CACHE Level 3 Diploma in Child Care and Education (DCE) Test Paper –27th September 2005 MARKING GUIDELINES

– STRICTLY CONFIDENTIAL

GENERAL ADVICE It is essential that external examiners realise that the suggestions for answers included in these marking guidelines are only exemplars. Questions have been designed to be openended allowing candidates to include a range of responses. Candidates’ knowledge and understanding should be recognised wherever possible. External examiners should raise any issues relating to candidates’ responses at the Standardisation Meeting. Candidates’ answers may be in a variety of formats such as bullet points. It is important that external examiners mark only for content and not for grammar, spelling or punctuation. The following criteria should be used in conjunction with the marking criteria to assist external examiners with the grade level of responses. It is thought that: Refer • Candidate shows very limited understanding and/or fails to answer the question.

E level responses • makes simple or unsubstantiated statements. • displays a basic understanding of the subject matter • responds in a descriptive way rather than in an analytical way • makes one or two responses to the questions • lacks evidence of in-depth knowledge D and C level responses • shows some development of ideas • shows a clear understanding of the question • gives clear and relevant examples to support their answers • may refer briefly to the work of a theorist where appropriate to the subject • could have given more detailed information and/or a more detailed response A and B level responses • has developed ideas fully • gives detailed answers and shows an in-depth understanding of the subject matter • gives detailed examples and provides relevant evidence to support response • refers in detail throughout their work to one or more theorists where appropriate to the subject

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DCE Test Paper 27 September 2005 Marking Guidelines

SECTION ONE 20 marks Question 1.1 (8 marks) Developing self-help skills is important to children’s all round development. Explain why. Number of marks 7-8 Marks Criteria Detailed answer relating to holistic development. Example Answers may include: • Benefits to physical development: confidence in physical skills develops fine and gross motor skills to learn to feed, wash, toilet, dress themselves ability to make decisions about challenges and risks • Benefits to social and emotional development: independence confirms self-worth, enhances self-esteem recognition of individuality adaptability reduces frustration • Benefits to cognitive development: active learning, learning through trial and error encourages persistence, perseverance, learning dispositions.

4-6 Marks

0-3 Marks

Less detailed response. Only some areas of development included. Limited Response

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 1.2 (12 Marks) Describe how the Child Care and Education worker can support a child aged 1-2 years to develop self-help skills within an early years setting. Number Of Marks 9-12 Marks Criteria Detailed description appropriate for 1-2 years. Examples from practice may be given to support response. Example Answers may include: • examples of self-help skills appropriate to age and stage of development, links to Birth to Three Matters Framework • observations • parents’ wishes • appropriate routines • providing time in routines • appropriate equipment, resources • praise and encouragement • patience • recording achievements • Health & Safety procedures • risk assessment • meeting individual needs • role of key person • team work.

5-8 Marks 0-4 Marks

Less detailed response. Some appropriate ways given. Limited response.

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DCE Test Paper 27 September 2005 Marking Guidelines

SECTION TWO 30 marks

Question 2.1 (12 marks) Children need opportunities to explore their surroundings. Explain why. Number of marks 9-12 Marks Criteria Detailed answer. Answer may have holistic response or focus one or two areas in depth with supporting theories. Example Answers may include: • benefits to learning, learning theories/theorists, experimental learning, learning through senses, Piaget, Montessori, Steiner, High Scope • acquire new skills • develop own interests • provides opportunities to consolidate skills and learning • benefits to creativity • links to curriculum • opportunities to learn about challenge and risk, setting own boundaries • scientific learning/knowledge and understanding of world • ability to transfer learning to new situations • benefits to confidence and selfesteem • indoor and outdoor opportunities • benefits to social skills.

5-8 Marks 0-4 Marks

Less detailed response. Clear understanding. Limited understanding.

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 2.2 Choose one activity for children aged 3-5 years. a) (9 marks) Describe how this activity can make use of both the indoor and outdoor environments. Number of marks 7-9 Marks Criteria Detailed description of how activity appropriate for 3-5 years can be used indoors and outdoors. Example Answers may include: • activity described suitable for the age range • how the activity will be implemented both indoors and outdoors • resources for indoors and outdoors • supervision/staff ratios/health and safety • idea of scale/extension opportunities/limitations

4-6 Marks

0-3 Marks

Less detailed description of how activity can be used indoors and outdoors. Limited response.

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 2.2(b) (9 marks) Explain how this activity supports areas of the curriculum for children aged 3-5 years. Number of marks 7-9 Marks Criteria Detailed description of how the activity relates to relevant curriculum areas. Example Answers may include: • reference to areas of appropriate curriculum • meeting individual needs • role of adult in supporting learning/learning theories/theorists • observing/recording/teamwork • planning cycle.

4-6 Marks 0-3 Marks

Sound understanding. Links made to relevant curriculum. Limited Response.

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DCE Test Paper 27 September 2005 Marking Guidelines

SECTION THREE 25 marks

Question 3.1 (5marks) Identify factors in the environment which may affect children’s health. Number of marks 5 marks Criteria Wide range of factors identified, showing good understanding. Example Answers may include: • smoking • pollution • pesticides • food additives • sun • dog/animal faeces • discarded needles/condoms • hazards such as: traffic, chemicals, electricity, water.

3-4 marks

Some factors identified. Hazards only may be given. One or two factors given.

1-2 marks

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 3.2 (10 marks) Describe how the early years setting can support a child who has a food allergy. Number of marks 8-10 marks Criteria Detailed answer demonstrating good understanding of how to meet the needs of a child and policies and procedures in the setting. Example Answers may include: • information from parents/contact details • role of key person • understanding of condition • emergency procedures if appropriate • keep team informed • record child’s particular needs • keep records updated • inclusive practice for meal/snack time routines and activities/experiences • how special need is raised with other children • support child’s independence • policies and procedures of setting • keeping all staff up to date • observation and record keeping • knowledge of support groups • on-going dialogue with parents to ensure information is up to date and accurate • ensure all staff including cover staff are kept up to date and are always vigilant and attentive.

4-7 marks

Less detailed response. Appropriate ways to support child included. Limited response

1-3 marks

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 3.3 (10 marks) Explain why meal and snack times are important in maintaining and promoting the health of children. Number of marks 8-10 marks Criteria Detailed response showing clear understanding of a range of ways meal/snack times may benefit children’s health in the short and long term. Example Answers may include: • balanced diet for healthy development • healthy choices/habits for life • long term benefits in preventing obesity, diabetes, dental caries, • experience of new foods/range of tastes and textures • emotional benefits: unhurried, sense of well-being, independence, choice, self feeding skills, routine, eating with adults, social interaction, pleasurable experience • understanding of hygiene/safe food preparation • keeping children hydrated

4-7 marks

Less detailed response. Clear understanding of some long and short-term benefits to children’s health. Some ways children’s health may benefit given. Limited or no explanations given.

1-3 marks

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DCE Test Paper 27 September 2005 Marking Guidelines

SECTION FOUR 25 marks

Question 4.1(5 marks) Identify social and economic factors which may affect family lifestyle and choices. Number of marks 5 marks Criteria Wide range of factors identified showing good understanding. Example Answers may include: • standards of living • low/high paid work • unemployment/employment • qualifications • housing • effects of benefits systems • Hours and patterns of work e.g. shift/night work, weekend work, overtime. • chronic health problems/disability • drug/alcohol addiction • transport • living in rural area • family size.

3-4 marks

Some factors identified showing clear understanding. Limited response. One or two factors given.

1-2 marks

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 4.2 (10 marks) Describe the role of the Child Care and Education worker in an early years setting in supporting a child and family who are experiencing economic difficulties. Number of marks 8-10 marks Criteria Detailed answer demonstrating clear understanding of the role of the Child Care and Education worker in relation to both the child and family. Example Answers may include: • recognition of the scope of the Child Care and Education worker’s work • respect for the child and family • meet the child’s needs sensitively • confidentiality • understanding and respecting family’s priorities/nonjudgemental attitude • recognising ways parents respond to others • work within the procedures of the setting • direct to other appropriate agencies • involvement in activities to support families e.g. toy library, good as new sales.

5-7 marks

Less detailed answer. Clear understanding of the Child Care and Education worker role in relation to both the child and family. Limited understanding of the role of the Child Care and Education worker. References made to families or children only.

1-4 marks

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DCE Test Paper 27 September 2005 Marking Guidelines

Question 4.3 (10 marks) Explain the importance of positive relationships between the early years setting and parents. Number of marks 8-10 marks Criteria Example

In depth response showing good Answers may include: understanding about how positive • benefits to children; relationships may benefit the feel included, valued, respected, child, parents and setting. sense of well being, conducive to learning, meet potential, consistent approach at home and in setting. • benefits to parents: parental rights, feel respected and valued, cultural and social values respected, develop trust, involvement in setting, provide support. • benefits to setting: develops trust, understanding of children’s needs, interests and how to meet them, develop parents’ understanding of aims of setting, parents’ involvement in setting, enables potentially difficult situations to be resolved without conflict. Less detailed answer. Clear understanding of benefits to both parents and children or setting. Limited response. One or more benefits identified.

5-7 marks

1-4 marks

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DCE Test Paper 27 September 2005 Marking Guidelines

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