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CACHE Level 2 Certificate for the Children and Young People’s Workforce Learner Achievement Log

CACHE Learner Achievement Log CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF)

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© CACHE 2011 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. CACHE has provided this Learner Achievement Log in Microsoft Word format to enable its Centres to use its content more flexibly within their own course materials. You may copy and paste any material from this document; however, CACHE does not accept any liability for any incomplete or inaccurate copying and subsequent use of this information. The use of PDF versions of our support materials on the CACHE website will ensure that correct and up-to-date information is provided to learners. 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 reference number: CACHE Level 2 Certificate for the Children and Young People’s Workforce

500/9623/0

Published in Great Britain by CACHE First edition 2010

Book code 500/9623/0/V1

Publication date January 2011

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 Océ (UK) Limited Océ House Chatham Way Brentwood Essex CM14 4DZ

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Contents Section 1: Introduction

5

Learner information sheet

6

Introduction

7

The Qualifications and Credit Framework (QCF)

7

Learning time

8

Unique Learner Numbers (ULNs)

8

Making use of the CACHE website

9

Section 2: About this qualification

10

Introduction to the qualification

11

Rule of combination and progression

11

Unit Achievement Log

15

Mandatory units

15

Optional units

17

CACHE recording documents

18

Completing the Record of Assessment Cycle

18

Completing the Evidence Record

19

Completing the Unit Assessment Record

20

Record of Assessment Cycle

21

Evidence Record

23

Unit Assessment Record

25

Section 3: Units

26

Unit layout

27

Unit title: Introduction to communication in health, social care or children’s and young people’s settings

28

Unit title: Introduction to personal development in heath, social care or children’s and young people’s settings

33

Unit title: Introduction to equality and inclusion in health, social care or children’s and young people’s settings

37

Unit title: Child and young person development

41

Unit title: Safeguarding the welfare of children and young people

44

Unit title: Maintain and support relationships with children and young people

48

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Unit title: Support children and young people's positive behaviour

52

Unit title: Contribute to the support of child and young person development

56

Unit title: Contribute to children and young people's health and safety

62

Unit title: Contribute to the support of the positive environments for children and young people

67

Unit title: Understand partnership working in services for children and young people

72

Unit title: Paediatric emergency first aid

76

Unit title: Managing paediatric illness and injury

84

Section 4: Appendices

92

Appendix A: Explanation of verbs used in assessment criteria at Level 2

93

Appendix B: Glossary

97

Appendix C: Recording document templates

103


104

Evidence Record

106

Appendix D: Summary of recommended assessment methods

108

Appendix E: Guidance on the use of e-portfolio for QCF

109

Section 5: Feedback

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Section 1: Introduction

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Learner information sheet This sheet has been designed so you can record the important information you will need when completing the forms in this book. Your course advisor / tutor will supply you with this information at the start of the course. If you already have a Unique Learner Number (ULN) you can record it below. For more information on ULN see page 8. Your personal details Name: Address:

Telephone number: Mobile telephone number: Email: PIN: ULN: Qualification title: Date of registration: Your Centre details Site / Centre name: Site / Centre address:

Site / Centre telephone number: Site / Centre number: Name of your course advisor / tutor:

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Introduction Your CACHE Learner Achievement Log is the main document that you will use as a learner to understand what is required of you and to record your achievements as you progress through your qualification. Whether you come to this qualification with a future career in mind or to enhance your existing career there is a real sense of achievement to be gained from working through your programme thoroughly. This Learner Achievement Log sets out important guidance to assist you in making the most of your study time and covers all the units and assessments you will need to complete to gain the qualification. It also contains other important information such as understanding the Qualifications and Credit Framework (QCF), information on assessment (what you will need to do to pass the qualification) and a brief explanation of some of the words used throughout this book.

The Qualifications and Credit Framework (QCF) This qualification is part of the Qualifications and Credit Framework (QCF). The QCF allows you to build towards a qualification at your own pace and in small steps of learning. The qualifications can be named Awards, Certificates or Diplomas dependent on their size, and are made up of a number of units which each have a stated unit aim. Each unit is made up from learning outcomes and each learning outcome is linked to a number of assessment criteria. Each of the assessment criteria must be completed successfully for you to achieve the unit. Learning outcomes can cover skills that you can perform, or knowledge that you can learn or can sometimes cover a combination of the two. Each unit has a level and a credit value. The level tells you how difficult it is and the credit value gives you an idea of how long it will take to complete. One credit represents approximately ten hours of learning.

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All of the units which you achieve through this qualification can be ‘banked’. This means if you want to take another qualification which has the same units included, you don’t have to re-study those units again.

Learning time To achieve the qualification you will need to spend some time in personal study as well as the time spent with your course advisor, tutor or Assessor. This is known as ‘learning time’. Learning time consists of all the time needed to achieve each unit and can include:  meetings or study with your course advisor, tutor or Assessor  personal study such as private reading and completing assessments  time being assessed to undertake practical work or work experience.

Unique Learner Numbers (ULNs) Your Centre will be able to register and issue you with a Unique Learner Number (ULN) if you do not have one. This is an individual number available to anyone over the age of 14 years involved in UK education which will transfer with you when you move on to other programmes of study. You do not need a ULN to take a CACHE qualification but it is expected that in the future you will be able to use your ULN to access an on-line Personal Learning Record (PLR) which will show all your credit and qualification achievements in the QCF.

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Making use of the CACHE website The CACHE website is maintained on a regular basis and this is where the most up to date documents can always be found. CACHE strongly advises you to use the CACHE website as a resource on an on-going basis to ensure that the information you are working with remains current. www.cache.org.uk This Learner Achievement Log contains all the information you need for the mandatory elements of this qualification. However, all information relating to optional units is available on the website and Centres will need to provide you with, or direct you to, the units relevant to your chosen areas of study. There are also some other key documents available on the website that relate to all CACHE qualifications that you can refer to when required. For example:  Customer Charter – what you should expect from CACHE as your awarding organisation  Complaints Procedure – what you should do if you have a complaint either about CACHE or in relation to your Centre that you have not been able to resolve through your Centre’s complaints process  Avoiding Plagiarism – what you must do, and avoid doing, as a learner to ensure that all work you submit is your own (or has the source appropriately referenced) and the penalties of not adhering to this guidance  Appeals Process - how to make an appeal to CACHE against an assessment or other decision  Equality and Diversity Statement – CACHE’s approach to non-discrimination. In addition, the CACHE website includes regular news updates and case studies. It also contains links to websites from other organisations that may be of relevance for you when completing this qualification. CACHE documents are version controlled so you can easily check any paper-based document you have, whether it is a CACHE printed publication or something previously downloaded from the website, for any subsequent updates or revisions.

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Section 2: About this qualification

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Introduction to the qualification The Level 2 Certificate for the Children and Young People’s Workforce is for learners who wish to work in the Children and Young People’s workforce. It is the only QCF Level 2 qualification conferring occupational competence for the Children and Young People’s Workforce. The Certificate will guide and assess development of knowledge and skills relating to Early Learning and Childcare workforces. Where appropriate, it also confirms competence in these areas and serves as the required qualification for all new practitioners for registration and regulatory requirements in the sector. This Level 2 qualification is only available as a Certificate. There is no endorsement for a Level 2 Award or Diploma from Children’s Workforce Development Council (CWDC) to be developed. You must achieve the minimum credit requirements (35) to be granted the Certificate. Unit certification can be claimed for all achieved units.

Rule of combination and progression The Level 2 Certificate for the Children and Young People’s Workforce:  covers the age range from birth to 19 years  has a minimum credit value of 35 credits  requires time to be spent in a practical experience in the real work environment.

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The qualification is composed of mandatory and optional units. These units can be knowledgebased, skills/competency-based or a combination of both. (See figure 1): MANDATORY (Group A)

OPTIONAL (Group B)

31 Credits

4 Credits

SfCD Shared Core Units

CYP Core Units

(x3)

(x10)

L2, L3 and L4 units 8 Credits

23 Credits

Figure1: Structure of the Level 2 Certificate for the Children and Young People’s Workforce

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The table below provides details of the components of the qualification: Component Core mandatory

Optional

Composition

Type

Credit value

3 Health and Social Care units 10 Children and Young People units

Mandatory units

31

No set number of units to be taken

Optional units

4

The Level 2 Certificate also has an equivalent unit: QCF unit (within this qualification)

Unit ref.

Equivalent QCF unit (from elsewhere)

Equivalent unit ref.

Support children and young people’s positive behaviour

T/601/7407

Contribute to the support of children's positive behaviour in early years settings

T/601/4541

An equivalent unit is a QCF unit from a different qualification that can be used instead of the CACHE specified unit as part of a CACHE qualification. The accompanying support materials for the Level 2 Certificate will not include details of the equivalent unit. The Children and Young People’s Workforce optional component contains 10 Level 3 units which are part of the Level 3 Diploma for the Children and Young People’s Workforce. If any of these units are chosen, the credits achieved can be transferred to the Level 3 Diploma once you have registered onto the qualification. This qualification includes two units: Paediatric emergency first aid (unit ref: F/600/2036, unit no: PEFAP 001) and Managing paediatric illness and injury (unit ref: J/600/2037, unit no: MPII002). Once both these units are achieved they can be certificated separately as the CACHE Level 2 Award in Paediatric First Aid (QCF) should the learner require it. CACHE has only made recommendations for the amount of time you should spend on work experience. The length of time required to evidence achievement of all assessment criteria will vary from learner to learner. If you have had no previous experience of working with children and young people you may benefit from working in a real work environment for a minimum of 1 day each week throughout your period of study to achieve the qualification. In addition you may gain valuable experience from attending block weeks to gain a full understanding of the children or young people’s differing needs and the full range of activities that occur in the work role. (CACHE would recommend approximately 200 hours working in real work environments.)

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Job roles learners progress to On completion of this qualification you can progress to various job roles, dependent on your chosen career pathway. The following list is not exhaustive, but indicative of the opportunities available. This Level 2 qualification provides opportunities for progression to further study of the CACHE Level 3 Diploma for the Children and Young People’s Workforce. Specific job roles may include:    

assistant playgroups workers assistants in children’s centres assistants in day nurseries, nursery schools and nursery classes in primary schools registered childminders and nannies.

General opportunities:  support workers in the above settings  anyone who works with children and young people in the voluntary sector, including volunteers who are not covered by another sector skills body.

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Unit Achievement Log CACHE Level 2 Certificate for the Children and Young People’s Workforce Mandatory units The tables below list the mandatory units which must be taken. Unit ref.

Unit no.

F/601/5465

SHC 21

L/601/5470

Unit type

Level

Credit

GLH

Page

Introduction to communication in health, social care or children’s and young people’s settings

Knowledge Skills

2

3

23

27

SHC 22

Introduction to personal development in health, social care or children’s and young people’s settings

Knowledge Skills

2

3

23

33

R/601/5471

SHC 23

Introduction to equality and inclusion in health, social care or children’s and young people’s settings

Skills

2

2

20

37

H/601/3305

TDA 2.1

Child and young person development

Knowledge

2

2

15

41

K/601/3323

TDA 2.2

Safeguarding the welfare of children and young people

Knowledge

2

3

20

44

D/601/7403

TDA 2.7

Maintain and support relationships with children and young people

Skills

2

3

15

48

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Notes


Unit ref.

Unit no.

T/601/7407

TDA 2.9

Y/601/3236

CCLDMU 2.2

J/601/3491

Unit type

Level

Credit

GLH

Page

Support children and young people's positive behaviour

Knowledge Skills

2

2

15

52

Contribute to the support of child and young person development

Knowledge Skills

2

3

25

56

MU 2.4

Contribute to children and young people's health and safety

Knowledge Skills

2

3

26

62

H/601/3496

MU 2.8

Contribute to the support of the positive environments children and young people

Knowledge Skills

2

3

27

67

M/601/3498

MU 2.9

Understand partnership working in services for children and young people

Knowledge Skills

2

2

18

72

F/600/2036

PEFAP 001

Paediatric emergency first aid

Skills

2

1

10

76

J/600/2037

MPII 002

Managing paediatric illness and injury

Skills

2

1

10

84

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Notes


Optional units Optional units need to be chosen to reach the minimum required qualification credit of 35. List below the units you have decided to undertake.

Unit ref.

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17

Credit value

Mark chosen units here

Date achieved

Notes


CACHE recording documents Examples of the three recording documents that CACHE has developed are included on the following pages and templates for use are included in the Qualification Specifications and Learner Achievement Logs as appropriate. Guidance on completion of the recording documents is included in the tables below. Completing the Record of Assessment Cycle This will be completed by Assessors to give a clear audit trail of the planning and assessment cycle. This will include planning and feedback on the assessment process carried out throughout the assessment of the units through to qualification. It needs to contain evidence of the planning of assessment and feedback on each assessment method. The content of this document is mandatory but Centres may use a Centre devised alternative which complies with the content of the CACHE recording document. Area 1

General information to identify the learner and Assessor. The Unique Learner Number (ULN) should be included if known.

Area 2

The Assessor to record detailed information for the learner about planning for assessments. This could be, for example, identifying evidence that could be provided by the learner to support knowledge learning outcomes or activities that could be undertaken by the learner in preparation for direct observations to meet skills / competency learning outcomes. It is up to Centres and learners how they use this recording document or their Centre devised alternative. Assessors can plan with their learner several different activities at any one time and these can either all be included on one recording document or across several recording documents, depending on the Centre and learner preference.

Area 3

The planned activities should be linked by the Assessor to the range of units or assessment criteria that could be covered by them. There is no necessity to identify down to assessment criteria level if not identifiable in advance or not appropriate for the specific planned activity, but units should always be identified.

Area 4

The Assessor should agree a date for the planned activities to be completed, or part completed, by the learner and both learner and the Assessor should initial and date their agreement to the planned activities and timescales.

Area 5

Feedback should be written by the Assessor on learner progress towards the planned activities on the recording document. This could be on just one occasion for the planned activities. Alternatively, the Assessor and learner may chose to review the planned activities on more than one occasion and there is space on the reverse of the recording document for additional planning and feedback if required.

Area 6

To be initialled and dated by both the learner and the Assessor at the end of each feedback or review session.

Area 7

To be initialled and dated by both the learner and the Assessor when the planned activities have been completed.

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Completing the Evidence Record The Evidence Record needs to include a clear description of the evidence being presented to enable the Assessor to make appropriate assessment judgements. This document can be used to record a range of assessment methods. For direct observations and professional discussions, the Evidence Record needs to be completed by the Assessor. However, the learner can complete the Evidence Records for other evidence such as reflective accounts or learner plans and records, and the document can also be completed by Expert Witnesses to record their statements. The content of this document is mandatory but Centres may use a Centre devised alternative which complies with the content of the CACHE recording document. Area 1

General information to identify the learner and Assessor. The Unique Learner Number (ULN) should be included if known.

Area 2

The Assessor should indicate which assessment method has been used either against the list provided on the document or by adding the appropriate assessment method from the recommended list for the qualification. This should be recorded using the key provided in Appendix D.

Area 3

This section should provide a clear description of the learner’s practice to enable the Assessor to make their assessment judgements. It can be completed by the Assessor, the learner or the Expert Witness dependent on the nature of the evidence.

Area 4

The evidence should be linked by the Assessor to the range of units or assessment criteria that it covers.

Area 5

To be signed and dated by both the Assessor and the learner to show that they have both accepted the record.

Area 6

This section should be completed by the Internal Quality Assurer if they are assuring the assessment judgements of the Assessor for this piece of evidence as part of their sampling activities.

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Completing the Unit Assessment Record This is a mandatory document that needs to be completed and authorised for each unit for each learner in order to confirm completion and claim certification. If this document is replicated in an electronic format for e-portfolios, signatures are not required providing the learner and Assessor have personalised and secure logins which form a clear audit trail in line with the guidance in Appendix E. The Unit Assessment Records in the Learner Achievement Logs will be pre-populated by CACHE with all the unit information relevant to that unit. Area 1

General information to identify the learner, Assessor and Centre. The Unique Learner Number (ULN) should be included if known.

Area 2

In the ‘Evidence record’ column, the learner or Assessor to record both the assessment method and the page number (or other suitable reference) to show where the evidence for each assessment criterion is located in the learner’s work folder.

Area 3

In the ‘Assessor judgement achieved’ column, the Assessor must initial and date to confirm that they have seen evidence that every assessment criterion has been achieved.

Area 4

The learner must sign and date the ‘Learner declaration of authenticity’ box to confirm that all the evidence presented for the unit is entirely their own work unless an e-portfolio version is being used and the learner has a personalised and secure login.

Area 5

When all the assessment criteria have been completed and signed as achieved, the Assessor must sign and date the ‘Assessor sign off of completed unit’ box to confirm completion of the whole unit unless an e-portfolio version is being used and the Assessor has a personalised and secure login.

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Record of Assessment Cycle Purpose: an ongoing record of planning and feedback between Assessor and learner Learner name Unique Learner Number

CACHE PIN

Area 1

Assessor name Planned activities:

Unit

Area 2

Assessment criteria

Area 3

Area 4

Due date

Feedback:

Assessor initial & date

Learner initial & date

Area 5

Area 6

Date

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Unit

Planned activities:

Due date


Assessment criteria


Feedback:

Date

AreaAssessor 7

initial & date Completion date

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Learner initial & date Learner initial & date

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Evidence Record Area 1

Purpose: to record learner evidence against a range of assessment methods Learner name CACHE PIN

ULN

Area 2

Assessor name Assessment method Direct observation Professional discussion Reflection on own practice Expert Witness evidence

Learner’s plans / records Recognition of prior learning Other (please state)

Unit

Recording of evidence

Assessment criteria

Area 3

Area 4

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CACHE Level 2 Certificate for the Children and Young People’s Workforce Learner Achievement Log Unit


Assessment criteria

Area 3

Area 5

Learner signature Assessor signature

Date Area 6

Date

Internal quality assurance (as appropriate) Name Signature

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Unit Assessment Record

All unit information will be pre-populated by CACHE

Unit title: Unit number:

Unit reference:

Unit level:

Unit credit value:

Unit aim:

Area 1

Learner name:

CACHE Centre no:

CACHE PIN:

Learning outcomes The learner will:

Unique learner number (ULN):

Assessment criteria

Evidence record

The learner can:

e.g. page number & method

1. 2. All unit information will be pre-populated by CACHE

Assessor judgement achieved Initial and date

1.1. 1.2. 2.1. 2.2. Area 2

Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature:

Area 3 Area 4

Date:

Assessor sign off of completed unit: I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Area 5

Assessor name: Signature:

Date:

For e-portfolio a signature is not required, providing the learner has a personalised and secure login.

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Section 3: Units

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Unit layout For each unit the following material has been provided: Unit title

Provides a clear, concise explanation of the content of the unit.

Unit number

The unique number assigned by the owner of the unit (e.g. TDA, CACHE etc.).

Unit reference

The unique reference number given to each unit at accreditation by Ofqual.

Unit level

Denotes the level of the unit within the QCF framework.

Unit credit value

The value that has been given to the unit based on the expected learning time for an average learner. 1 credit = 10 learning hours.

Unit aim

Provides a brief outline of the unit content.

Learning outcome

A statement of what a learner will know, understand or be able to do, as a result of a process of learning.

Assessment criteria

A description of the requirements a learner must achieve to demonstrate that a learning outcome has been met.

Additional information*

This box identifies the assessment strategy relevant to the unit. When required, this will include specific guidance relating to the assessment of the unit and information to support the learner to achieve.

Unit assessment guidance*

Any additional guidance provided to support the assessment of the unit.

Unit guided learning hours

The average number of hours of supervised or directed study time or assessment required to achieve a qualification or unit of a qualification.

Assessment task (set by CACHE)*

A scenario or aspect of the work role that will support the learner in producing the evidence requirements for knowledge only learning outcomes.

* Additional information, Unit assessment guidance and Assessment tasks may not be provided for all units.

NB: Words highlighted in bold in the learning outcomes, assessment criteria and assessment tasks are linked to the additional guidance section where more information on them can be found.

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Unit title: Introduction to communication in health, social care or children’s and young people’s settings Unit number: SHC 21

Unit reference: F/601/5465

Unit level: 2

Unit credit value: 3

Unit aim: This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the central importance of communication with a range of people in such settings, and ways to reduce barriers to communication. It also addresses the issue of confidentiality

Learner name: CACHE PIN:

CACHE Centre no: Unique learner number (ULN):

Learning outcomes

Assessment criteria

The learner will:

The learner can:

Evidence record e.g. page number & method


Learning outcomes 2, 3 and 4 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted. 1. Understand why communication is important in the work setting.

1.1. Identify different reasons why people communicate. 1.2. Explain how effective communication affects all aspects of own work. 1.3. Explain why it is important to observe an individual’s reactions when communicating with them.

2. Be able to meet the communication and language needs, wishes and preferences of individuals.

2.1. Find out an individual’s communication and language needs, wishes and preferences. 2.2. Demonstrate communication methods that meet an individual’s communication needs, wishes and preferences.

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2.3. Show how and when to seek advice about communication. 3. Be able to reduce barriers to communication.

3.1. Identify barriers to communication. 3.2. Demonstrate how to reduce barriers to communication in different ways. 3.3. Demonstrate ways to check that communication has been understood. 3.4. Identify sources of information and support or services to enable more effective communication.

4. Be able to apply principles and practices relating to confidentiality at work.

4.1. Explain the term ‘confidentiality’. 4.2. Demonstrate confidentiality in day to day communication, in line with agreed ways of working. 4.3 Describe situations where information normally considered to be confidential might need to be passed on. 4.4 Explain how and when to seek advice about confidentiality.


Date:

Assessor sign off of completed unit: SHC 21 I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature:

Date:

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Guidance for developing assessment arrangements for the unit:

Guidance for developing unit assessment arrangements – provided with the QCF unit

Communication methods may include:  non-verbal communication - eye contact - touch - physical gestures - body language - behaviour  verbal communication - vocabulary - linguistic tone - pitch  technological aids Preferences may be based on:  beliefs  values  culture. Services may include:  translation services  interpreting services  speech and language services  advocacy services. Agreed ways of working include policies and procedures where these exist.

Additional unit assessment requirements provided with the QCF unit

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in a real work environment.

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Unit assessment guidance– provided by the sector

Communication methods may include:  non-verbal communication - eye contact - touch - physical gestures - body language - behaviour  verbal communication - vocabulary - linguistic tone - pitch. Services may include:  translation services  interpreting services  speech and language services  advocacy services. This unit must be assessed in accordance with health and social care assessment strategy.

Unit assessment guidance - provided by CACHE

Learning outcomes 2, 3 and 4 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted.

Unit Guided learning hours

23

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Assessment task – SHC 21 Introduction to communication in health, social care or children’s and young people’s settings Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3. Effective communication is vital when working with children and young people. As part of your induction, as a new member of staff, you have a session booked with your line manager where you have been asked to provide information that will show you can:  identify the different reasons people communicate  explain how effective communication affects all aspects of your work  explain why it is important to observe an individual’s reactions, when communicating with them. NB: You may choose to use work products to support your work.

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Unit title: Introduction to personal development in heath, social care or children’s and young people’s settings Unit number: SHC 22

Unit reference: L/601/5470

Unit level: 2


Unit aim: This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of personal development and reflective practice which are fundamental to such roles, and ways to implement these



Learning outcomes

Assessment criteria

The learner will:

The learner can:



Learning outcomes 2, 3 and 4 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted. 1. Understand what is required for competence in own work role.

1.1. Describe the duties and responsibilities of own role. 1.2. Identify standards that influence the way the role is carried out. 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work.

2. Be able to reflect on own work activities.

2.1. Explain why reflecting on work activities is an important way to develop knowledge, skills and practice. 2.2. Assess how well own knowledge, skills and understanding meet standards.

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2.3 Demonstrate the ability to reflect on work activities. 3. Be able to agree a personal development plan.

3.1. Identify sources of support for own learning and development. 3.2. Describe the process for agreeing a personal development plan and who should be involved. 3.3 Contribute to drawing up own personal development plan.

4. Be able to develop own knowledge, skills and understanding.

4.1. Show how a learning activity has improved own knowledge, skills and understanding. 4.2. Show how reflecting on a situation has improved own knowledge, skills and understanding. 4.3 Show how feedback from others has developed own knowledge, skills and understanding. 4.4 Show how to record progress in relation to personal development.


Date:


Date:


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Standards may include:  codes of practice  regulations  minimum standards  national occupational standards. A personal development plan may have a different name but will record information such as agreed objectives for development, proposed activities to meet objectives, timescales for review, etc. Sources of support may include:  formal support  informal support  supervision  appraisal  within the organisation  beyond the organisation. Who should be involved may include:  the individual  carers  advocates  supervisor, line manager or employer  other professionals.


This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3 and 4 must be assessed in a real work environment.


This unit must be assessed in accordance with health and social care assessment strategy.




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Assessment task – SHC 22 Introduction to personal development in health, social care or children’s and young people’s settings Task links to learning outcome, assessment criteria 1.1, 1.2 and 1.3. On-going personal development is necessary when working with children and young people as it is important to keep your own practice up to date. As part of your induction to your new work role you have been asked to show your line manager that you can:  describe the duties and responsibilities of your role  identify standards that influence the way your role is carried out  describe ways to ensure that your personal attitudes or beliefs do not obstruct the quality of your work. NB: You may choose to use work products to support your work.

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Unit title: Introduction to equality and inclusion in health, social care or children’s and young people’s settings Unit number: SHC 23

Unit reference: R/601/5471

Unit level: 2


Unit aim: This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit introduces the concepts of equality, diversity and inclusion which are fundamental to such roles.

Learner name:

CACHE Centre no:

CACHE PIN:

Unique learner number (ULN):

Learning outcomes

Assessment criteria

The learner will:

The learner can:



Learning outcome 2 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted 1. Understand the importance of equality and inclusion.

1.1. Explain what is meant by:    

diversity equality inclusion discrimination.

1.2. Describe ways in which discrimination may deliberately or inadvertently occur in the work setting. 1.3 Explain how practices that support equality and inclusion reduce the likelihood of discrimination. 2. Be able to work in an inclusive way.

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2.2. Show interaction with individuals that respects their beliefs, culture, values and preferences. 2.3 Describe how to challenge discrimination in a way that encourages change. 3. Know how to access information, advice and support about diversity, equality and inclusion.

3.1. Identify a range of sources of information, advice and support about diversity, equality and inclusion. 3.2. Describe how and when to access information, advice and support about diversity, equality and inclusion.


Date:


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This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcome 2 must be assessed in a real work environment.


Effects may include effects on:  the individual  families or friends of the individual  those who inflict discrimination  wider society. This unit must be assessed in accordance with health and social care assessment strategy.


Learning outcome 2 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted


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Assessment task – SHC 23 Introduction to equality and inclusion in health, social care or children’s and young people’s settings Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3. Understanding the importance of diversity, equality and inclusion is necessary as it underpins every aspect of work with children and young people. During your induction you will be asked to show that you can:  explain what is meant by: - diversity - equality - inclusion - discrimination  describe ways in which discrimination may deliberately or inadvertently occur in the work setting  explain how promoting equality and inclusion reduces the likelihood of discrimination.

Task 2 links to learning outcome 3, assessment criteria 3.1 and 3.2. In addition for use in your work place you will be asked to:  identify a range of sources of information, advice and support about diversity, equality and inclusions  describe how and when to access information advice and support about diversity, equality and inclusion. NB: You may choose to use work products to support your work.

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Unit title: Child and young person development Unit number: TDA 2.1

Unit reference: H/601/3305

Unit level: 2


Unit aim: This unit aims to develop knowledge and understanding of child and young person development and the factors, including transitions, which may affect development.



Learning outcomes

Assessment criteria

The learner will:

The learner can:


1. Know the main stages of child and young person development.


1.1. Describe the expected pattern of children and young people's development from birth to 19 years, to include:  physical development  communication and intellectual development  social, emotional and behavioural development. 1.2. Describe with examples how different aspects of development can affect one another.

2. Understand the kinds of influences that affect children and young people’s development.

2.1. Describe with examples the kinds of influences that affect children and young people’s development including:  background  health  environment.

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2.2. Describe with examples the importance of recognising and responding to concerns about children and young people’s development. 3. Understand the potential effects of transitions on children and young people’s development.

3.1. Identify the transitions experienced by most children and young people. 3.2. Identify transitions that only some children and young people may experience e.g. bereavement. 3.3. Describe with examples how transitions may affect children and young people’s behaviour and development.


Date:

Assessor sign off of completed unit: TDA 2.1 I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature:

Date:

For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Guidance for developing assessment arrangements for the unit:


This unit must be assessed in accordance with the TDA assessment principles. Transitions refer to any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement


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Assessment task – TDA 2.1 Child and young person development Understanding how children and young people develop is crucial to your role in the real work environment in order for you to give effective support. Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2. Produce a display to include a timeline that will:  describe the expected pattern of children and young people's development from birth to 19 years, to include: - physical development - communication and intellectual development - social, emotional and behavioural development.  describe with examples how different aspects of development can affect one another.

Task 2 links to learning outcome 2, assessment criteria 2.1 and 2.2. Your display will also need to:  describe, with examples, the kinds of influences that affect children and young people’s development, including: - background - health - environment.  describe with examples the importance of recognising and responding to concerns about children and young people’s development.

Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3. Include in your display a poster that will:  identify the transitions experienced by most children and young people  identify transitions that only some children and young people may experience e.g. bereavement  describe with examples how transitions may affect children and young people’s behaviour and development.

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Unit title: Safeguarding the welfare of children and young people Unit number: TDA 2.2

Unit reference: K/601/3323

Unit level: 2


Unit aim: This unit provides the knowledge and understanding required for safeguarding the welfare of children and young people.



Learning outcomes

Assessment criteria

The learner will:

The learner can:


1. Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety.


1.1. Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including esafety. 1.2. Describe the roles of different agencies involved in safeguarding the welfare of children and young people.

2. Know what to do when children or young people are ill or injured, including emergency procedures.

2.1. Identify the signs and symptoms of common childhood illnesses. 2.2. Describe the actions to take when children or young people are ill or injured. 2.3 Identify circumstances when children and young people might require urgent medical attention.

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2.4. Describe the actions to take in response to emergency situations including:  fires  security incidents  missing children or young people. 3. Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied.

3.1. Identify the characteristics of different types of child abuse. 3.2. Describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies. 3.3. Describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying 3.4. Describe the actions to take in response to concerns that a colleague may be:  failing to comply with safeguarding procedures  harming, abusing or bullying a child or young person. 3.5. Describe the principles and boundaries of confidentiality and when to share information.


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Date:




This unit must be assessed in accordance with the TDA assessment principles. Evidence or concerns that a child or young person has been abused, harmed or bullied, or maybe at risk of harm, abuse or bullying includes:  disclosure  allegations  signs and indicators of abuse. Concerns about a colleague should recognise that those making the allegations (whistle blowers) and those subject to as yet unproven allegations have rights to protection


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Assessment task – TDA 2.2 Safeguarding the welfare of children and young people Safeguarding the welfare of children and young people is high priority in the workplace. As part of your work role you must develop an awareness of this important area. Collect information that shows you can: Task 1 links to learning outcomes 1 and 3, assessment criteria 1.1, 1.2, 3.1, 3.2, 3.3, 3.4, and 3.5.  identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety  describe the roles of different agencies involved in safeguarding the welfare of children and young people  identify the characteristics of different types of child abuse  describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies  describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or may be at risk of harm, abuse or bullying  describe the actions to take in response to concerns that a colleague may be: - failing to comply with safeguarding procedures - harming, abusing or bullying a child or young person  describe the principles and boundaries of confidentiality, and when to share information.

Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3 and 2.4. As part of safeguarding the welfare of children and young people, gather evidence that shows that you can:  identify the signs and symptoms of common childhood illnesses  describe the actions to take when children or young people are ill or injured  identify circumstances when children and young people might require urgent medical attention  describe the actions to take in response to emergency situations, including: - fires - security incidents - missing children or young people.

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Unit title: Maintain and support relationships with children and young people Unit number: TDA 2.7

Unit reference: D/601/7403

Unit level: 2


Unit aim: This unit covers the competence required to maintain and support relationships with children and young people. It requires demonstration of competence in communicating with children and young people, developing and maintaining relationships with children and young people, and supporting relationships between children and young people and others in the work setting.



Learning outcomes

Assessment criteria

The learner will:

The learner can:



Learning outcomes 1, 2 and 3 must be assessed in real work environments by a vocationally competent Assessor. Simulation is not permitted. 1. Be able to communicate with children and young people.

1.1. Communicate with children and young people in a way that is appropriate to the individual, using both conventional language and body language. 1.2. Actively listen to children and young people and value what they say, experience and feel. 1.3 Check that children and young people understand what is communicated.

2. Be able to develop and maintain relationships with children and young people.

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2.2. Give attention to individual children and young people in a way that is fair to them and the group as a whole. 2.3. Demonstrate supportive and realistic responses to children and young people’s questions, ideas, suggestions and concerns. 2.4. Provide children and young people with reasons for actions when appropriate. 2.5. Encourage children and young people to make choices for themselves. 3. Be able to support relationships between children and young people and others in the setting.

3.1. Support children and young people to communicate effectively with others. 3.2. Encourage children and young people to understand other people’s individuality, diversity and differences. 3.3 Help children and young people to understand and respect other people’s feelings and points of view. 3.4. Support children and young people to develop group agreements about the way they interact with others. 3.5. Demonstrate ways of encouraging and supporting children and young people to deal with conflict for themselves.

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Date:


Date:




This unit must be assessed in accordance with the TDA assessment principles. All of then assessment criteria must be assessed in the workplace. Communicate:  verbally  non-verbally  informally  formally.


Learning outcomes 1, 2 and 3 must be assessed in real work environments by a vocationally competent Assessor .Simulation is not permitted.


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Assessment task – TDA 2.7 Maintain and support relationships with children and young people This is a skills/competency unit only; therefore, assessment by a CACHE task is not applicable.

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Unit title: Support children and young people's positive behaviour Unit number: TDA 2.9

Unit reference: T/601/7407

Unit level: 2


Unit aim: This unit provides the knowledge, understanding and skills required to support children and young people’s positive behaviour. It requires demonstration of competence in supporting positive behaviour and responding to inappropriate behaviour.



Learning outcomes

Assessment criteria

The learner will:

The learner can:



Learning outcomes 2 and 3 must be assessed in real work environments by a vocationally competent Assessor. Simulation is not permitted. 1. Know the policies and procedures of the setting for promoting children and young people’s positive behaviour.

1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. 1.2. Describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting.

2. Be able to support positive behaviour.

2.1. Describe the benefits of encouraging and rewarding positive behaviour. 2.2. Apply skills and techniques for supporting and encouraging children and young people’s positive behaviour.

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2.3 Demonstrate realistic, consistent and supportive responses to children and young people’s behaviour. 2.4. Provide an effective role model for the standards of behaviour expected of children, young people and adults within the setting. 3. Be able to respond to inappropriate behaviour.

3.1. Select and apply agreed strategies for dealing with inappropriate behaviour. 3.2. Describe the sorts of behaviour problems that should be referred to others and to whom these should be referred.


Date:


Date:


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This unit must be assessed in accordance with the TDA assessment principles. Assessment criteria 2.2, 2.3, 2.4 and 3.1 must be assessed in the workplace. Policies and procedures of the setting relevant to promoting positive behaviour e.g.:  behaviour policy  code of conduct  rewards and sanctions  dealing with conflict and inappropriate behaviour  anti-bullying  attendance Inappropriate behaviour is behaviour which conflicts with the accepted values and beliefs of the setting and society. Inappropriate behaviour may be demonstrated through speech, writing, non-verbal behaviour or physical abuse.


Learning outcomes 2 and 3 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted.


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Assessment task – TDA 2.9 Support children and young people’s positive behaviour Task links to learning outcome 1, assessment criteria 1.1 and 1.2. Implementing the setting’s policies and procedures which promote children and young people’s positive behaviour is an important part of your job role. As a worker who has just moved into a new setting you have been asked to:  describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour  describe with examples the importance of all staff consistently and fairly applying boundaries and rules for children and young people’s behaviour in accordance with the policies and procedures of the setting.

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Unit title: Contribute to the support of child and young person development Unit number: CCLDMU 2.2

Unit reference: Y/601/3236

Unit level: 2


Unit aim: The aim of this unit is for the learner to apply their knowledge and understanding in order to support child and young person development. The unit also includes support to children and young people experiencing transitions and positive behaviour support.



Learning outcomes

Assessment criteria

The learner will:

The learner can:



Learning outcome 1, 2, 4 and 5 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted. 1. Be able to contribute to assessments of the development needs of children and young people.

1.1. Observe and record aspects of the development of a child or young person. 1.2. Identify different observation methods and know why they are used. 1.3. Support assessments of the development needs of a child or young person. 1.4. Suggest ways the identified development needs of a child or young person can be met in the work setting.

2. Be able to support the development of children and young people.

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2.1. Carry out activities with a child or young person to support their holistic development.

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2.2. Record observations of the child or young person’s participation in the activities. 2.3. Contribute to the evaluation of the activities meeting the child or young person’s identified development needs. 3. Know how to support children and young people experiencing transitions.

3.1. Describe the different transitions children and young people may experience. 3.2. Explain how to give adult support for each of these transitions.

4. Be able to support children and young people’s positive behaviour.

4.1. Explain how a work setting can encourage children and young people’s positive behaviour. 4.2. Demonstrate how children and young people are encouraged to engage in positive behaviour. 4.3. Reflect on own role in promoting positive behaviour in children or young people.

5. Be able to use reflective practice to improve own contribution to child and young person development.

5.1. Review effectiveness of own contribution to the assessment of the developmental needs of a child or young person. 5.2. Review effectiveness of own role in supporting the child or young person’s development. 5.3. Identify changes that can be made to own practice in supporting child and young person development.

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Date:

Assessor sign off of completed unit: CCLDMU 2.2 I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature:

Date:




Observe and record aspects of development e.g.:    

physical communication intellectual/cognitive social, emotional and behavioural.

Different observation methods e.g.:         

running records diary anecdotal time sampling event recording checklist narrative group, solo and 1-2-1 interaction observation with or without adults.

Support assessments e.g.:  take into account the work setting’s Assessment Framework/s  confidentiality  avoiding bias

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 children’s wishes, views and feelings  information from parents, carers, children and young people, other professionals and colleagues. Ways the identified development needs of a child or young person can be met in the work setting:     

meet individual needs (personalised) reflect children’s interests and views through play for children in early years provide challenge flexible plans.

Different types of transitions e.g.  emotional, affected by personal experience e.g. bereavement, entering/leaving care  physical e.g. moving to a new educational establishment, a new home/locality, from one activity to another  physiological e.g. puberty, long term medical conditions  intellectual e.g. moving from pre-school to primary to post-primary  smaller daily transitions  between carers. How the work setting encourages children and young people’s positive behaviour e.g.:  developing positive relationships  listening to children and valuing their opinions  providing a stimulating and challenging environment  well planned experiences  giving children choices  meet individual needs  inclusive practice  adult role model  clear boundaries  positive behaviour reinforced (praise/rewards)  encouraging children to resolve conflict  looking for reasons for inappropriate

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behaviour (through observations)  following behaviour policy  following plans for individual behaviour. Additional unit assessment requirements provided with the QCF unit

Learning outcome 1, 2 4 & 5 assessed in real work environment. Please note that for assessment of practice, the term ‘children’ or ‘young people’ can be interpreted as one child or young person or more than one.


Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles.


Learning outcomes 1, 2, 4 and 5 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted.


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Assessment task – CCLDMU 2.2 Contribute to the support of child and young person development Task links to learning outcome 3, assessment criteria 3.1 and 3.2. Children and young people may experience different transitions during their lives and may need adult support at these times. As part of your induction you are asked to prepare information to share with your colleagues which includes:  a description of the different transitions children and young people may experience  an explanation of how to give adult support for each of these transitions. NB: You may choose to use work products to support your work.

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Unit title: Contribute to children and young people's health and safety Unit number: MU 2.4

Unit reference: J/601/3491

Unit level: 2


Unit aim: To provide learners with the knowledge and skills to contribute to supporting children and young people’s health and safety.




Assessment criteria The learner can:



Learning outcomes 2, 5 and 6 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted. 1. Know the health and safety policies and procedures of the work setting.

1.1. Outline the health and safety policies and procedures of the work setting. 1.2. Identify the lines of responsibility and reporting for health and safety in the work setting. 1.3. Explain what risk assessment is and how this is managed in the work setting.

2. Be able to recognise risks and hazards in the work setting and during off site visits.

2.1. Explain why a safe but challenging environment is important for children and young people. 2.2. Identify the differences between risk and hazard.

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2.3. Identify potential hazards to the health, safety and security of children or young people in the work setting 2.4. Contribute to health and safety risk assessment in areas of the work setting and for off site visits 3. Know what to do in the event of a non-medical incident or emergency.

3.1. Identify non-medical incidents and emergencies that may occur in the work setting. 3.2. Outline the actions to take in response to the following situations:  fires  security incidents  emergency incidents.

4. Know what to do in the event of a child or young person becoming ill or injured.

4.1. Identify the signs and symptoms which may indicate that a child or young person is injured or unwell. 4.2. Identify circumstances when children or young people may need urgent medical attention. 4.3. Outline own role and responsibilities in the event of a child or young person requiring urgent medical attention.

5. Be able to follow the work setting procedures for reporting and recording accidents, incidents, emergencies and illnesses.

5.1. Describe the reporting procedures for accidents, incidents, emergencies and illnesses.

6. Be able to follow infection control procedures.

6.1. Outline procedures for infection control in own work setting.

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6.2. Describe personal protective clothing that is used to prevent spread of infection. 6.3. Demonstrate use of personal protective clothing to avoid spread of infection. 6.4. Demonstrate how to wash and dry hands to avoid the spread of infection. 6.5. Demonstrate safe disposal of waste to avoid the spread of infection. 7. Know the work setting’s procedures for receiving, storing and administering medicines.

7.1. Identify the procedures of the work setting governing the receipt, storage and administration of medicines. 7.2. Explain how the procedures of the work setting protect both children and young people and practitioners.


Date:

Assessor sign off of completed unit: MU 2.4 I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature:

Date:


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Learning outcome 6 assessed in a real work environment Units should be assessed in line with the Skills for Care and Development Assessment Strategy.


Accidents, incidents, emergencies and illnesses e.g.:  accidents involving children, young people and adults  incidents all types  emergencies such as missing children or young people, evacuation  recognising signs of illness such as fever, rashes, diarrhoea, sickness  recognising sign of injury, such as fractures and unconsciousness.




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Assessment task – MU 2.4 Contribute to children and young people’s health and safety Understanding your role in contributing to children and young people’s health and safety is a priority. As a new member of staff your line manager will need to know how you can apply this in your work setting. You have been asked to produce information that includes: Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.  an outline of the health and safety policies and procedures of the work setting  an identification of the lines of responsibility and reporting for health and safety in the work setting  an explanation of what risk assessment is and how this is managed in the work setting.

Task 2 links to learning outcome 3, assessment criteria 3.1 and 3.2.  an identification of non-medical incidents and emergencies that may occur in the work setting  an outline of the actions to take in response to the following situations: - fires - security incidents - emergency incidents. Task 3 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.  an identification of the signs and symptoms which may indicate that a child or young person is injured or unwell  an identification of the circumstances when children or young people may need urgent medical attention  an outline of your own role and responsibilities in the event of a child or young person requiring urgent medical attention.

Task 4 links to learning outcome 7, assessment criteria 7.1 and 7.2.  an identification of the procedures of the work setting governing the receipt, storage and administration of medicines  an explanation of how the procedures of the work setting protect both children and young people and practitioners. NB: You may choose to use work products to support your work.

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Unit title: Contribute to the support of the positive environments for children and young people Unit number: MU 2.8

Unit reference: H601/3496

Unit level: 2


Unit aim: The purpose of this unit is to develop the learners’ understanding of why a positive environment is important to the individual needs of children and young people and the skills required to support this.



Learning outcomes

Assessment criteria

The learner will:

The learner can:



Learning outcome 2 and 3 must be assessed in real work environments by a qualified vocationally competent Assessor. 1. Know the regulatory requirements for a positive environment for children and young people.

1.1. Describe what is meant by a positive environment.

2. Be able to support a positive environment that meets the individual needs of children and young people.

2.1. Meet and greet children and young people in a way that welcomes them into the work setting.

1.2. Identify regulatory requirements that underpin a positive environment for children and young people.

2.2. Provide opportunities for children and young people to engage in activities of choice. 2.3. Provide activities and resources to meet the individual needs of children and young people.

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2.4. Support the engagement of children or young people in activities that promote use of their senses. 2.5. Demonstrate how to give praise and encouragement to children or young people for individual achievements. 3. Be able to support the personal care needs of children and young people within a positive environment.

3.1. Explain how to effectively care for children and young people’s skin, hair and teeth. 3.2. Demonstrate how to support personal care routines that meet the individual needs of children or young people and promote their independence. 3.3. Explain how a positive environment and routine meet the emotional needs of children and their families. 3.4. Describe the importance for physical and mental well being of balancing periods of physical activity with rest and quiet time.

4. Understand how to support the nutritional and dietary needs of children and young people.

4.1. Define the basic nutritional requirements of children and young people to ensure a balanced diet and meet government guidance. 4.2. Explain how to establish the different dietary requirements of children and young people. 4.3. Describe basic food safety when providing food and drink to children and young people.


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Date:




Unit should be assessed in line with the Skills for Care and Development Assessment Strategy. Learning outcome 2 and 3 must be assessed in real work environment.


Regulatory Relevant to the frameworks within UK home nation. Environment  indoors  outdoors. Individual needs could include:  physical  social and Emotional  intellectual  language and Communication  cultural  religious  personal choice. Senses could include:  smell  taste  touch  hear  sight. Praise and encouragement could include:  verbal

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    

displaying children’s work sharing positive feedback. non-verbal highlighting positive aspects sharing time.

Personal care routines could include:  toileting  care of skin  care of teeth  opportunity for rest, quiet, sleep. Dietary requirements could include:  cultural  religious  allergies and health requirements  food preferences. Unit assessment guidance - provided by CACHE

Learning outcome 2 and 3 must be assessed in real work environments by a qualified vocationally competent Assessor. Simulation is not permitted


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Assessment task – MU2.8 Contribute to the support of positive environments for children and young people Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2. Positive environments for children and young people are underpinned by regulatory requirements. You have been asked to produce an information leaflet for children, young people, parent/carers which includes:  a description of what is meant by a positive environment  an identification of regulatory requirements that underpin a positive environment for children and young people.

Task 2 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3. You have been asked to produce the following work documents:  a poster which defines the basic nutritional requirements of children and young people to ensure a balanced diet and meet government guidance  a leaflet which explains how to establish the different dietary requirements of children and young people  a poster which describes basic food safety when providing food and drink to children and young people. NB: You may choose to use work products to support your work.

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Unit title: Understand partnership working in services for children and young people Unit number: MU 2.9

Unit reference: M/601/3498

Unit level: 2


Unit aim: This unit provides knowledge and understanding of the importance of partnership working and effective communication.



Learning outcomes

Assessment criteria

The learner will:

The learner can:


1. Understand partnership working within the context of services for children and young people.


1.1. Explain why working in partnership with others is important for children and young people. 1.2. Identify who relevant partners would be in own work setting. 1.3. Define the characteristics of effective partnership working. 1.4. Identify barriers to partnership working.

2. Understand the importance of effective communication and information sharing in services for children and young people.

2.1. Describe why clear and effective communication between partners is required. 2.2. Identify policies and procedures in the work setting for information sharing. 2.3. Explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality.

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2.4. Describe why it is important to record information clearly, accurately, legibly and concisely meeting legal requirements. 2.5. Identify how communications and records are recorded and securely stored meeting data protection requirements. 2.6. Explain why and how referrals are made to different agencies. 3. Understand the importance of partnerships with carers.

3.1. Identify the reasons for partnerships with carers. 3.2. Describe how partnerships with carers are developed and sustained in own work setting. 3.3. Describe circumstances where partnerships with carers may be difficult to develop and sustain.


Date:


Date:


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Unit should be assessed in line with the Skills for Care and Development QCF Assessment Strategy.


Others could include:  parents, carers, guardians  professionals  multi-disciplinary teams  colleagues


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Assessment task – MU 2.9 Understand partnership working in services for children and young people Partnership working is very beneficial in providing support for children, young people and their carers. Produce the following information to show an understanding of what partnership working means in practice. You may choose to keep your information in a portfolio or folder. Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.  explain why working in partnership with others is important for children and young people  identify who relevant partners would be in your own work setting  define the characteristics of effective partnership working  identify barriers to partnership working. Task 2 links to learning outcome 2, assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5 and 2.6. Effective communication is an important part of partnership working with services for children and young people. In your portfolio or folder:  describe why clear and effective communication between partners is required  identify policies and procedures in the work setting for information sharing  explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality  describe why it is important to record information clearly, accurately, legibly and concisely meeting legal requirements  identify how communications and records are recorded and securely stored meeting data protection requirements  explain why and how referrals are made to different agencies. Task 3 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3. Partnership with carers is important in working with children and young people. In your portfolio or folder:  identify the reasons for partnerships with carers  describe how partnerships with carers are developed and sustained in own work setting  describe circumstances where partnerships with carers may be difficult to develop and sustain. NB: You may choose to use work products to support your work.

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Unit title: Paediatric emergency first aid Unit number: PEFAP 001 Unit level: 2

Unit reference: F/600/2036 Unit credit value: 1

Unit aim: The purpose of the unit is for the learner to attain knowledge and practical competences required to deal with the range of paediatric emergency first aid situations contained in this unit.




Assessment criteria The learner can:



Simulation is permitted for this unit but assessment criteria 2.1, 2.2, 3.1, 4.2, 5.2 and 6.3 must be assessed in a realistic simulated environment including practical demonstration of CPR on infant and child manikins. Assessment should be carried out by a vocationally competent Assessor qualified to make assessment decisions. This means that Assessor must be capable of carrying out the full requirements within the competency of this unit. The current resuscitation council guidelines should always be referred to when assessing this qualification 1. Understand the role of the paediatric first aider.

1.1. Identify the responsibilities of a paediatric first aider. 1.2. Describe how to minimise the risk of infection to self and others. 1.3. Describe suitable first aid equipment, including personal protection, and how it is used appropriately. 1.4. Identify what information needs to be included in an accident report/incident record, and how to record it.

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1.5. Define an infant and a child for the purposes of first aid treatment. 2. Be able to assess an emergency situation and act safely and effectively.

2.1. Demonstrate how to conduct a scene survey. 2.2. Demonstrate how to conduct a primary survey on an infant and a child. 2.3. Identify when and how to call for help.

3. Be able to provide first aid for an infant and a child who is unresponsive and breathing normally.

3.1. Demonstrate how to place an infant and a child into the appropriate recovery position. 3.2. Describe how to continually assess and monitor an infant and a child whilst in your care.

4. Be able to provide first aid for an infant and a child who is unresponsive and not breathing normally.

4.1. Identify when to administer CPR to an unresponsive infant and an unresponsive child who is not breathing normally. 4.2. Demonstrate how to administer CPR using an infant and a child manikin. 4.3. Describe how to deal with an infant and a child who is experiencing a seizure.

5. Be able to provide first aid for an infant and a child who has a foreign body airway obstruction.

5.1. Differentiate between a mild and a severe airway obstruction. 5.2. Demonstrate how to treat an infant and a child who is choking. 5.3. Describe the procedure to be followed after administering the treatment for choking.

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6. Be able to provide first aid to an infant and a child who is wounded and bleeding.

6.1. Describe common types of wounds. 6.2. Describe the types and severity of bleeding and the affect that it has on an infant and a child. 6.3. Demonstrate the safe and effective management for the control of minor and major external bleeding. 6.4 Describe how to administer first aid for minor injuries.

7. Know how to provide first aid to an infant and a child who is suffering from shock.

7.1. Describe how to recognise and manage an infant and a child who is suffering from shock. 7.2. Describe how to recognise and manage an infant and a child who is suffering from anaphylactic shock.


Date:

Assessor sign off of completed unit: PEFAP 001 I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature:

Date:


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Simulation is permitted for this unit but learning outcomes 2, 3, 4, 5 and 6 must be assessed in a realistic simulated environment by a vocationally competent Assessor qualified to make assessment decisions. This means that Assessor must be capable of carrying out the full requirements within the competency of this unit.


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Assessment task – PEFAP 001 Paediatric emergency first aid As a worker in the children’s and young people’s sector, it is important to develop an awareness of the knowledge and skills involved in paediatric emergency first aid. Task links to learning outcomes 1 and 7, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 7.1 and 7.2. Produce a folder which you can refer to at work, in which you have:  identified the responsibilities of a paediatric first aider  described how to minimise the risk of infection to self and others  described suitable first aid equipment, including personal protection, and how it is used appropriately  identified what information needs to be included in an accident report/incident record, and how to record it  defined an infant and a child for the purposes of first aid treatment  described how to recognise and manage an infant and a child who is suffering from shock  described how to recognise and manage an infant and a child who is suffering from anaphylactic shock. NB: The folder produced for this unit can also be used to include information from unit MPII 002.

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Unit guidance – PEFAP 001 Paediatric emergency first aid This guidance is designed to help the learner achieve a high level of competence in dealing with emergency situations in their settings. Coping with serious incidents requires a wide range of skills. The following gives guidance on how to ensure that good quality evidence is captured to show the learner’s understanding is as full as possible. 1. Understanding the role of the paediatric first aider. The principles of first aid management are:

 to preserve life  to prevent deterioration  to promote recovery. Equipment will include:

 Personal Protective Equipment (PPE) - latex gloves - face shields - pocket masks and their use and maintenance. Other equipment and processes will cover:

   

bandages first aid kits hand hygiene prevention of infection to self and others and their use and maintenance where appropriate.

Accident Incident/records

 should comply with OFSTED 2007 and RIDDOR (1995) regulations  be accurate and complete. For the purposes of paediatric first aid

 an infant is defined as being under 12months of age  a child defined as being one to five years .

2. Assessing an emergency situation and acting safely and effectively Assessing emergency situations should include:

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    

knowing when and how to call for help assessing the casualty for level of injury assessing for any life threatening injuries conducting a primary survey on an infant and a child remembering appearance, breathing and circulation (A, B, C The Paediatric Assessment Triangle)  dealing with persons affected by the incident.

3. Providing first aid for an infant and a child who is unresponsive and breathing normally This should include:

    

a practical demonstration of the correct recovery position for an infant a practical demonstration of the correct recovery position for a child the importance of how to use them an explanation of why it is important to follow the correct processes observing, monitoring and recording A, B, C.

4 Providing first aid for an infant and a child who is unresponsive and not breathing normally CPR will include:

   

knowing when to administer CPR knowing the correct procedures for CPR a practical demonstration of CPR on infant and child manikins; alternative ventilation procedures to CPR.

Dealing with seizures will include:

    

recognising the symptoms of a seizures in infants and children managing the seizures maintaining a safe environment for the infant/child monitoring the condition of the infant/child knowing what support to provide the infant/child following the seizures.

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5 Providing first aid for an infant and a child who has a foreign body airway obstruction. This should include:

 choking recognition in infants/children  knowing the difference between and mild and severe airway obstruction  a practical demonstration on an infant manikin to show the different ways of removing a blockage from the airway of infants  a practical demonstration on a child manikin to show the different ways of removing a blockage from the airway in children  actions to be taken after administering the treatment for choking.

6. Providing first aid to an infant and a child who is wounded and bleeding This will include:

    

identifying different types of wounds from minor to severe identifying different types of bleeding: venous and arterial the affect different types of bleeding would have on an infant the affect different types of bleeding would have on a child a practical demonstration of the control of minor and major bleeding (including elevation of affected limbs and application of bandages)  how to check for foreign bodies in the wound  describing what to do when there is a foreign body in the wound  describing first aid procedures for dealing with minor injuries.

7. Know how to provide first aid to an infant and a child who is suffering from shock. This should include:

        

a primary survey identifying signs and symptoms of shock knowing the position the infant and child should be placed in observing, monitoring and recording A,B,C knowing the signs and symptoms of anaphylactic shock understanding the importance of allergen history how to manage an anaphylactic reaction in an infant/child understanding the use of an Epi-pen/Anapen and other relevant medications observing, monitoring and recording A, B, C.

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Unit title: Managing paediatric illness and injury Unit number: MPII 002

Unit reference: J/600/2037

Unit level: 2


Unit aim: The purpose of the unit is for the learner to attain knowledge and practical competences required to deal with the range of paediatric illnesses and injuries contained in this unit.



Learning outcomes

Assessment criteria

The learner will:

The learner can:



Simulation is permitted for this unit but Assessment Criteria 1.4 and 2.2 must be assessed in a realistic simulated environment by a vocationally competent Assessor qualified to make assessment decisions. This means that the Assessor must be capable of carrying out the full requirements within the competency of this unit. 1. Be able to provide first aid to an infant and a child with a suspected fracture and a dislocation.

1.1. Describe the common types of fractures. 1.2. Describe how to manage a fracture. 1.3. Describe how to manage a dislocation. 1.4. Demonstrate the application of a support sling and an elevation sling.

2. Be able to provide first aid to an infant and a child with a head, a neck and a back injury.

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2.1. Describe how to recognise and manage head injuries including:  concussion  skull fracture  cerebral compression.

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2.2. Demonstrate how to manage a suspected spinal injury. 3. Know how to provide first aid to an infant and a child with conditions affecting the eyes, ears and nose.

3.1. Describe how to manage an infant and a child with foreign bodies in their eyes, ears and nose. 3.2. Describe how to recognise and manage common eye injuries.

4. Know how to provide first aid to an infant and a child with a chronic medical condition or sudden illness.

4.1. Describe how to recognise and manage chronic medical conditions including:  sickle cell anaemia  diabetes  asthma. 4.2. Describe how to recognise and manage serious sudden illnesses including:  meningitis  febrile convulsions.

5. Know how to provide first aid to an infant and a child who is experiencing the effects of extreme heat and cold.

5.1. Describe how to recognise and treat the effect of extreme cold for an infant and a child.

6. Know how to provide first aid to an infant and a child who has sustained an electric shock.

6.1. Describe how to safely manage an incident involving electricity.

5.2. Describe how to recognise and treat the effects of extreme heat for an infant and child.

6.2. Describe first aid treatments for electric shock incidents. 7. Know how to provide first aid to an infant and a child with burns or scalds.

7.1. Describe how to recognise the severity of burns and scalds to an infant and a child and respond accordingly. 7.2. Describe how to treat burns and scalds to an infant and a child.

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8. Know how to provide first aid to an infant and a child who has been poisoned.

8.1. Describe how poisons enter the body. 8.2. Describe how to recognise and treat an infant and a child affected by common poisonous substances, including plants. 8.3. Identify sources of information that provide procedures for treating those affected by poisonous substances.

9. Know how to provide first aid to an infant and a child who has been bitten or stung.

9.1. Describe how to recognise the severity of bites and stings to an infant and a child and respond accordingly. 9.2. Describe how to recognise and treat bites and stings.


Date:

Assessor sign off of completed unit: MPII 002 I confirm that the learner has met the requirements for all Assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature:

Date:

For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Guidance for developing assessment arrangements for the unit:


Simulation is permitted for this unit but learning outcomes 1 and 2 must be assessed in a realistic simulated environment by a vocationally competent Assessor qualified to make assessment decisions. This means that Assessor must be capable of carrying out the full requirements within the competency of this unit.


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Assessment task – MPII 002 Managing paediatric illness and injury As a worker in the children’s and young peoples sector, it is important to develop an awareness of the knowledge and skills involved in managing paediatric illness and injury. Produce a folder which you can refer to at work, in which you have: Task 1 links to learning outcomes 3, 4, 5, 6, 7, 8 and 9 - assessment criteria 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 7.1, 7.2, 8.1, 8.2, 8.3, 9.1 and 9.2.  described how to manage an infant and a child with foreign bodies in their eyes, ears and nose  described how to recognise and manage common eye injuries  described how to recognise and manage chronic medical conditions including: - sickle cell anaemia - diabetes - asthma  described how to recognise and manage serious sudden illnesses including: - meningitis - febrile convulsions  described how to recognise and treat the effects of extreme cold for an infant and a child  described how to recognise and treat the effects of extreme heat for an infant and a child  described how to safely manage an incident involving electricity  described first aid treatments for electric shock incidents  described how to recognise the severity of burns and scalds to an infant and a child and respond accordingly  described how to treat burns and scalds to an infant and a child  described how poisons enter the body  described how to recognise and treat an infant and a child affected by common poisonous substances, including plants  identify sources of information that provide procedures for treating those affected by poisonous substances  described how to recognise the severity of bites and stings to an infant and a child and respond accordingly  described how to recognise and treat bites and stings. NB: The folder produced for this unit can also be used to include information from unit PEFAP 001.

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Unit guidance – MPII 002 Managing paediatric illness and injury This guidance is designed to help the learner achieve a high level of competence in dealing with emergency situations in their settings. Coping with serious incidents requires a wide range of skills. The following gives guidance on how to ensure that good quality evidence is captured to show the learner’s understanding is as full as possible. 1. Be able to provide first aid to an infant and a child with a suspected fracture and a dislocation This will include:

 describing the common types of fractures, such as simple, greenstick, complex, open and closed  how to immobilise fractures  definition of a dislocation  how to care for a child/infant with a dislocation  use of rest, ice, compression, elevation. (RICE)  observing, monitoring and recording A, B, C  knowledge of nil by mouth as further treatment may require a general anaesthetic  the learner demonstrating the application of a support sling and an elevation sling.

2. Be able to provide first aid to an infant and a child with a head, a neck and a back injury This will include:

 how to define and recognise head injuries  identify the signs and symptoms of: - concussion - skull fracture - cerebral compression     

how to manage these conditions, recognising possible connected problems such as fluid from the ear observing, monitoring and recording A, B, C when and how to send for urgent medical help the learner demonstrating how to manage a suspected spinal injury by immobilisation, keeping the spine straight, supporting head and neck at all times and observing for deterioration.

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3. Know how to provide first aid to an infant and a child with conditions affecting the eyes, ears and nose This should include:

 how to manage foreign bodies in eyes by keeping the child calm, using sterile water to remove dust/sand from eyes  how to manage foreign bodies in ears by keeping the child calm, using tepid water to remove insects from ears  how to manage foreign bodies in nose by keeping the child calm, encouraging the child to breathe through their mouth  knowing to seek immediate medical help for embedded foreign bodies in eye, ear or nose  how to recognise and treat common eye injuries such as blows to the eye (checking for injuries to the eyeball), Injuries to the eye socket, associated injuries to the head or face  considering neck injury and how to treat appropriately if there is a direct blow to the face.

4. Know how to provide first aid to an infant and a child with a chronic medical condition or sudden illness Chronic medical conditions This will include:

 recognising the signs and symptoms of sickle cell anaemia  how to manage sickle cell anaemia by administering the infant/child's regular pain relief if available, reassuring the child and keeping the child warm, sending for medical help, and child or infants parents.  recognising the signs and symptoms of diabetes  how to manage diabetes by recognising the signs of hypoglycaemia; providing sugar immediately if conscious; putting in the recovery position if unconscious, checking if insulin is prescribed in the case of a known diabetic and when to send for urgent medical attention  recognising the signs and symptoms of asthma such as difficulties or problems with speech, changes in colour of face and lips; coughing and wheezing  how to manage asthma by helping the infant/child to use inhalers; use the correct sitting position and sending for urgent medical help. Serious sudden illness This will include:

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 how to manage febrile convulsions by ensuring the infant/child is not restrained in anyway, moving objects that could cause injury, preventing choking  observing, monitoring and recording A, B, C.

5. Know how to provide first aid to an infant and a child who is experiencing the effects of extreme heat and cold This should include:

 the definition of hypothermia, in an infant and child,  signs and symptoms of hypothermia such as the colour and temperature of the skin to touch  how to manage hypothermia by: - obtaining urgent medical - preventing further body heat loss - warming the child/infant gradually if possible  the definition of hyperthermia in an infant and child  signs and symptoms of hyperthermia such as heat stroke and heat exhaustion  how to manage hyperthermia by: - use of fans to cool - loosening clothing - tepid sponging - cool liquids to drink - obtaining medical help. 6. Know how to provide first aid to an infant and a child who has sustained an electric shock This should include:

 the safe management of incidents involving electricity, i.e. not touching the infant/child if still in contact with electric wire; turning electricity off and understanding how to remove the infant/child from electric contact safely  personal safety  treatment for electric shock - look for signs and symptoms of shock and manage symptoms - treat the burn area at the site of contact  observe, monitor and record A,B,C - obtain urgent medical help/refer the casualty to hospital.

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7. Know how to provide first aid to an infant and a child with burns or scalds This will include:

 identifying the types of burns and scalds including superficial burns; partial thickness burns, full thickness burns and the relevance of the extent of burns and scalds  treatment for burns from superficial to severe burns such as: - when to remove light clothing - when not to remove burnt clothing - when to cool with water - when to keep the burn covered - when to seek medical help. 8. Know how to provide first aid to an infant and a child who has been poisoned This should include:

 knowing the different types of poisoning such as those that can be inhaled; absorbed; swallowed; those that are chemicals; plants and toxins in food  recognising when an infant/child has been affect by common poisonous substances  observing, monitoring and recording A, B, C  knowing they need to seek urgent medical attention  gathering information about the poison i.e. labels on containers or keeping any remaining substance to go with casualty, keeping any vomit to go with casualty to hospital  knowing where to get information about procedures for treating those affected by poisonous substance such as National Poisons Information Service (NPIS)

9. Know how to provide first aid to an infant and a child who has been bitten or stung This should include:

 knowing how to recognise signs and symptoms of bites and stings from different sources such as wasp and bee stings, human bites, animal bites  how to treat with a cold compress where appropriate  the correct method of removal of stings  treatment for anaphylactic shock  knowing that in all cases of human or animal bites the infant or child should receive medical attention  when and how to seek medical attention, or emergency services.

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Section 4: Appendices

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Appendix A: Explanation of verbs used in assessment criteria at Level 2 The learner’s achievement is based on their ability to meet all the assessment criteria for the unit. Verbs

Explanation

Actively listen

Concentrate on what is said or on sounds

Apply

Link existing knowledge to new or different situations

Assess

Consider information in order to make decisions

Agree

Arrive at a mutual understanding with people

Be responsive

Show sensitivity to people or events Take actions to support people or events

Carry out

Complete a task or activity

Contribute to

Give ideas or opinions about the subject Take part in activities or work roles

Classify

Organise according to a specific criteria

Compare

Examine the subjects in detail looking at similarities and differences

Define

State the meaning of a word, phrase or process

Demonstrate

Apply skills in a practical situation Show an understanding of the topic

Describe

Write or speak about the topic or activity giving detailed information

Develop

To identify and build on a topic

Differentiate

Identify the differences between two or more things

Distinguish

Show or recognise the difference between items, ideas or information

Enable

Empower, aid, support or help people to make decisions Take part in processes or undertake tasks

Encourage

Support people to achieve

Establish

Secure acceptance for Come to an understanding of

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Estimate

Give an approximate decision or opinion using previous knowledge or experience

Explain

Make clear Give reasons for

Evaluate

Examine strengths and weaknesses Make points for and against

Give (positive and negative points….)

Provide information showing the advantages and disadvantages of the subject

Give an example of …

Provide a sample or model relevant to the topic

Give reasons

Provide information to show why

Give ways

Provide information to show how

Identify

Provide brief information about a subject, specific process or activity

Illustrate

Give clear information or description with examples (e.g. spoken, written, pictures, diagrams)

Indicate

Point out or point to Direct attention to

Interact

Work together with Make a working relationship with

Intervene

Be involved with people to have an effect on their actions

Locate

To find, select or show where

Maintain

Keep up or continue in current condition

Make

Construct, compose, produce

Manage

Be able to deal with

Observe

Watch

Order

Place information in a logical sequence

Outline

Identify or briefly describe the main points

Plan

Think about and organise information in a logical way

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Perform

Carry out or do Take an action Follow an instruction

Produce

Make, create, bring or find through learning or creative ability

Protect

Safeguard, keep safe

Provide

Supply relevant information, products or resource

Record

Keep information in writing or by other methods

Reflect

Learners should look at their actions, experiences or learning and think about how this could inform their future action, learning or practice

Report

Make an official or formal statement Put information together for others

Respect

Value Hold in high regard

Respond to

Take action Reply or answer

Review and revise

Look back over the topic or activity and make or identify adjustments, changes or additions that would improve the topic or activity

Select

Choose for a specific purpose

Share

Give information to others Let others have information or resources

Show

Give or demonstrate information or knowledge

State

Give the main points in brief, clear sentences

Suggest

Propose an idea or ways of doing

Support

Uphold or back up people’s decisions Give help or advice

Use

Take or apply an item, resource or piece of information as required

Use (a range of…)

Provide information relevant to the task or topic

Work

Engage with people or in tasks Operate

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This/ qualification contains units at different levels. For expectations for QCF assessment at levels other than Level 2, please refer to the “CACHE ‘How to’ … A Guide to Assessing CACHE QCF Qualifications” document on the CACHE website: www.cache.org.uk.

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Appendix B: Glossary Additional information (in relation to unit layout)

This is where the assessment strategy / principles relating to the unit are identified. When required this will include specific guidance relating to the assessment of the unit and information to support the learner to achieve.

Assessment

The process of making judgements about the extent to which a learner’s work meets the assessment criteria of a unit, or any additional assessment requirements of a qualification.

Assessment criteria

Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.

Assessment method

Ways in which a learner could evidence their achievements against assessment criteria to an Assessor. Each CACHE qualification has a set of recommended assessment methods that best suits its content and level. A summary of all CACHE recommended assessment methods is included in Appendix D.

Assessment strategy / principles

The overall requirements for assessing and quality assuring learning outcomes within a qualification that have been set by a Sector Skills Council or CACHE.

Assessor

A person who makes an assessment judgement about the evidence that is presented by a learner against the relevant assessment criteria. A unit or qualification’s assessment strategy / principles will determine whether an Assessor needs to be occupationally knowledgeable, occupationally competent or qualified to make assessment judgements for that unit or qualification.

Award

A QCF qualification with credit value between 1 and 12.

Awarding organisation

A body such as CACHE recognised by the qualifications regulators to award credits and qualifications.

Certificate

A QCF qualification with credit value between 13 and 36.

Certificate for a unit or qualification

A record of attainment of credit or a qualification issued by an awarding organisation.

Credit

The value given to a learner in recognition of the achievement of the designated learning outcomes of a unit.

Credit value

The number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit and subsequently a qualification. Compare to Unit credit value.

Diploma

A QCF qualification with credit value of 37 or above.

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Diversity

Children, young people and adults and their families come from a variety of backgrounds and family structures. There may be a range or variation of people’s characteristics in aspects such as gender, sexual orientation, lifestyle, family composition, abilities, cultural and linguistic backgrounds and other differences.

Equivalent unit

A QCF unit from a different qualification or submitted by another recognised organisation that is deemed to be of equivalent value and so can count towards a qualification in place of one or more designated mandatory or optional units from it. For CACHE qualifications, any existing equivalent unit will be identified in the initial Qualification Specification and Learner Achievement Log; any further equivalencies agreed during the qualification’s lifetime will be identified in updated materials available on the CACHE website www.cache.org.uk.

Evidence Record

The CACHE recording document for recording evidence of learner assessment activities.

Exemption

The facility for a learner to claim exemption from some of the achievement requirements of a QCF qualification, using evidence of certificated, non-QCF achievement deemed to be of the same value. For CACHE qualifications, any existing exemption will be identified in the initial Qualification Specification and Learner Achievement Log; any further exemptions agreed during the qualification’s lifetime will be identified in updated materials available on the CACHE website www.cache.org.uk.

Frequently asked questions (FAQs)

These are regularly updated common questions that are asked of CACHE about the qualifications and services offered. They are available on the CACHE website www.cache.org.uk.

Guided learning hours (GLH)

The average number of hours of supervised or directed study time or assessment required to achieve a qualification or unit of a qualification.

Inclusion

Ensuring that every child, young person, adult or learner is given equality of opportunity to access education and care by meeting their specific needs.

Inclusive practice

Inclusion in education and care is one aspect of inclusion in society. Taking whatever steps are necessary to ensure that every child, young person, adult or learner is given an equal chance of taking advantage of the opportunities offered to them.

Internal Quality Assurer

An individual with responsibility for assuring the consistency of assessment judgements within a Centre. A unit or qualification’s assessment strategy / principles will determine whether an Internal Quality Assurer needs to be occupationally knowledgeable, occupationally competent or qualified to make quality assurance judgements for that unit or qualification.

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Knowledge

When QCF assessment criteria, learning outcomes or units are said to be knowledge based, this means that they are about the learner knowing or understanding and not necessarily doing. For most CACHE qualifications this is predominantly within the context of the learner’s work role in a real work environment but the specific unit guidance for each unit being assessed should be checked for clarity as some learning outcomes will be solely concerned with knowledge. Learning outcomes for knowledge generally begin with ‘Know’ or ‘Understand’.

Learner Achievement Log (LAL)

The key CACHE publication providing information for learners in relation to a particular qualification. It contains important information on what is required of learners and includes the primary documents for recording the learner’s achievements as they progress through the qualification. The primary resource for information on any in-year updates or amendments to these publications is the CACHE website www.cache.org.uk but notification of any changes would be highlighted to Centres as part of CACHE’s regular newsletter communications.

Learning outcome

A statement of what a learner can be expected to know, understand or do as a result of a process of learning.

Learning time

The amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.

Level

An indication of the relative level of challenge or difficulty of a unit. This includes demand, complexity and / or depth of achievement, and / or the autonomy of the learner in demonstrating that achievement.

Level descriptors for the QCF

A set of statements that enable achievements to be located at a particular level in the QCF framework.

Mandatory unit

A unit in a set of rules of combination that must be achieved for the qualification to be awarded. Mandatory units are always included in the CACHE Qualification Specifications and the Learner Achievement Logs. Compare to Optional unit below.

National occupational standards (NOS)

These sets of standards define the competencies which apply to job roles or occupations in a particular sector in the form of statements of performance, knowledge and the evidence to confirm competence. They cover the key activities undertaken within the occupation in question under all the circumstances the job holder is likely to encounter.

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Optional unit

A unit named in a set of rules of combination that a learner may choose to achieve the required number of units / credits for award of the qualification. Optional units are generally available on the CACHE website www.cache.org.uk rather than being included in CACHE Qualification Specifications and Learner Achievement Logs as there are often many of them. Where there are just a few, these are included in the CACHE Qualification Specifications and the Learner Achievement Logs. Compare to Mandatory unit above.

Pathway

A route to the achievement of a qualification that requires a combination of credits to be achieved from particular units and is identified by an endorsement to a qualification title.

Personal Learner Record (PLR)

An authoritative record of all credit and qualification achievements made by an individual learner in the QCF. Managed by the Learning Records Service and populated with information from the Skills Funding Agency in partnership with other education providers, the full integration of the PLR will take place from September 2010.The PLR will be a free service intended to empower the learner to view and review their learning and support them in making the right learning choices in the context of the QCF. The learner will be able to view all of their QCF achievement data, on-line, and in one place. Anyone aged 16 or over can log-in to a secure website to view their very own Personal Learning Record providing they have a Unique Learner Number (ULN).

Pass / Refer

Where the Assessor makes a judgement on whether the evidence presented by the learner has met the assessment criteria / not met the assessment criteria.

Plagiarism

When a learner claims work to be their own when it is not. All work submitted towards a unit or qualification must be the learner’s own and not copied from anyone or anywhere else unless the source of the information has been clearly referenced.

Qualification reference number (QRN)

The unique reference number assigned to the qualification at accreditation by the regulatory authority Ofqual.

Qualification Specification (QS)

The key CACHE publication providing information for Centre staff in relation to a particular qualification. It contains important information on the details of units and assessments. The primary resource for information on any in-year updates or amendments to these publications is the CACHE website www.cache.org.uk but notification of any changes would be highlighted to Centres as part of CACHE’s regular newsletter communications.

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Qualifications and Credit Framework (QCF)

A framework for creating and accrediting qualifications in England, Wales and Northern Ireland. It is designed to provide learners, learning providers and employers with an inclusive and flexible regulated qualifications framework containing units and qualifications that recognise the widest possible range of quality assured learner achievements. It introduces a standard currency for learner achievement across the qualifications system through the award of credit.

Real work environment (RWE)

A setting that is a real workplace with real children, young people and / or adults which is relevant to the unit a learner is working towards.


The CACHE recording document to plan learner activities and record Assessor feedback.

Reflective practice

A learner should consider their actions, experiences or learning and the implications of these in order to suggest significant developments for future action, learning or practice. These are recognised cycles of reflective practice. Reflective practice can also show that a learner performed exceptionally well.

Regulatory authorities

The organisations with statutory responsibility for regulating external qualifications in the three countries where QCF operates. In England this is Ofqual (the Office of the Qualifications and Examinations Regulator), in Wales this is DCELLS (the Department for Children, Education, Lifelong Learning and Skills of the Welsh Assembly Government) and in Northern Ireland, CCEA (the Council for the Curriculum, Examinations and Assessment).

Rules of combination

The phrase that is used to describe how units and their associated credit values can be put together to form a named and recognised qualification.

Sector Skills Council (SSC)

SSCs are independent, employer led, UK wide organisations designed to build a skills system that is driven by employer demand. SSCs aim to reduce skills gaps and shortages; improve productivity, business and public service performance; increase opportunities to boost the skills and productivity of everyone in the sector's workforce; and improve learning supply through national occupational standards, apprenticeships, and further and higher education.

Skills / competency

When QCF assessment criteria, learning outcomes or units are said to be skills or competency based, this means that they are about the learner being able to perform a variety of tasks. For most CACHE qualifications this is predominantly within the learner’s work role in a real work environment but the specific unit guidance for each unit being assessed should be checked for clarity. Learning outcomes for skills / competency generally begin with ‘Be able to’.

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Unique Learner Number (ULN)

This is an individual number available to anyone over the age of 14 years involved in UK education which will transfer with them when they move on to other programmes of study. Learners do not need a ULN to take a CACHE qualification but without one, Centres may not be able to access public funding on their behalf. It is expected that in the future learners will be able to access their Personal Learning Record.

Unit aim

A short statement providing a brief outline of the unit’s content.

Unit assessment guidance

Any additional guidance which may be provided to support the assessment of the unit.

Unit Assessment Record (UAR)

The CACHE recording document to record learner achievement of assessment criteria and confirm completion of units. This is a mandatory document that needs to be completed and authorised for each unit for each learner to claim certification.

Unit credit value

The credit value that has been given to a unit based on the average expected learning time for a learner. Compare to credit value above.

Unit level

This denotes the level of the unit within the QCF framework.

Unit number

An identifying code assigned to the unit by the owner of the unit (i.e. a Sector Skills Council, CACHE or another awarding organisation).

Unit reference

The unique reference number assigned to the unit at accreditation by the regulatory authority Ofqual.

Unit title

The titling of the unit that provides a clear, concise explanation of the content of the unit.

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Appendix C: Recording document templates The following pages contain blank templates of CACHE recording documents. The Centre may reproduce or photocopy these documents or devise their own documents which comply with the content of these ones. Templates are also available on the CACHE website (www.cache.org.uk) and the content of these can be hand written or completed electronically.

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Record of Assessment Cycle Purpose: an ongoing record of planning and feedback between Assessor and learner Learner name Unique Learner Number

CACHE PIN Assessor name

Unit

Planned activities:

Due date


Assessment criteria


Feedback:

Date

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Unit

Planned activities:

Due date


Assessment criteria


Feedback:

Date

Completion date

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Evidence Record Purpose: to record learner evidence against a range of assessment methods Learner name CACHE PIN

ULN

Assessor name Assessment method Direct observation Professional discussion Reflection on own practice Expert Witness evidence

Learner’s plans / records Recognition of prior learning Other (please state)

Unit


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CACHE Level 2 Certificate for the Children and Young People’s Workforce Learner Achievement Log Unit


Learner signature

Date

Assessor signature

Date

Assessment criteria

Internal quality assurance (as appropriate) Name Signature

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Appendix D: Summary of recommended assessment methods Ref.

Assessment method

Suitable for assessing skills / competence

Suitable for assessing knowledge

A

Direct observation of learner by Assessor

Yes

Yes

B

Professional discussion

Yes

Yes

C

Expert Witness evidence

Yes

Yes

D

Learner’s own work products

Yes

Yes

E

Learner log or reflective diary

Yes

Yes

F

Activity plan or planned activity

Yes

Yes

G

Observation of children, young people or adults by the learner

Yes

Yes

H

Portfolio of evidence

Yes

Yes

I

Recognition of prior learning

Yes

Yes

J

Reflection on own practice in real work environment

Yes

Yes

K

Written and pictorial information

No

Yes

L

Scenario or case study

No

Yes

M

Task set by CACHE (for knowledge learning outcomes)

No

Yes

N

Oral questions and answers

No

Yes

O

Assessment method devised by Centre and approved by CACHE

No

Yes

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Appendix E: Guidance on the use of e-portfolio for QCF For the purposes of recording evidence of assessment, an e-portfolio is an electronic version of a ‘traditional’ paper based record and must:  provide a secure facility for the learner to store evidence of assessment and achievement  provide the CACHE Centre with an audit trail of the assessment and internal quality assurance processes  allow access to CACHE staff for quality assurance purposes. Where e-portfolios are used they need to provide functionality in order to provide:  evidence of the assessment process: - planning between learner and Assessor - implementation of plans – e.g. carrying out assessment - feedback following assessment judgements - auditable record of assessment judgement - evidence of implementation of internal and external quality assurance  evidence presented to show that the requirements of the assessment criteria in the unit or units of a qualification have been achieved  auditable evidence of assessment judgements which show that the requirements of the assessment criteria in the unit or units of a qualification have been achieved  evidence that internal quality assurance is carried out by the CACHE Centre  evidence that external quality assurance is carried out by CACHE Centre Advisor. Storing information:  each individual that accesses the e-portfolio system must be provided with a personalised and secure login, i.e. the learner, the Assessor, the Internal and External Quality Assurers  the information must be presented in a format capable of validation  there must be a secure area to hold evidence, to ensure its validity  it must form part of an auditable trail  evidence must be able to be added over time to support successful completion.

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Section 5: Feedback CACHE Level 2 Certificate for the Children and Young People’s Workforce – Learner Achievement Log Please use this form to let us know what you think of this publication. Examples of the things we would like to know are:    

does the publication contain everything you need what you did or did not like about the publication was it easy to find the information you needed any other comments or suggestions about the publication.

Comments:

This feedback form can also be downloaded from www.cache.org.uk and e-mailed to [email protected]. Post or fax to:

CACHE Qualifications Development Manager CACHE Apex House 81 Camp Road St. Albans Herts AL1 5GB Fax: 01727 818613

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