Describe TWO (2) examples of activities or experiences which encourage childrens awareness of their own and others safety. P7.9 Reflect on the effectiveness of the activities or experiences in practice Unit 7: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
381
Section 10
382
Section 10

Name:
Candidate
PIN:
Unit 8: Caring for children

Task 1: Write a reflective account of how the practitioner should respond to parents. You should include: how to respond to enquiries from parents how to maintain confidentiality ways to greet and welcome parents
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
383
Section 10
Signatures
Signature:
384
Section 10
Unit 8: Caring for children

Grading Criteria
0 1 mark The candidate demonstrates a basic knowledge 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 Unit 8: Total marks 2 3 marks The candidate demonstrates application of knowledge 4 5 marks The candidate applies knowledge and demonstrates understanding
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
385
Section 10
386
Section 10

Name: PIN:
Candidate
Optional Unit
Task: Write a detailed reflective account of an event or activity that must be directly linked to 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 particular child
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
Record of Optional Unit Task
387
Section 10
Record of Optional Unit Task cont.
Signatures
Supervisor/tutor signature: Date:
Signature:
388
Level 3 Optional Unit
Grading Criteria
0 - 1 mark 2 - 3 mark The candidate demonstrates application of knowledge 4 - 5 mark The candidate applies knowledge and demonstrates understanding
The candidate demonstrates a basic knowledge
P10.1 Give a detailed written account of the event or activity 1 2 3 4
P10.2 Reflect on the links to your learning during the optional unit 1 2 3
P10.3 Reflect on the effectiveness of your role during the event or activity 1 2
P10.4 Give TWO (2) examples of how you could improve your practice in the future 1
Section 10
389
Optional unit: Total marks
Section 10
390
Section 10
Grade for Practice Evidence Record Diary

Candidate
Marks
Name:
Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Optional Unit Total mark Overall marks 200
PIN:
A = 160 200 marks B = 140 159 marks C = 120 139 marks D = 100 119 marks E = 80 99 marks Refer 79 marks or under
391
Section 10
392
Candidate
Professional Development Profile: Interim report 1 (not mandatory)
Core principles Comments from placement supervisor
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.
5.
Pass
Refer
Ability to relate politely, courteously and appropriately with parents, carers and other adults.
6.
Pass
Refer
Demonstrates professional standards of timekeeping.
7.
Pass
Refer
Use of personal initiative within the setting and with regard to centre course work completed within the setting.
8.
Pass
Refer
9.
Pass
Refer
A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement supervisor signature: Date:
Number of days attended by candidate:
Section 10
393 Tutor signature:
Placement name
Tutors comments
Date:
Section 10
Supervisor/placement visitor guidance on PDP 1 Interim report

Criteria
1. 5. 8. 9. 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 The candidate understands the principles of confidentiality on a 'need to know' basis 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 The candidate abilities The candidate The candidate The candidate accordingly The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children encourages children to ask questions and offer ideas recognises when there are communication difficulties and is able to adapt demonstrates a non-judgmental attitude values diversity and recognises cultural, religious and ethnic difference communicates with parents in an open welcoming manner respects the setting's policy relating to their role with parents etc
2. 3
4.
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 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 The candidate is able to accept and act upon constructive criticism given by the staff in the setting The candidate understands their job role within the placement The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake The candidate has up to date and accurate information about health, safety and security requirements for the placement The candidate follows health, safety and security procedures in the placement The candidate supervises children according to legislation and accepted policy and practice in the placement
7.
At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a Pass by the end of the placement
394
Candidate
Professional Development Profile: Final report 1 (mandatory)
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
395
Placement name
Tutors comments
Tutor signature:
Date:
Section 10
Supervisor/placement visitor guidance on PDP 1 Final report

Criteria
2. 3
4.
6.
7.
If the candidate has not improved following an interim action plan you should choose the Refer option on 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
396
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
Placement name
Tutors comments
Date:
Section 10

Criteria
2. 3
4.
6.
7.
398
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
Placement name
Tutors comments
Date:
Section 10

Criteria
2. 3
4.
6.
7.
400
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
401
Placement name
Tutors comments
Tutor signature:
Date:
Section 10

Criteria
2. 3
4.
6.
7.
402
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
403
Placement name
Tutors comments
Tutor signature:
Date:
Section 10

Criteria
2. 3
4.
6.
7.
404
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
405
Placement name
Tutors comments
Tutor signature:
Date:
Section 10

Criteria
2. 3
4.
6.
7.
406
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
407
Placement name
Tutors comments
Tutor signature:
Date:
Section 10

Criteria
2. 3
4.
6.
7.
408
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
Placement name
Tutors comments
Date:
Section 10

Criteria
2. 3
4.
6.
7.
410
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
Placement name
Tutors comments
Date:
Section 10

Criteria
2. 3
4.
6.
7.
412
Candidate
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
Placement name
Tutors comments
Date:
Section 10

Criteria
2. 3
4.
6.
7.
414
Candidate
Professional Development Profile: Final report 6 (not mandatory)
No.
Grade
1.
Pass
Refer
2.
Pass
Refer
3.
Pass
Refer
4.
Pass
Refer
5.
Pass
Refer
6.
Pass
Refer
7.
Pass
Refer
8.
Pass
Refer
9.
Pass
Refer
Section 10
Placement name
Tutors comments
Date:
Section 10

Criteria
2. 3
4.
6.
7.
416
Handbook feedback form
Handbook feedback for: Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education Course Handbook
Please use this form to let us know what you think of this handbook. Examples of the things we 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
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Your contact details

Please write your contact details here so we can respond to your comments.
Post or fax to: CACHE Qualifications Manager CACHE Apex House 81 Camp Road St. Albans Herts AL1 5GB Fax: 01727 818613
CACHE 2010 Version 4 417
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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 Childrens 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 Childrens 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 Childrens Services
National Vocational Qualifications (NVQs):

CACHE Levels 2, 3 and 4 NVQ in Childrens 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).
Council for Awards in Care, Health and Education

Apex 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
500/1901/6/V4

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CANDIDATE HANDBOOK

CACHE Level 3 Award/Certificate/Diploma in Child Care and Education

Published in Great Britain by CACHE

Section 1 Assessment of your learning

Section 2 Structure of the qualifications

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Section 3 Assessment strategies

Section 4 The syllabus

Section 5 About CACHE

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239 243 249 255 307

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Your Centre Details

Site/Centre Telephone number:

Name of your course tutor:

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About this handbook

About this handbook

References to qualifications in this handbook

What is included in this handbook

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About this handbook

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Recommended Guided Learning Hours (GLH)

About the qualifications

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Possible restrictions on entry to the qualification

Progression from these qualifications

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Section 1 Assessment of your learning

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Assessment of your learning

Buying and selling assignments

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Units 3 Optional units 10 - 21 External assessment; research task

Internally assessed unit assignments

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Internal assessment procedures

Referral of internally assessed unit assignments

Improving your grade for internally assessed assignments

External assessment results

External assessment: Short answer test (seen)

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Re-mark request for short answer test (seen)

Referral on short answer test (seen)

External assessment: Research task

Re-mark request for research task

Referral on research task

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Re-mark enquiries and appeals procedure

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