CACHE

Candidate Handbook
Level 3 Diploma in Child Care and Education 2007 Syllabus, Regulations and Assessment Materials (Centres have a Centre Information Pack which contains additional information)

8th edition

© CACHE 2007
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 Children's Care and Education. Qualification Accreditation Number 100/0649/7

Published in Great Britain by CACHE
First edition 2000 Second edition 2001 Third edition 2002 Fourth edition 2003 Fifth edition 2004 Sixth edition 2005 Version 7 June 2006 Version 8 August 2007 Book Book Book Book Book Book Book Book code code code code code code code code D633 D775 D908 D1028 D1174 D1174-05/06 100/0649/7/V7 100/0649/7/V8

Publication date
August 2007

Publisher
Council for Awards in Children's Care and Education Beaufort House 23 Grosvenor Road St Albans Hertfordshire AL1 3AW Telephone 0845 347 2123 Registered Company No: 2887166 Registered Charity No: 1036232

Printed in England by
Corporate Document Services 8 Faraday Road Rabans Lane Industrial Estate Aylesbury Bucks HP19 8RY CDS Ref: 422286

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Contents

Contents
Information Sheet Assignment Planner Introduction iii v vii

Section 1
What do you have to do? Candidate registration Qualification fees Entry requirements Possible restrictions on entry to the qualification Key Skills Children with special needs Recommended hours Attendance at classes Remission of tuition Practical training UCAS tariff points Placement monitoring Guidelines and requirements for direct entry to the Diploma Year 2 General requirements Accreditation of prior achievement for candidates entering directly into Year 2 of the Diploma Specific requirements for access from particular programmes The Irish Further Education and Training Awards Council (www.fetac.ie) Progression from the Level 3 Diploma in Child Care and Education

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3 4 4 4 4 4 5 5 5 5 5 6 6 7 8 8 10 12 12

Section 2 – Learning Outcomes and the Syllabus
Unit 1 – Observation and Assessment Unit 2 – Work with Young Children Unit 3 – Foundations to Caring Unit 4 – The Developing Child Unit 5 – Health and Community Care Unit 6 – Play, Curriculum and Early Learning Unit 7 – Work with Babies in the First Year of Life Unit 8 – Preparation for Employment

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Unit 9 – The Provision of Services and the Protection of Children Unit 10 – Anti-Discriminatory/Anti-Bias Practice Unit 11 – Working with Parents Unit 12 – Practical Training

53 57 61 63

Section 3 – Assessment of your learning
Assessment of your learning Assessment procedures Plagiarism Portfolios Unit assignments Referral of Unit Assignments Improving your grades for assignments marked by the Centre Reasonable adjustments Overall grade for the qualification Additional support Certification References and Bibliography Re-mark enquiry and Appeals Procedure

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69 69 69 70 70 70 71 71 72 72 72 72 72

Section 4 – Practice Evidence Record Sheets Section 5 – Unit 1 & 2 Documentation & Unit Assignments Annex A – Record of Grades table Annex B – About CACHE Annex C – The CACHE website: www.cache.org.uk Annex D – The Links between the Diploma Programme and the National Occupational Standards

73 125 177 181 185 189

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Information Sheet

Information Sheet
Your Personal Details
Name:

Address:

Telephone Number:

PIN:

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

Your Study Centre Details
Site/Centre Name:

Address:

Telephone Number:

Site/Centre Number:

Name of your Course Tutor:

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Assignment Planner
It should be noted that this form is not mandatory and Centres may devise their own form for planning

CACHE Level 3 Diploma in Child Care and Education

© CACHE 2007 Version 8

Candidate Name: _____________________________ Group Tutor: ___________________________

PIN: ________________________________________ Please enter submission date into appropriate box

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Introduction

Introduction
Would you like to work as a: • • • • • • • • Nursery practitioner Pre-school leader Nanny Home based carer Creche leader Nursery supervisor Special educational needs support worker Community nursery practitioner, working with different professionals.

Then this qualification is for you. The CACHE Level 3 Diploma in Child Care and Education: • • • • • provides an qualification that allows the candidate to practice in almost every early years environment of Children's Services in the United Kingdom and several countries abroad prepares you to work with children in their early years and their families as well as older children with special needs gives you a secure basis of knowledge and assesses practical skills allows you to work unsupervised or in a supervisory capacity provides an qualification that allows progression to higher level professional training such as the CACHE Level 4 qualifications, related higher education programmes for example nursing, teaching or foundation degrees (subject to the entry requirements of the individual university or college) carries UCAS tariff points i.e. you can achieve a maximum of 240 points for the theory component and 120 for the professional practice, e.g. an A grade for both these components is equivalent to 3 "A" levels is a level 3 qualification on the Qualifications and Curriculum Authority (QCA) National Framework of Qualifications.

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Section 1

Section 1
What do you have to do?
The Diploma is normally a two-year full-time programme. Some Centres however may offer the qualification in a part time mode or, where candidates have already achieved specific CACHE qualifications, may allow direct entry into year 2. There are 12 units including the practical training. Each unit can stand-alone and be certificated. Unit 12 Practical Training: Practice Evidence Records/Professional Development Profiles, is not certificated. CACHE advises Centres to offer Unit 3 Foundations to Caring in the first year. Units 1 and 2 are studied throughout both years. Other than this, the Centre will decide the order in which they deliver the units. The requirements of the Practice Evidence Records and Professional Development Profiles in Unit 12 must be met to a satisfactory standard. It is very important to link theory to practice and you will find that generally, the unit you are studying has close links with the training environment where you have been placed.

Unit 1 2 3 4 5 6 7 8 9 10 11 12

Title Observation and Assessment Work with Young Children Foundations to Caring The Developing Child Health and Community Care Play, Curriculum and Early Learning Work with Babies in the First Year of Life Preparation for Employment The Provision of Services Anti-Discriminatory Working with Parents Practical Training

Recommended Guided Learning Hours 120 hours 120 hours 90 hours 90 hours 90 hours 90 hours 30 hours 30 hours 60 hours 60 hours 30 hours 750 hours 90 hours 1650 hours

Personal and subject based tutorial time Total for the whole course including practical training

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Candidate registration
When you start the course your Centre will register you for the qualification with CACHE. You must have this in order to enter for the external assessment of the qualification. If this is the first qualification you have undertaken with CACHE you will be issued with a Personal Identification Number (PIN). The PIN should be used if you are registered for any subsequent qualifications with CACHE.

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

Entry requirements
CACHE does not recommend any formal entry qualifications. However you should: • • be over 16 years of age be able to show you will be able to cope with the demands of the programme. For example you have achieved a GSCE at grade C or above in English and at least one other subject. Mature applicants may have different equivalent qualifications.

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

Possible restrictions on entry to the qualification
If you work with children and young people you are exempt from the Rehabilitation of Offenders Act 1974. In most Centres a security check, e.g. Criminal Record Bureau will be necessary for all volunteers, candidates in placement and employees working in this vocational area.

Key Skills
This is not a compulsory part of the CACHE Level 3 Diploma in Child Care and Education, but you may be required to study Key Skills. With your tutor, you may wish to use the website: www.cache.org.uk to identify where the best evidence for your Key Skills portfolio can be found.

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

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

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

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

Practical training
A total of 125 days or 750 hours of practical training is recommended and your Centre will allocate the hours within the age groups below. Birth – 11 months 1 – 3 years 11 months 4 – 7 years 11 months recommended 15 days recommended 30 days recommended 40 days

The remaining 40 recommended days may be spent with any of the above age ranges, except in a special needs environment where the age range may differ. To become a competent practitioner the range of training environments should provide for a spread of experience. Your tutor will only sign Unit 12 when satisfied that you have achieved the criteria for the Practice Evidence Record Profiles and Professional Development Profiles. You will need to demonstrate satisfactory personal and professional development throughout your training by passing at least 3 Professional Development Profiles. One must come from at least two different age ranges, with a minimum of one being produced in each academic year of the two year programme.
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Where you are in supervised employment with children within the age range Birth – 7 years 11 months you may take some of your practical training in your place of employment as long as it is approved by your Centre and registered by the appropriate authorities. However you must cover all the age ranges and should have placements outside your work environment to gain balanced and wider experience. At least two of your Professional Development Profiles should come from other environments. For candidates who enter year two this is reduced to one external environment and Professional Development Profile.

UCAS tariff points
The CACHE Diploma has UCAS tariff points. A maximum of 240 points can be given for the theoretical component of the qualification i.e. a combined grade for units 3 - 11 and a maximum of 120 points for your professional practice i.e. a combined grade for units 1 and 2. Your total UCAS tariff points are allocated on the basis of the overall grades awarded shown below. Theory Professional Practice AA BB CC DD EE A B C D E 120 100 80 60 40

240 200 160 120 80

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

Placement monitoring
It is necessary for the Centre to work closely with practical work environments to assess your level of competence. The criteria are set out in Section 4. This qualification has been mapped to the NVQ in Children's Care, Learning and Development. The relationship between the units in this qualification and the NVQ Children's Care, Learning and Development are shown on the Practice Evidence Record sheets in Section 4. You will be visited in your training environments by a tutor or placement officer from your Centre and will be given verbal and written feedback following the visit.

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Guidelines and requirements for direct entry to the Diploma Year 2
Candidates who have successfully completed any of the following qualifications and who registered for their qualification after September 2000 may be able to enter directly into the year 2 of the Diploma, but this is at the discretion of the Centre. You should speak to your Centre if this may apply to you. • • • • • CACHE Level 2 Certificate in Child Care and Education NVQ Level 2 in Early Years Care and Education or NVQ Level 2 in Children’s Care, Learning and Development CACHE Level 3 Diploma in Pre-School Practice Northern Ireland Pre-School Playgroup Association (NIPPA) Diploma in Pre-School Practice Wales Pre-School Playgroup Association Diploma in Playgroup Practice.

Candidates with the qualifications listed may fall into the following categories: (a) Those who will benefit from direct entry into the year 2 of the Diploma and undertake a reduced programme of teaching and assessment for the Diploma and are able to undertake this in less than two years. (b) Those who will benefit from direct entry into the year 2 of the Diploma and undertake a reduced programme of teaching and assessment for the Diploma but require a greater time to do this than category (a) candidates. (c) Those who will benefit from the full two year (or equivalent) Diploma programme without any reduction in the programme, either teaching or assessment. N.B. Study Centres are reminded that they must exercise discretion in the selection of category (a) candidates as the assessment burden will be very demanding.

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General requirements
Attainment of the Diploma by candidates entering directly into the year 2
Candidates entering directly into the year 2 must: • pass the assessment scheme in each of the following Units: 1, 2, 4, 5, 6, 8, 9 and 10. Units 7 or 11 may need to be completed dependent on your previous qualification. Generally, work cannot be brought forward from past study for assessment purposes complete the PERs relating to the units taken complete two successful PDPs pass the external assessment (test) at the end of the course.

• • •

Accreditation of Prior Achievement for candidates entering directly into Year 2 of the Diploma
Candidates entering directly into year 2 of the Diploma will be referred to as being exempted for a maximum of 2 units. These candidates take 9 units, plus Practice Evidence Records and PDPs. Centres must use the appropriate registration form and the overall grade calculations are on page 179. Programme for all candidates entering directly into the year 2 of the Diploma (includes recommended hours for practical training): Unit 1 2 4 5 6 Title Observation and Assessment Work with Young Children The Developing Child Health and Community Care Play, Curriculum and Early Learning Suggested Time Allocation 60 hours 60 hours 60 hours 60 hours 60 hours

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Unit 7

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

Suggested Time Allocation 30 hours

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

30 hours

9

The Provision of Services and the Protection of Children Anti-Discriminatory/Anti-Bias Practice Working with parents Candidates who have successfully completed the following qualifications and who registered for their qualification after 2000 are exempt from the assessment of this unit: • NVQ Level 2 in Early Years Care and Education or Children’s Care, Learning and Development • CACHE Level 3 Diploma in Pre-School Practice • Northern Ireland Pre-School Playgroup Association (NIPPA) Diploma in Pre-School Practice • CACHE Level 3 Diploma in Playgroup Practice in Wales • CACHE Level 2 Certificate in Child Care and Education Option Unit 5b, Parents and Carers.

30 hours

10 11

30 hours 30 hours*

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Unit 12

Title Practical Training: Practice Evidence Records/Professional Development Profiles CACHE Diploma Test Paper

Suggested Time Allocation 360 hours

Candidates will be tested on the whole Diploma curriculum 60 hours 840 hours

Tutorial Total including practical training * NB •

All candidates have to pass the test paper (including Units 3, 7 and 11) and candidates must be given a flexible programme that ensures they have covered the whole Diploma syllabus, therefore Centres must ensure candidates entering directly into year 2 are sufficiently prepared in all units. Candidates may only be exempted from Unit 3 and ONE other unit (7 or 11only).

Specific requirements for access from particular programmes
Direct access to year 2 from Certificate or NVQ Level 2 in Early Years Care and Education entrants - requirements for practical training placements
A total of 60 days (360 hours) should be in practical training placements. In order to achieve competence in practical work, the range of placements used by Centres must provide for the spread of experience in working with young children. The following are recommended days with particular age groups but may be varied according to an individual candidate's needs: Birth - 1 year – recommended 15 days (90 hours) OR 10 days for those who have completed the Certificate in Child Care & Education Option 5a Working with Babies, or NVQ units C12, C13 1 - 3 years 11 months – recommended 20 days (120 hours) 4 - 7 years 11 months – recommended 10 days (60 hours) The setting(s) for the remaining 10/20 days required in practical placements are at the Centre's discretion and should reflect local circumstances and candidate need. Placements giving experience of a range of settings such as with Health Visitors, in hospital settings or in special schools are encouraged, even when not indicated by the PERs.

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If you are in employment at least one practical placement of 20 days or above should be outside your employment setting and should provide one of your required Professional Development Profiles (PDPs). Candidates with an NVQ at Level 2 in Early Years Care and Education NVQ Level 2 in Children’s Care, Learning and Development must be given additional teaching and support in the area of work with parents. This is to enable them to attain the same standard as Diploma candidates undertaking Unit 11. The form and content of this additional teaching is not specified by CACHE, but the external moderator may ask for evidence that it is taking place. Direct Access to the Diploma year 2 is available for holders of the qualifications below: • • • • Pre-School Learning Alliance Diploma in Pre-School Practice Northern Ireland Pre-School Playgroup Association (NIPPA) CACHE Level 3 Diploma in Pre-School Practice Wales Pre-School Playgroup Association Diploma in Playgroup Practice.

Candidates must have obtained their qualifications within the last five years. Direct entrants with the above qualifications must: • have substantial authenticated practical experience of employment or as a volunteer in this occupational field, i.e. 3 years full time or part-time equivalent. A candidate's experience of bringing up their own family cannot be considered complete the full training and its associated assessment undertake the following recommended minimum days of practical training: Birth - 1 year 1 - 2 year 11 months 3 - 4 years 11 months 5 - 7 years 11 months 15 days 5 days 5 days 20 days (in primary school setting)

• •

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

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

The Irish Further Education and Training Awards Council (www.fetac.ie)
Where candidates who wish to gain the Diploma already hold the FETAC Certificate in Child Care Level 2, they do not need to undertake Units 3 or 4 of the Diploma (teaching or assessment). A grade E Pass only should be entered on to the Mark Record Sheet. Candidates holding the FETAC qualification must complete the whole of the remainder of the Diploma programme. In addition to accreditation for Units 3 and 4 the following will also apply: • • • • Remission of tuition up to 50% for Units 5, 6, 7, 8. Candidates will be required to undertake the assessment for these units. No remission for Units 9 and 10. Assessed work from the FETAC course can be used in the Diploma Units 1 and 2 portfolios if it meets all the criteria and is assessed using CACHE grading criteria. No accreditation for practical work and practical placement requirements.

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

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Section 2

Section 2
Learning Outcomes and the Syllabus

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Section 2

Section 2 – Learning Outcomes and the Syllabus
Unit 1 – Observation and Assessment
Aims
This module aims to enable candidates to develop knowledge and understanding of the principles of observation and assessment and their use in the care and education of children.

Learning outcomes
On successful completion of this unit you will be able to: • Explain: • the use of observations as a means of recording development different methods of observation and recording techniques

Consider: the role of observation and assessment in planning the value of observing and assessing children

Examine: the assessment of children's development and the implications for practice the links between current research and practice in explaining development and learning.

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Syllabus
This unit will teach you about: 1. Demonstrate knowledge and understanding of the principles of observation and assessment: a) Show understanding of the reasons why practitioners use observations and assessment to: • • • • • • • • • • • • • b) inform planning build a profile of individuals review effectiveness of areas of provision and use of resources promote children's development identify learning priorities and plan relevant and motivating experiences review own practice develop understanding of the areas of development develop understanding of the areas of learning protect children understand how children deal with conflict identify changes in behaviour see how children interact with adults and other children understand individual children's needs.

Have knowledge of different methods of observation: • • • • • • • • • written record time and event samples target child checklists graphs, pie and bar charts and histograms longitudinal studies sociograms media - photographs, video, taped language samples high Scope Pre-school key Experiences.

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Section 2

c) d) e) f) g) h) i) j)

Consider the appropriate method to use in different situations Explore the advantages and limitations of the different observational methods and the validity and reliability of observation material Reflect upon confidentiality issues when carrying out observations Show understanding of inclusive and anti-discriminatory/ anti bias Identify the difference between objectivity and subjectivity Recognise the need for unbiased, non-judgemental analysis Practice carrying out observations using different methods and build confidence Consider the professional role and responsibilities of the student in carrying out observations and assessments.

2. How to use observations and assessments to identify the development of children: a) Develop knowledge and understanding of all areas of child development: • • • • • • • b) c) d) e) f) g) physical intellectual cultural language emotional social spiritual/moral.

Knowledge of development for a range of ages Understanding of factors that may affect development Consider the role of the childcare practitioner in meeting children's development needs Consider the role of the student in meeting children's developmental needs Develop an understanding of observations and assessments of children involved in activities within the curriculum frameworks Understand how observations and assessments are used to demonstrate awareness of children who may need additional support and consider how support is to be provided

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h) i) j) k)

How to identify the needs of children through observing individuals, and groups, using a variety of methods Consider the use of observations as a basis for discussion with children and parents Consider the methods used to share information with other professionals and in partnership with parents Consider the impact of information gained from observations and assessments on the practitioner, the child and the parent.

3. Using observations and assessments to respond appropriately to children's needs and facilitate their progress: a) b) c) d) e) Recognise that every aspect of development and learning is interrelated and interdependent Investigate current methods of recording assessments based upon observations The role of evaluation of observations carried out in different settings with a range of children and using different methods The importance of being a reflective practitioner in understanding of children's development and learning The use of observations to assess children's achievements, interests and learning styles and recommend activities that are well planned and purposeful based upon this information Recognise patterns in children's play, development, interactions, learning and link to the age and stage of development An understanding of current research in relation to children's development and learning Using observations to identify learning priorities and to plan appropriate and motivating experiences for children to promote development The use of observation and assessment in informing planning and in relation to current curriculum frameworks How to use information gained from observations to reflect on whether individual needs are met Understand the use of observations when working with other professionals.

f) g) h) i) j) k)

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Section 2

Assessment
You will need to demonstrate that you have achieved the outcomes by producing: A portfolio of 20 observations and assessments (known as 'observations') throughout the whole study period.

Requirements for each observation and the final portfolio
The portfolio must contain: • • • • • • • • • 2 - 4 observations of children Birth - 11 months 2 - 4 observations of children 1 - 3 years 11 months 2 - 4 observations of children aged 4 - 7 years 11 months 2 observations of children learning through a framework/curriculum for children aged Birth - 5 years 11 months 2 observations of children learning through a curriculum for children aged aged 6 - 7 years 11 months 3 observations which must be of groups of children 10 observations which must be of individual children 4 different methods of observation/forms of recording The remaining observations can be from any of the above age ranges.

Each observation must: • • • • • • • • • be undertaken during your approved work environment be individually numbered include confirmation from the early years environment of primary carer's permission to carry out the observation and authenticated by a signature include the date, time duration of observation and type of setting maintain confidentiality and protect the identity of children state the roles of other adults present be signed as authentic by your workplace supervisor or tutor meet all the CACHE criteria for observations be recorded on the DCE Unit 1 Portfolio Requirements matrix.

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Section 2

Unit 2 – Work with Young Children
Your work, and learning for this unit will continue throughout the whole of the qualification. It will link in to your placements and practical work and will involve you in demonstrating that you can plan and carry out activities which promote children's learning over the whole of the age range Birth - 7 years 11 months, with a wide range of abilities and from different cultures and backgrounds. You will develop a set of plans which will provide evidence of your knowledge and understanding. Your workplace supervisor, as well as your tutor will give you advice and support for this unit. Overseas candidates please note: Assessment for this unit should be produced in relation to the curriculum and country where you live. All candidates will need to have a knowledge of the UK curriculum as it may appear in the external assessment.

Learning Outcomes
On successful completion of this unit you will be able to: • • • • • plan curriculum activities which will promote children's learning and development identify curriculum activities which will promote children's learning and development evaluate the use of curriculum activities in promoting children's learning and development plan appropriate routines for babies and young children understand your role and that of other colleagues.

Syllabus
This unit will teach you about: 1. Planning the curriculum, activities/experiences and routines to promote children's learning: a) b) c) d) ways of providing a rationale for the play, activities and experiences within the curriculum plans working within a structured and unstructured framework how to plan routines for young children including the Birth - 1 age range how to plan play, learning activities and experiences for children aged Birth - 3 years 11 months utilising everyday opportunities

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e) f) g) h) i)

the constraints of the setting safety and needs of children, carers and colleagues how to use the views of primary carers, colleagues and other professionals how to involve children in planning Early Years curriculum frameworks in the UK including Foundation Stage, Foundation Phase in Wales and Curriculum Guidance for Pre-school Education in Northern Ireland The National Curriculum the role and responsibilities of the childcare practitioner in planning for babies and young children layout and attractive presentation of activities.

j) k) l)

2. Appropriate activities and experiences to promote children's learning and development: a) Providing a range of activities and experiences such as: Communication, language and literacy: • • • • • • books and stories songs and rhymes music speaking and listening early reading and writing experimenting with sounds, words and texts.

Mathematical development: • • • • • • counting; using numbers in context recognising numerals sorting and matching number operations number rhymes, songs and stories using mathematical language.

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Section 2

Knowledge and understanding of the world: • • • • • • exploring and selecting equipment and materials using the environment and the natural world using technology using tools and techniques discovering how things happen and work understanding immediate past and present.

Personal, social and emotional development: • • • • games of various types turn taking and sharing; working as a group role play dressing and personal hygiene.

Physical development: • • • • • physical play using balls and small equipment physical activity using large equipment activities to encourage balance, co-ordination and movement handling tools, objects, equipment and materials safely activities to develop an awareness of keeping healthy.

Creative development: • • • • • • b) c) activities involving texture, shape, form, space, colour and dimension activities involving sand tactile and sensory experiences imaginative and role play music, dance, stories, using imagination expression of thoughts and ideas through tools and materials.

Providing or suggesting suitable supporting materials and resources with reasons for their use Ways of making maximum use of the available resources in the setting and in the local community.
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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

3. How to evaluate activities and experiences designed to promote children's learning and development: a) b) c) d) e) how to set and use criteria for evaluation, e.g. validity, reliability, links to assessment, self-reflection etc methods of monitoring, observing and recording how to present evaluations and plans for future work to primary carers, carers or other professionals resource considerations modifying, adapting and revising plans following evaluation and/or the changing needs of children.

4. The importance of inclusive practice/anti-discriminatory/anti-bias practice in providing activities for all children: a) b) ways to use material designed to extend understanding, equality of opportunity and a positive world view how to provide activities and routines for children with particular needs including sensory impairment.

5. The role of the child care and education practitioner: a) b) c) the planning cycle the roles of other professionals and the lines of reporting and responsibility self-reflection and self-evaluation.

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Section 2

Assignment Task – What do I have to do?
The whole task must be completed in order to achieve the unit.

Complete this task
Carry out and present 4 pieces of work in a final portfolio that demonstrates your ability to: • • • • identify and plan curriculum activities which will promote children's learning and development evaluate the use of curriculum activities in promoting children's learning and development plan appropriate routines for babies and young children understand your role and that of other colleagues'.

In order to meet the assessment outcomes of this unit, the final portfolio of 4 pieces of work must contain: 1) ONE curriculum plan, which will promote the learning and development of children from ONE of the following age groups: • Birth - 3 years • 3 - 5 years 11 months 2) Two detailed activity plans that support the teacher's planning for children's learning (aged 6-7 years 11 months) according to the appropriate curriculum of the country in which they (and you) live. A routine for a session in an early years environment for children from ONE of the following age groups: • Birth - 11 months • 1 - 3 years 11 months 4) One additional piece of work from any of the above.

3)

Each piece of work must be signed as authentic by your workplace supervisor or tutor. Each piece of work must be numbered and easy to find. You must maintain confidentiality and protect the identity of children. You may include charts and diagrams to show your plans.

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

Curriculum Plan
ONE curriculum plan, which will promote the learning and development of children from ONE of the following age groups: • • Birth - 3 years 3 - 5 years 11 months

The curriculum plan must show how you can plan and carry out a range of appropriate activities/or experiences for ONE area of a relevant curriculum framework. Your curriculum plan must include: • • • • an overall plan showing a range of activities/experiences how your plan relates to the appropriate curriculum framework TWO detailed activity plans developed from the range of activities/experiences, which you must implement in your placement a resource for ONE of your detailed activity plans which will support the children's learning, such as a story sack, game, chart, book, a display in which the children have been involved reflections on your learning after implementation.

The detailed activity plans should include: • • • • a description of the planned activity the learning that may take place for the child how the detailed activities planned relate to the age and stage of development of the children an assessment of the learning which has taken place for the children after the detailed activity plans have been implemented.

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2. Requirements for TWO activities/experiences that support the teacher's planning for children's learning (aged 6-7 years 11 months) according to the appropriate curriculum of the country in which they (and you) live. You must include: • two detailed activity plans that support the learning of children aged 6-7 years 11 months. (The activity plans should support the planning which has been undertaken by the class teacher.) a suitable resource for ONE detailed activity plan that will support the learning and development of the children.

EACH detailed activity plan must be implemented. 3. Requirements for a daily routine to support the care and development of children. A routine should cover all the aspects of all activities to meet the development needs of children throughout the period of the routine. You should use a daily routine from an early years setting, which takes account of a session for children from ONE of the following age groups: • • Birth - 11 months 1 - 3 years 11 months.

You must be able to take part in carrying out this routine. Your work must include: • • • • • • • the aim of the overall routine an outline of the overall routine the aim of the chosen part of the routine a detailed description of the chosen activity/aspect of care how this part of the routine relates to the age and stage of development of the children reflections on your learning after carrying out this part of the routine recommendations for future practice.

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

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These are the overall grade criteria for your PORTFOLIO. See pages 105 - 115 for grading criteria. You must achieve Grade A - E for each piece of work in your portfolio. Each grade will be allocated these points: Grade Grade Grade Grade Grade A B C D E = = = = = 5 4 3 2 1 points points points points point

The points for each piece of work will be added together and the total of your points will determine the overall grade for your portfolio as follows: Portfolio Portfolio Portfolio Portfolio Portfolio Grade Grade Grade Grade Grade A B C D E = = = = = 18 - 20 points 15 - 17 points 11 - 14 points 7 - 10 points 4 - 6 points

Referral
If your Portfolio contains less than Four pieces of work at Grade E or above your grade for this unit will be a Referral. The grade you achieve for your portfolio will be your grade for Unit 2.

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Unit 3 – Foundations to Caring
This unit will prepare you to work safely with children, to provide care and appropriate stimulation in a variety of settings. The physical care of children is vitally important, and you will need to learn how to meet the physical needs of children and to comply with legal requirements, policies and guidelines. The environment of the child refers to both indoor and outdoor settings. CACHE recommends that you undertake additional training in food handling.

Learning Outcomes
On successful completion of this unit, you will be able to: • • • • • • recognise the factors which provide a positive environment for children understand your role and that of other colleagues in promoting and maintaining a positive environment understand how to provide an environment which will meet the needs of individual children identify best practice in provision of physical care for children understand the regulations and good practice which support physical care and a positive environment for children understand the principles of nutrition and the importance of food.

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

Syllabus
This unit will teach you about: 1. The characteristics of a positive child care and education environment: a) b) c) d) physical, social, personal, cultural environment and other aspects of a child's experience ways to promote a healthy, hygienic, safe, caring and stimulating environment the importance of a reassuring and secure environment the importance of supporting and promoting inclusive/anti-discriminatory practice and equality of opportunity

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e) f) g) h)

ways of adapting the environment to meet special and particular needs environmental factors such as layout, lighting, heating, use of colour how to display children's work ways to encourage children to relate positively to the world around them.

2. Professional practice in the support of a positive care and education environment: a) b) c) d) ways to promote relationships between the care and education setting and the primary carer/home and family working as part of a team lines of management and reporting effects of other professionals on the child's environment.

3. Physical care: a) b) c) d) e) f) basic physical and health needs of children basic care of individual children and groups of children throughout the age range Birth - 7 years 11 months e.g. washing, toileting, mealtime and general supervision care and protection of skin, oral hygiene, care of hair and feet children's needs for rest and sleep and the benefits for children signs and symptoms of potential concern including signs and symptoms of infection, skin abrasions, or injuries bladder and bowel control including signs and symptoms of potential concern.

4. Regulations and good practice to support physical care and a positive environment: a) current food handling and health and safety requirements and regulations for child care and education settings to include current health and safety, risk assessment, food handling, inspection requirements, settings own polices practices personal hygiene routines for each level of development use of equipment and materials, safety and cost factors safe and hygienic practice with children when caring for animals

b) c) d)

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e) f) g) h)

identification and reporting of potential hazards in all types of settings significant adults as positive role models safe management of daily routines such as home times as well as emergency procedures safe management of trips and outings.

5. Diet, nutrition and food: a) b) c) d) e) f) g) h) i) the role of food and nutrition as part of an overall healthy lifestyle requirements of a balanced diet methods of preparation and their effects on nutritional value economic and social factors affecting diet and nutrition the effects of dietary deficiencies and common food allergies the effects of illness on a child's appetite and ways to meet their nutritional needs presentation and children's food preferences cultural, and religious importance of food the social and educational role of food and mealtime preparation, mealtimes and clearing away.

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Unit 4 – The Developing Child
Understanding how children develop is a key requirement for all those who work in early years. Your learning in this unit will underpin much of the work you carry out and a great deal of the content of other units. This unit covers the development of children from Birth - 7 years 11 months. It will assist you with the requirements for many of the units within the National Occupational Standards.

Learning Outcomes
On successful completion of this unit you will be able to: • • • • • understand the general principles of child development show a basic and broad understanding of the stages of children's development from Birth - 7 years 11 months understand the role of the adults in the development of the child understand the effects of separation on the child implement basic techniques for managing behaviour.

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

Syllabus
This unit will teach you about: 1. The general principles of child development: a) b) c) d) an overview of the main theoretical perspectives of development use of measurements and age and stage of development, recognition of variations in ages of achievement the role of social, cultural, religious, economic and environmental factors in the promotion of development provision for children whose development falls outside the accepted norms.

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2. Cognitive development: a) b) c) d) e) f) g) h) i) the stages and sequence of cognitive development Birth - 7 years 11 months concentration, attention and memory span, sensory and perceptual development influences from biological, environmental and social and emotional development basic conceptual development active learning, the importance of play the role of the adult in promoting development the importance of stimulation children who experience developmental delay children who experience sensory impairment.

3. Language development: a) b) c) d) e) the stages and sequence of language development Birth - 7 years 11 months the inter-related components of language development such as listening, expressive and receptive language, reading and writing the particular needs of children who use more than one language the effect of language delay on overall development the role of adults in promoting language development.

4. Physical development: a) the stages and sequence of physical development Birth - 7 years 11 months • different aspects of physical development e.g. • b) c) gross motor skills/large muscle movements fine manipulative skills/eye/hand co-ordination skills of locomotion and balance

relationship to other developmental areas.

implications and consequences of delayed or impaired physical development the role of the adult in promoting physical development.

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5. Emotional and social development: a) b) c) d) e) f) g) h) i) the stages and sequence of emotional and social development Birth - 7 years 11 months environmental influences on emotional and social development the importance of play in social and emotional development factors which affect emotional and social development, such as genetic, physical, and cultural influences the role of the adult in promoting social and emotional development strategies to help young children relate to others and encourage socially acceptable behaviour how to meet the needs of children who express themselves or relate to others in particular, or challenging ways influences on the development of self-image e.g. ethnicity, gender, language, particular and special needs, abuse, economic circumstances role of adults in promoting a positive self-image.

6. Effects on children of separation from primary carer/s or carer/s: a) b) c) d) an outline of the main theoretical perspectives on attachment, separation and loss in children's lives effects on children of different ages and their families of the transition from the home environment to other settings effects of multiple transitions, separations and/or carers on children at different ages and stages of development strategies to enable children and families to cope with change and transition e.g. key worker system.

7. Managing behaviour: a) b) c) d) e) links between needs, feelings and behaviour strategies and resources to encourage children to recognise and deal with their feelings the effects of loss and grief the role of the adult links between behaviour and stages of development including conditioning and social learning theory

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f) g) h) i) j)

causes of change in usual behaviour patterns including distress, abuse, illness promoting and encouraging positive behaviour techniques of managing undesirable aspects of children's behaviour including modification, encouragement, re-inforcement, harm reduction goals and boundary setting, frameworks for behaviour use of physical punishment by: • • primary carers/carers professionals

k) l)

management of challenging situations policies and procedures of work settings

m) responses to racist, sexist or other discriminatory behaviour n) sources of specialist help and guidance.

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Unit 5 – Health and Community Care
In this unit you will learn about the promotion and maintenance of health, including surveillance programmes, childhood illnesses, the care of the sick child and a child with a life threatening or terminal illness. This unit will provide you with the basic knowledge required to work in most early years care and education settings. If you plan to work in a hospital setting, this unit will provide a useful introduction and overview, although it is not intended to be a detailed preparation for that role. The Council strongly recommends that you undertake a practically based externally assessed course in First Aid of at least 12 hours duration.

Learning Outcomes
On the successful completion of this unit you will be able to: • • • • • identify how the health of children and their families can be promoted and maintained demonstrate a basic understanding of how ill health is caused and the steps which can be taken to prevent it recognise and respond to basic, common illnesses in children recognise and respond to health emergencies provide support to sick children and to their parents/carers and families.

You will need to demonstrate that you have achieved the outcomes by successfully completing the Unit Assignment for this unit. This unit will teach you about: 1. The promotion and maintenance of health: a) b) c) the principles of the promotion and maintenance of personal health in children and adults including definitions of health and rights to health methods of preventing illness e.g. education, public health, immunisation, screening surveillance the key factors in the promotion of community health and health education e.g. primary, secondary and tertiary groups, approaches such as educational, empowerment, fear primary, secondary and tertiary health care

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e) f)

influences on health and access to health care e.g. social, economic, cultural the role of the child care and education practitioner and other professionals in supporting health services to children and families in the community e.g. health promotion specialist, health visitor, GP etc.

2. Causes and prevention of ill-health: a) b) c) d) causes of ill health e.g. genetic inheritance, microbiological infection, allergies, parasitic infections, environmental causes the range and purpose of immunisations available for young children and the relative responsibility of parents and professionals involved the possible side effects and contra-indications to immunisation programmes and parental concerns tests involved in common screening/surveillance programmes.

3. The effects of ill health on children and families: a) possible effects of: • • b) c) d) e) f) acute and chronic illness on the overall development of the child and their family prolonged illness, hospital or institutional care on a child's overall development.

the impact on children of varying ages of planned and emergency admission to hospital role of carer/child care and education practitioner in providing support for the child and family the particular problems of children in isolation particular problems and needs of children with life threatening terminal illness and those of their families the role of play and specific play activities in mitigating the effects of illness, hospitalisation and/or medical and surgical procedures for children.

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4. Responses to childhood illness: a) symptoms of the more commonly encountered acute chronic illnesses or infections including any common complications and possible treatments e.g. asthma, cystic fibrosis, diabetes, measles, rubella, meningitis etc. significance of symptoms in relation to age, developmental stage and skin tone actions to take - e.g. reporting, obtaining help monitoring children's health ways of dealing with distress in a sick child basic routines in caring for sick children e.g. informing parents, adapting normal routines, safe hygiene practices health and safety policies and procedures for the hygienic and safe disposal of body fluids/waste, the prevention of cross-infection, and the minimising of health and safety risks in the different settings procedures for administering medicines e.g. legal requirements, settings safe storage and labelling of medicines medication and health records first aid responses in emergency situations.

b) c) d) e) f) g)

h) i) j) k)

5. Ways of supporting children suffering from common illnesses: a) b) c) d) range of common illnesses and conditions e.g. asthma, eczema, ENT conditions, cystic fibrosis, diabetes, epilepsy etc methods of support e.g. establishing routines, working with families, working with other professionals, empowering etc use of common medications, range of medications signs and symptoms which indicate an emergency.

6. Providing support to parents and families: a) b) c) d) needs and anxieties of parents/carers when children are ill range of social, emotional, cultural and religious responses to illness of a child multi-disciplinary working, liaison and sharing information, confidentiality support groups and networks available to families including access to information.

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Unit 6 – Play, Curriculum and Early Learning
This unit is designed to give you an understanding of the play and learning opportunities offered to babies and children in a variety of group care and education settings. It explicitly includes children who are in Key Stage 1 classes in primary schools and children who may be following the appropriate curriculum for children aged 5 - 7 years in the country in which they live, which means that if you work in a school setting, you will be able to support the work of the class teacher. The term 'early years curriculum' refers to all early years education which is the curriculum offered to children before they commence statutory education. * Overseas candidates please note: Assessment for this unit is to be produced in relation to the curriculum and country where you live. All candidates will need to have a knowledge of the UK curriculum as it may appear in the external assessment.

Learning Outcomes
On successful completion of this unit, you will be able to: • • • • • demonstrate how to provide a positive environment for play and learning recognise the links between play and learning show how the Early Years and National Curriculum are structured and assessed and how learning and play are linked identify the extent of your own role and that of other adults in promoting play and learning identify the value of various types of play and the ways in which each can be promoted.

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

Syllabus
This unit will teach you about: 1. How to provide an environment that supports and encourages learning: a) b) c) the selection of equipment and materials which promote a non-biased and a positive world view developmentally appropriate activities, materials, equipment and resources designed to promote and support learning provision which builds on the experiences and background of a baby or young child

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d) e)

role of play and playful experiences in early learning how to care for and maintain the equipment, room and materials.

2. The role of the adult in supporting children's learning and development: a) b) c) d) e) the learning opportunities in everyday routines the different types and forms of activity including adult directed, child initiated, structured, and spontaneous appropriate interventions to support learning and development how to support self-reliance, self-confidence and independence how to support concentration, direction, application and task achievement.

3. The principles of effective communication with babies and young children: a) b) c) d) e) f) g) how to communicate appropriately with babies and young children according to their stage of development use of non-verbal communication e.g. touch, massage, tone of voice, expression etc common communication difficulties experienced by young children and babies speaking and listening activities methods of communicating with children who have sensory impairment or delayed development the importance of songs, rhymes, story telling, finger plays and musical activities with young children criteria for selecting appropriate books.

4. The curriculum: a) b) different educational and philosophical approaches to the curriculum for babies and young children curriculum designed to meet the social, cultural and linguistic needs of all children including those with particular needs which encourages a positive image and identity the current curriculum/framework for children from Birth - 7 years eleven months.

c)

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5. The role of the child care and education practitioner in the delivery of the curriculum/framework for babies and young children: a) developing children's competence in language and literacy (e.g. emergent writing, auditory discrimination, early reading skills, reading and writing skills, reading conventions and writing forms) developing children's knowledge and understanding of the environment, other people and features of the natural and made world numeracy skills, using and understanding simple mathematical language and the development of mathematical concepts such as number, shape, pattern, sequencing mass and volume creative development (e.g. exploration of sound, colour, texture, shape and form and space in two and three dimensions; art, music, dance, stories and imaginative play; using materials, tools and instruments) physical development (e.g. physical control, mobility, awareness of space and manipulative skills in indoor and outdoor environments; developing positive attitudes to a healthy and active way of life) personal, social and emotional development (e.g. learning how to work, play and co-operate with others, understanding of self and others and aspects of personal, social, moral, spiritual and cultural learning) development of learning towards the current curriculum/framework for children from birth to the end of the early years curriculum.

b) c)

d)

e)

f)

g)

6. The structure and content of the National Curriculum: a) b) c) structure and component parts the assessment structure at Key Stage 1 how to support children's abilities in speaking and listening (e.g. encouraging children to talk, listen to others and respond appropriately, develop confidence in speaking and listening, develop awareness of use of English language) how to support children's reading and writing abilities (e.g. reading aloud shared and guided reading, phonic and graphic clues, composition, transcription, writing forms) how to support children's learning in mathematics (e.g. numeracy concepts, sorting, matching, ordering, classify, represent and interpret data, shape, space and measures, mathematical language, use and application of mathematics) how to support children's learning in science (e.g. use of play, importance in health and day to day life application of information technology, life processes and living things, developing questioning skills, materials and properties).

d)

e)

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7. The purpose and potential of play activities: a) b) c) d) theoretical and philosophical approaches to children's play providing for a range of different types of play both individual and group the role of play for the developing child how to provide materials and approaches to meet the particular needs of individual children including those with special needs.

8. Play environments and materials: a) safe secure and stimulating play environment e.g. the effects of room design and physical conditions on play, safety issues in respect of equipment, security considerations different play materials and equipment e.g. indoor equipment, outdoor equipment, uses with different age groups selection, maintenance and organisation of material and equipment within the home and group settings e.g. safe and hygienic storage, labelling, inspection, reporting faults, de-commissioning evaluation of the role of play in an overall curriculum plan e.g. methods of evaluation, developing criteria, using observations etc.

b) c)

d)

9. Types of play: a) creative play with natural and other materials including: • • b) play with natural and other materials, tools and equipment e.g. sand, water, paint, clay, dough, musical instruments, sensory materials opportunities for creative play appropriate to a child's stage of development.

physical play with large equipment including: • • • • • • activities and large equipment suitable for physical play, both indoors and outdoors the value of physical play to the overall development of the child including the particular value of outdoor play safety issues with regard to physical play, both indoors and outdoors, the setting up and use of equipment potential hazards and the principles of accident prevention how to use space effectively balancing the provision of a challenging play experience against the child's need to consolidate and practice skills.

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c)

imaginative play including: • • • • different forms of imaginative play, e.g. role, domestic, doll, small world play, fantasy and dramatic play different forms of imaginative play for different stages of development 'pretend play' areas and how to use space, both indoors and outdoors props for imaginative play including those which could be used to extend children's understanding of different cultures and which reflect the cultural diversity of the children in the group.

d)

manipulative play including: • • • range of materials and equipment suitable for gross and fine manipulative play ways to evaluate materials and equipment used in manipulative play providing for manipulative play for different stages of development.

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Unit 7 – Work with Babies in the First Year of Life
In this unit you will learn about conception, birth, ante-natal care and the care and learning opportunities of young babies. You may have already covered the development of children Birth - 7 years 11 months in Unit 4. The emphasis of this unit is on the growing and developing baby and you will learn about pregnancy and birth in less detail. However, all the different aspects of working with babies are very closely linked, so it is hard to separate care, development and learning. It is likely that you will undertake a work placement with babies under 1 year around the same time as you work on this unit.

Learning Outcomes
On successful completion of this unit you will be able to: • • • • • • understand in outline the processes of conception, pregnancy, birth and the post-natal period understand how to promote development and learning identify how to practice with safety and provide a positive caring environment understand how to promote a positive relationship with primary carers understand the dietary needs of the baby recognise and meet the needs of babies being cared for in a group or home-based setting.

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

Syllabus
This unit will teach you about: 1. The processes of conception, birth and the post-natal care of mother and baby: a) b) c) d) outline knowledge of the process of conception and development of the unborn baby the key principles and practice of ante-natal care outline knowledge of the birth process and difficulties which may be encountered and their effects the particular needs of low birth weight babies and multiple birth babies, the potential impact on their care and subsequent overall development.

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2. The principles of promoting development and learning: a) b) the role and responsibilities of the child care and education practitioner and other adults in promoting the overall development of the baby the role and responsibilities of the child care and education practitioner and other adults in the provision of a safe, secure and stimulating environment for children Birth - 1 year the importance of the quality of adult/baby interaction the role of play and playful experiences in overall development activities, materials and equipment which promote the overall development of the baby according to his/her needs.

c) d) e)

3. Positive overall care and safe practice: a) b) c) d) e) f) g) h) i) j) k) the principles of positive care of a baby Birth - 1 year including understanding and sensitively responding to diverse cultural needs and practice the principles of adequate preparation and safety when carrying out any routine importance of care routines providing a pleasurable experience for babies the principles and practice of care for the skin, hair and teeth of babies Birth - 1 year and understanding diverse cultural needs and practice the commonly encountered symptoms and signs which may indicate that a baby is ill the role of the child care and education practitioner and other adults in obtaining further assistance and advice where appropriate different types of surveillance for babies under one year and the preventative health screening programmes available the normal care and maintenance of equipment and materials with particular reference to safety 'Sudden Infant Death Syndrome' (SIDS) and ways in which basic care and choice of infants can minimise risk are and choice of clothing and footwear for babies Birth - 1 year appropriate health and safety measures in the disposal of body waste/fluids including policies of setting, agreement in home setting, cross infection risks.

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4. Positive relationships with primary carers: a) b) c) d) e) the diversity of child rearing practices and the need to avoid stereotypical attitudes potential for positive and negative attitudes from primary carers the pressures on families and family life of caring for a baby Birth - 1 year access to health care and support for all families caring for babies support groups and networks available for families with babies, the role of the child care and education practitioner and other professionals in providing access to information, includes confidentiality dealing with primary carers who may have difficult or challenging attitudes towards the staff and setting.

f)

5. The nutritional needs of babies: a) b) c) d) e) the nutritional needs of babies aged Birth - 1 year methods of meeting nutritional needs including breast and bottle feeding the principles of weaning on to solid food and the importance of this to the baby's overall development the principles of safety and hygiene in the preparation and storage of feeds and solid foods common food allergies and feeding difficulties, how to get further information and advice.

6. The particular requirements of young babies in group and home-based care: a) b) c) d) the emotional and social needs of babies separated from their primary carer/s e.g. attachment and separation how babies learn through everyday interactions with their carers the importance of child care and education practitioner giving one to one attention to young babies and developing appropriate attachments the key worker system e.g. methods of implementation, advantages and disadvantages.

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Unit 8 – Preparation for Employment
In this unit, you will learn about what you can expect when you begin work as a Child Care and Education Practitioner. If you already have experience, this unit will help you by providing you with information about how to plan your career and professional development. You will work alongside your workplace supervisor as well as your tutor in this unit.

Learning Outcomes
On successful completion of this unit you will be able to: • • • • recognise the structures of a range of work settings identify the role of the early years care and education worker in a range of work settings prepare yourself for employment in the sector work as part of a team.

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

Syllabus
This unit will teach you about: 1. Structures of organisation and work settings and the job role: a) b) c) d) e) f) structure of the organisation, including the role of the team within the organisation, types of working arrangements in family settings different organisational arrangements for service provision including key worker system and staff rotas implications of policies, practices and guidelines of different settings lines of management and reporting, the constraints which operate within the setting responsibilities and relationships which exist between employer and employee including contractual arrangements the effects of different management styles.

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2. The responsibilities of a professional worker: a) b) c) d) e) f) g) the principles of confidentiality respect for the choices and freedoms of others respect for the roles and contributions of others within multi-disciplinary working accountability, reliability principles of decision making including information, sharing alternatives, using criteria, making judgements, accepting responsibility the role of trade unions and professional organisations and ways to access help and information the role of the Child Care and Education Practitioner within the public sector including factors and constraints, policies, statutory responsibilities, health, education or social services settings, child protection issues the role of the Child Care and Education Practitioner in the independent, private and voluntary sector e.g. policies and procedures, relationships with primary carers, quality assurance and registration requirements, financial factors, child protection issues the role of the Child Care and Education Practitioner in private homes e.g. the need for professional support and advice when working alone within a home setting, ensuring access to evaluation and feedback, contractual issues, recording and reporting, child protection and allegations of possible abuse.

h)

i)

3. Prepare for employment through: a) b) c) accurate and representative curriculum vitae interview techniques the requirements of employers.

4. How teams work including: a) b) c) d) e) effective communication between team members and between the team and other professionals participation in team meetings seeking and using feedback from others stress and conflict within teams grievance and complaints procedures.

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Unit 9 – The Provision of Services and the Protection of Children
This unit is designed to give you an overview of the area of legal and social relationships as they affect the family. It will also give you an understanding of how to protect children from the possibility of abuse, and how to support children who have been abused. The way in which society works has an important effect on how you do your job, you will need to understand the structure of the family lives of the children you work with. You will also need to understand the provision of services and the children's legal framework for England, Wales and Northern Ireland. You may record your assessment in relation to current legislation or framework in the country where you live.

Learning Outcomes
On successful completion of this unit you will be able to: • • • • • • • describe the development and structure of family in society understand the role of the statutory, voluntary and independent services in relation to children and families describe the principles of protecting children and recognising abuse empower children in how to protect themselves identify different forms of abuse and the effects on the child, family and workers explain child protection procedures describe how to support children.

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

Syllabus
This unit will teach you about: 1. Development and structure of the family in society: a) b) c) diverse range of family structures including nuclear, extended, re-constructed, lone primary carer changing patterns of family roles including gender roles, division of labour, employment effects of social and economic deprivation on families

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d) e) f) g) h)

recent and relevant legislation relating to children and their families i.e. marriage, marital breakdown, fostering and adoption, including Children Act 1989/2004 pressure faced by some children and their families such as violence, poverty, housing, discrimination and disadvantage, high expectations, bullying economic and social policy which affects children and their families including, welfare benefits, funding for service provision outline of provision for children and families rights and responsibilities of adults to children.

2. The role of the statutory, voluntary and independent services in relation to children and families: a) b) c) d) e) f) g) h) function of the local authority in relation to children's services local authority powers, obligations and responsibilities to children and their families who may be in need types of care for those children in need role of statutory, voluntary and private provision in relation to children and families including current initiatives such as the Sure Start programme main relevant legislation in relation to the rights of the child the power and responsibilities of service provision for young children and families by major national voluntary organisations how and where to obtain detailed help and information on family entitlements and benefits the role of the media and information technology in providing and disseminating information to families.

3. Principles of protecting children and recognising abuse: a) b) c) d) e) f) the paramount interest and welfare of the child the needs and rights of young children signs of abuse listening to children disclosure and methods of recording and reporting confidentiality on a need to know basis

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g) h) i) j) k)

the influence of judgement attitudes concerning social class, family structures and functioning, race, gender and disability on the possible assessment of abuse theories of abuse such as the medical, feminist, social and psychological models policies in the setting relating to the consultation and information given to the primary carer when abuse is suspected enabling and empowering children and their families policies and procedures of the setting on dealing with institutional abuse.

4. Enabling children to protect themselves: a) b) c) d) e) confidence, assertion and body awareness respecting children, listening and believing what they say personal safety for example always telling an adult where they are going sharing worries and the concept of secrets empowering children and the teaching of the concept of 'no'.

5. Forms of abuse, and effects on child, family and practitioners including: a) b) c) d) e) f) the types of abuse within the four categories of: physical abuse; sexual abuse; emotional abuse and neglect abuse perpetrated in group settings by a practitioner providing care for young children and the policies and procedures for dealing with this the effects of different types of abuse on the child, family and the local community the long term effects of abuse on the child strategies used by the Child Care and Education Practitioner when coping with children and their families who may have experienced abuse abuse of vulnerable children including those with special needs.

6. Child protection procedures: a) b) c) d) legislative framework and procedures for child protection at national and local level your own role and roles of other professionals and agencies involved procedures and regulations of the work setting including recording, reporting, lines of responsibility and confidentiality procedures for reporting and investigating institutional abuse

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e) f)

stages of child protection procedures such as recording, reporting, investigation, protection of child/ren, case conference, at risk register, key worker and monitoring the role of the Child Care and Education Practitioner in gathering evidence to be used by other professionals.

7. Supporting children: a) b) c) d) e) f) use of play therapy strategies for dealing with anger measures for building confidence and self-esteem day care provisions for children in need co-ordination of multi-disciplinary support provision of safe environments.

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Unit 10 – Anti-Discriminatory/Anti-Bias Practice
This unit covers equality of opportunity and rights issues as they relate to child care and education and you may study it at any time during the course. Although this is a free standing unit, the principles of rights, equality of opportunity, anti-discriminatory and anti-bias practice are integrated throughout all the work you do. You will need to demonstrate that you understand and use the principles behind this unit in both the practical and academic work of the whole course. This unit will provide you with the opportunity to participate in a series of learning experiences designed to give you greater self awareness and a deeper understanding and awareness of the experiences of children and families who, for whatever reason, suffer discrimination and deprivation. You will learn about issues of discrimination from a range of perspectives which will include: age, class, disability, gay, lesbian, or bi-sexual people, gender, health, race and religion. You will also learn how to support children with special educational needs and their families.

Learning Outcomes
On successful completion of this unit you will be able to: • • • • show that you understand the rights of children and their families explain the causes and effects of discrimination identify legislation, charters and policies designed to promote equal opportunities clearly identify the role of the child care and education worker in promoting anti-discriminatory and anti-bias practice.

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

Syllabus
This unit will teach you about: 1. The rights of children and their families: a) b) c) d) definitions of children's rights e.g. United Nations Convention on the Rights of the Child human rights and rights of families e.g. enforceable and non-enforceable rights, basic human rights, legal rights, charters etc balance of rights and responsibilities ethical issues e.g. confidentiality, conflicts with rights of others.

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2. The causes and effects of discrimination: a) b) c) c) f) g) the role of attitudes, values and stereotyped views in influencing behaviour labelling and stereotyping the general effects on individuals of discriminatory practices and behaviour, e.g. self esteem, employment, promotion, housing, education the effects of discrimination and discriminatory practices on children's development assumptions, employment practices, organisational culture etc educational issues e.g. inclusion, materials, resources, access etc the benefits of a diverse environment for all children.

3. How society promotes equal opportunities: a) the role of legislation in combating racism, sexism and other forms of discrimination and discriminatory practices. e.g. Race Relations Act, Sex Discrimination Act, Equal Pay Act, Disability Discrimination Act, Criminal Justice Act etc codes of practice, charters and equal opportunities and anti-discriminatory policies e.g. Citizen's Charter, Patient's Charter organisational and personal review and evaluation of all provision and practice within an equal opportunities framework where to obtain information and resources concerning equal opportunities, anti-discriminatory and anti-bias practice e.g. Commission for Racial Equality, Equal Opportunities Commission, Disability Council for UK, Council for Human Rights providing an environment and curriculum which actively opposes discrimination and encourages a positive world view valuing a variety of child rearing practices which provide security for children and foster development providing resources, equipment and activities which avoid bias and which present positive images for all children implementation of anti-discriminatory and anti-bias practice provision of accessible information for all service users.

b) c) d)

e) f) g) h) i)

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4. The identification and support of children with special educational needs: a) b) c) d) e) f) code of Practice for special educational needs identification of children's special educational needs the range of special educational needs supporting children with special educational needs and their families professionals working with children with special education needs and their families practical ways of working with children with special education needs.

5. How individuals can promote effective equal opportunities, anti-discriminatory and anti-bias practice: a) b) c) d) e) f) how to recognise and support the rights of all children and families the practitioner's role in recognising discrimination and discriminatory practices the practitioner's role in confronting and combating discrimination and discriminatory practices reflecting on own values, attitudes and beliefs and the effects on practice valuing diversity anti-bias care and educational practice in relation to children with disabilities, children from a range of cultural, religious and linguistic backgrounds, children with challenging behaviour etc supporting and valuing families of children how to use materials, equipment, images and types of play which reflect positive models of diversity for all children.

g) h)

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Unit 11 – Working with Parents
This unit refers to work with parents or whoever is the child's primary carer. In Unit 11 you will find out about the roles of parents and the type of pressures faced by many families, you will also have the chance to explore how parents, and children, can react when being separated for the first time. The key lessons of this unit are the ways in which you can make parents feel involved in the care you are providing for their child and ensure that they have all the information they need. This unit will also help you to examine your own role and the role of the practitioner in your workplace in respect of parents and to be clear about its scope and limitations.

Learning Outcomes
On the successful completion of this unit you will be able to: • • • • recognise, value and respect parents as the primary carers and educators of their children explain the factors which affect good communication with parents identify the scope of your role, and responsibilities towards parents and the setting describe the impact on parents of their first experience of an early years setting.

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

Syllabus
This unit will teach you about: 1. The roles of parents: a) b) c) d) e) f) g) roles of parents and carers different parenting styles and attitudes values rights and responsibilities of parents under current legislation factors, which affect the lifestyle and life choices of many families, including: economic factors, environmental factors, education, health, culture range of values held by parents and potential differences with those of the setting ways to recognise and respond to the needs of parents and children.

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2. The principles of good communication with parents: a) b) c) d) d) the importance of positive relationships with parents ways of effectively using a range of communication methods and skills with parents potential barriers to communication and how to overcome them methods of communicating and sharing all types of information with parents where there are communication differences or difficulties how to recognise when you should refer parents to other sources of information.

3. Your role in relation to parents: a) b) c) d) e) f) the boundaries and scope of your role in the work setting the roles and responsibilities of colleagues the lines of management and reporting the rules, limits and boundaries of confidentiality according to the setting and circumstances how to challenge discriminatory or oppressive behaviour methods of offering support to parents with particular requirements or who are experiencing difficulties.

4. Meeting the needs of parents and children in the setting: a) b) c) d) possible negative reactions of parents and children ways of managing negative reactions management and negotiation of commitments and priorities of parents liaison with other agencies, scope and limits of information sharing.

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Unit 12 – Practical Training
1.
a) b) c)

What is in Unit 12?
Placement Summary Record Practice Evidence Records (PERs) Interim (not mandatory) and Final Professional Development Profiles (PDPs).

Unit 12 contains 3 parts which must be completed.

(a)

Placement Summary Record

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

(b)

Practice Evidence Records (PERs)

The Practice Evidence Records contain statements which describe the skills and tasks you must be able to perform in your practical training environment in order to achieve the CACHE Level 3 Diploma in Child Care and Education. The statements are linked to the learning outcomes in each of the units within the Diploma and also show the links with the National Occupational Standards for NVQ 3 in Children's Care, Learning and Development. Your placement supervisor or tutor will sign each statement only when they are satisfied that you are competent. Additional days may be required at the discretion of your tutor and supervisor. Statements may be signed in different environments. All documentation should be completed in ink and signed and dated as appropriate to ensure it is authentic. Corrections should only be made using a single line through the text to be amended - the use of correcting fluid or erasers of any type is not permitted.

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(c)

Professional Development Profiles (PDPs)

There are nine sections in a PDP. You must achieve a pass in each section to achieve a satisfactory PDP. If you do not achieve a pass you will be referred. There is the opportunity to have your supervisor complete an interim report to assess progress. Each placement/environment supervisor will complete a PDP towards the end of the placement. You must complete three PDPs satisfactorily at pass level (in each of the nine sections) in order to achieve an overall pass in the Professional Development Profiles. These must be achieved in at least two different age ranges. Each PDP must be completed over a period of at least 20 days unless it was achieved in the Birth - 1 year environment. If at the end of your course of study you have not achieved the required number of satisfactory PDPs you will be required to undertake an additional practical training placement of 20 days for each outstanding PDP. Your study Centre can photocopy additional copies of the PDP or take a copy from the CACHE website, if these are required. Interim Reports are not mandatory. They may be completed at any time to support you in achieving the placement.

2.

Who is responsible for the Practice Evidence Records?

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

3.

Do I need to complete every PER?

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

4.

What happens if I sign or falsify a PER?

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

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5.

Additional evidence?

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

6.

Can I use my own family experience towards completing my PERs?

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

7.

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

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

8.

National Curriculum PERs for Overseas Candidates (Refer to Unit 6 – Play, Curriculum and Early Learning)

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

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Section 3
Assessment of Your Learning

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Section 3 – Assessment of Your Learning
Assessment of your Learning and Practical Competence
You will have to complete each of the following assessments at E grade or above in order to gain the diploma within your registration period. The Diploma has 12 units. You must successfully complete the assessments for the following:

Unit 1 2 3 - 11

Title Observation and Assessment Work with Young Children Unit Assignments

Type of Assessment Portfolio of 20 child observations Portfolio of 4 pieces of work Assignment set by CACHE and marked by your Centre Practice Evidence Records and 3 Professional Development Profiles (Pass grade only is possible) A test paper covering Units 3 - 11

12

Practical Training

Diploma Test Paper

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

Plagiarism
This means claiming work to be your own which has been copied from elsewhere. All the work you submit must be your own and not copied from somewhere else unless it has been clearly referenced. Your tutor will explain how to provide a reference list showing where you found your information. If the Centre has evidence that your work has been copied it will not be accepted and you may be subject to their disciplinary procedure. To complete you will have to submit a further piece of work for assessment. CACHE will be notified of any cases of plagiarism. Candidates are not allowed to offer their assignments for sale. This includes on eBay. A candidate who attempts to sell an assignment will not be permitted to submit any further work for assessment for this qualification.

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Portfolios
Units 1 and 2 will be assessed by a portfolio of work you have compiled. For Unit 1 this will consist of a series of child observations, and for Unit 2 a range of curriculum plans and routines. Grades A - E are awarded for individual pieces of work which meet the requirements of the grading criteria. Work that does not meet the requirements of the grading criteria will be graded as a Refer. Grades A - E are also awarded overall for each portfolio. You should make sure that you have understood and followed the details for each unit and that each piece of work is clearly labelled and easy to find in your portfolio. Your portfolios are very important and are essential pieces of evidence. You must make sure that you keep them safely and look after them. It would take a huge amount of work to replace a lost or damaged portfolio. It is your responsibility to keep your portfolios safe and to produce them when asked, for example for the internal moderator.

Unit Assignments
Units 3-11 are assessed through an assignment which is set by CACHE and marked by your Centre. The assignment task and grading criteria are shown in Section 5. You should read the grading criteria before starting your assignment. In order to achieve the higher grades you must achieve all the criteria as stated on the grading sheet i.e. you must achieve all the criteria for an E grade before working on the criteria necessary to obtain a D grade and so on. Your Centre will agree the date when you are to submit the assignment to them. If there are special reasons why it will be difficult for you to submit on this date, you must discuss these with your tutor who will inform you of the Centre's policy on submitting assignments after the date agreed. The tutor marks the assignment against the grading criteria written by CACHE, which is found at the back of this handbook with the assignment. Then another tutor, the internal moderator, will take a sample to ensure the correct standard has been achieved.

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

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Improving your grades for assignments marked by the Centre
If you have achieved an E - B grade on your first submission of your assignment, you may try to improve your result to achieve a higher grade. For your resubmission your work must remain within the word limit and you should resubmit the original work with the additional work. Please note: Once you have handed in your completed portfolio for Units 1 and 2 it cannot be upgraded.

Diploma Test Paper
There is one Diploma Test paper to assess your knowledge of units 3 - 11. For this test paper there are three test dates available. (January, May and September.) You will not see the paper in advance, so you will have to make sure that you are confident about everything you have learned in the units. Your Centre is responsible for entering and preparing you for the test paper. Practice test papers and the external assessment dates are available on the CACHE website. The papers are sent away to be marked by CACHE examiners who use CACHE's marking guidelines. Grades E - A are awarded according to the number of marks gained. If your tutors believe that your result does not reflect your ability, you may request a re-mark. Your Centre will do this on your behalf and a request to CACHE must be made within 20 working days of the issue of results. If the result remains unchanged CACHE will charge your Centre.

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

Improving your grade for an Externally Assessed assignment
You may want to improve your result and achieve a higher grade. You may do this provided it is within your registration period. This is called an upgrade. You should discuss any upgrades with your tutor and Centre. There is no fee for your first upgrade but CACHE will charge a fee for the second and subsequent entries to re-sit.

Reasonable Adjustments
If you need to have adjustments made in order for you to complete your assessments you should discuss this with your tutor.
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Overall grade for the qualification
Each unit is marked against CACHE grading criteria and points are allocated. The table in Annex A will help you calculate the overall grade. The points achieved for the Test Paper and all units (except the Practical Unit 12) will be totalled and overall grades for the Diploma will be set within grades E - A. Unit 12 must be successfully completed in order to achieve the full Diploma. CACHE remains the sole arbitrator of this decision and will apply "natural justice" where appropriate.

Additional Support
If you require additional support with your unit assignments, you can access the following documents from the CACHE website: • • Finding the level Assignment Guidance.

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

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

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

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

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Section 4
Practice Evidence Record Sheets

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COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

CACHE Level 3 Diploma in Child Care and Education Placement Summary Record
Placement Summary
Placement dates From To Name of placement supervisor and address of placement/environment

PIN: Site/Centre No:

Number of days*/hours with children Birth – 1 year 1 – 3.11 years 4 – 7.11 years

Total number of days*/hours attended throughout course:
*A day represents approximately six hours

Authorisation
Tutor’s Name:

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

Tutor’s Signature:

Date:

Site/Centre Name:

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You must identify evidence that shows your competence (ability) in each task. Evidence should be obtained by observation, that is your supervisor or the person who visits you in placement, seeing you doing the task. If this is not possible, discussion with your supervisor, tutor or teacher, or assignment work can be used as evidence. In certain circumstances evidence can be shown in a simulated environment, but only where identified in the following list of tasks.

Wherever possible complete the Optional Evidence 2 Additional evidence column to show your ability to transfer skills to a different setting/age range of children.

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

To • • •

complete Evidence 1 (and Optional Evidence 2 Additional evidence) column, tick: Seen – if you were seen doing the task, and state the age of the child(ren), or Other – if you discussed the task with your tutor, teacher or supervisor, or your assignment work was used, and state the age of the child(ren) Simulated – only to be used where identified in the list, and state the age of the child(ren).

You must show/complete evidence for all the tasks to complete the course.

Unit 3 – Foundations to Caring
Evidence 1 Candidate to complete by ticking evidence type Signature Date of supervisor/ placement visitor Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type Seen or Other Age Age Age
PIN: Centre No:

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Seen or Other Age

Signature Date of tutor/ supervisor

Unit 3 302.1.2

Identify potential hazards in the setting and know what to do with this information.

Age Age Seen or Other Age Age

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Unit 3 302.1.4

77

Following set procedures for managing potential hazards with your placement supervisor.

Candidate Name:

Section 4

78

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Seen or Other Seen or Other Seen or Other Age Age Age Age Age Age Other Seen or Other Seen or Other Age Age Age Age Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 3 302.1.5

Show an understanding of the security procedures around arrival and departure times.

Unit 3 302.2.5/6

Provide activities to encourage children’s awareness of their own and other’s safety.

Unit 3 302.3.2 302.3.4

Follow the correct procedures in the setting when dealing with minor accidents/injuries i.e. reassure the child in a calm manner. Seen or Other
PIN:

Unit 3 302.3.6 Age

Follow the correct procedures for reporting and recording incidents.

Age

Seen or Other
Centre No:

Age Age

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Candidate Name:

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NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Other Age Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 3 302.3.3

Following correct procedures to avoid transmitting infection e.g: • hand washing • use of disposable gloves • safe disposal of waste • safe handling of body fluids • safe handling of food. Age Age Seen or Other Age Age

Unit 3 302.2.3 309.2.6

Support children in their personal Seen hygiene routines (respecting or parents/carers wishes) and the Other child’s age/stage of development, by promoting hygiene awareness e.g. during the following routines: • handwashing • care of the teeth • care of the hair and skin • toileting. Age Age

Unit 3 307.2.1/2

Seen or Other

Age Age

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Seen Providing food and drink (in a real or simulated situation) which or meets the dietary and nutritional Other needs of the child, follows the principles of healthy eating and is prepared according to dietary and cultural requirements.
PIN:

Candidate Name:

Centre No:

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NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Seen or Other Age Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 3 307.2.3/4/5

Seen Encourage healthy eating by involving children in planning and or preparing food or snacks, Other appropriate to their age/stage of development, following safety procedures. Seen or Other Age Age Seen or Other Age Age

Unit 3 307.2.7

Following set procedures regarding special dietary requirements of individual children and maintain accurate records.
PIN:

Candidate Name:

Centre No:

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Unit 4 – The Development Child

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NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Age Seen or Other Age Age

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 4 309.1.11 304.1.1

307.1.7 307.1.6 307.1.6 307.1.8 Seen or Other Age Age

Plan, provide and review activities which reflect the needs of individual children and promote e.g. • fine manipulative skills • gross motor skills • locomotion and balance • eye-hand co-ordination

Unit 4 302.2.1/4

Seen or Other

Age Age

Ensure safety and encourage the children to use equipment/ resources in a safe and controlled away.
PIN:

Candidate Name:

Centre No:

Section 4

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NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age Age Age Seen or Other Other Age Age Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 4 306.1.9 Seen or Other

Seen Promote the child’s sensory development through appropriate or activities/experiences. Other

Unit 4 301.2.2 301.2.4

Listen and encourage the child to talk about their experiences including, where appropriate, giving opportunities for children who are learning English to describe their experiences. Age Age

Unit 4

306.3.3

Seen or Other

Age Age

301.1.3

301.1.3

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307.1.10

Seen Promote the children’s self-reliance and self esteem or by for example: Other • Giving praise and recognition for effort and achievement. • Encouraging discussion with the child about their needs and preferences. • Encouraging the child to make choices and decisions appropriate to their age and stage of development. • Encouraging the child to work at developing a skill on its own but be there to help when necessary.
PIN:

Candidate Name:

Centre No:

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Age Seen or Other Age Other Age Age Age Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 4 301.1.1

Provide a positive role model for children that helps them feel welcome and valued.

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 4 301.3.5

301.3.4

Encourage child/children to Seen resolve arguments and difficulties or themselves in a safe and Other reassuring manner. Support children who have been upset by others. Seen or Other Seen or Other Seen or Other Age Age Age Age Age Age Seen or

Unit 4 301.1.6

Age Other Seen or Other Seen or Other Age Age Age Age Age

Provide attention to individual children in a positive sensitive manner that is fair to them and the group as a whole.

Unit 4 301.1.2

Be consistent in approach and adapt your behaviour to meet the age, needs and abilities of individual children.

Unit 4 301.3.2

Section 4

83

Manage incidents of unwanted behaviour in a calm and controlled way which enables children to understand other peoples feelings.

Candidate Name:

PIN:

Centre No:

Section 4

84

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Seen or Other Age Age Other Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 4 308.2

308.1

Promote the children’s active enjoyment in the day-to-day life of the setting. Provide a positive environment, which encourages children to relate to adults and other children.
PIN: Centre No:

Candidate Name:

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Unit 5 – Health and Community Care

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type Seen or Other

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 5 307.2.1 307.2.4 Seen or Other Age Age

Plan, provide and review activities/experiences which promote the personal health of the child, which avoid bias and take account of any cultural or social factors. Seen or Other Seen or Other
PIN:

Unit 5 302.3.4 Age Age Age

Comfort a child who is ill or feeling unwell.

Age

Seen or Other Seen or Other
Centre No:

Age Age Age Age

Unit 5 302.2.66

Report information concerning a child who is ill, in an accurate way to the appropriate adult.

Candidate Name:

Section 4

85

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

This page is intentionally blank.

86

© CACHE 2007 Version 8

Unit 6 – Play, Curriculum and Early Learning

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type Seen or Other

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 6 309.1.5/6 Seen or Other Age Age

305.2.1/2

Set out and clear away resources,which promote children's learning through play e.g: • sand play • water play • malleable materials dough, clay etc • painting, drawing and three dimensional creative materials • items for heuristic play and stimulating sensory experiences • small scale equipment and toys. Provide a learning environment that promotes positive images of children and reflects a diverse society.
PIN: Centre No:

Section 4

87

Candidate Name:

Section 4

88

NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age Other Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 6 309.2.4/ 5/7

Encourage children to participate Seen in curriculum activities which or support e.g: Other • communication, language and literacy • understanding of mathematics • knowledge and understanding of the world • personal, social and emotional development • physical development • creative development. Age Age Age Age
PIN: Centre No:

Unit 6 306.2.3

Seen or Other Seen or Other

Age Age Age Age

Encourage children to participate Seen in the setting out, clearing away or and cleaning of play materials as Other appropriate. Seen or Other

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Unit 6 307.1.3/4

Provide protective clothing for children and clean and safe resources to ensure their well being when playing.

Candidate Name:

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Seen or Other Seen or Other Age Age Age Age Other Age Age Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 6 308.1.2/3

Encouraging children to share and co-operate in the activities and to consider the feelings of others in the group.

Unit 6 345.3.1/ 8/9

Support the development of Seen literacy skills by encouraging the or child to, for example: Other • join in conversations and discussions. • listen to others contributions and respond positively to what they say. • respect and value home languages, local accents and dialects in a way that values cultural diversity.
PIN: Centre No:

Candidate Name:

Section 4

89

Section 4

90

NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age Other Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 6 345.3.2/ 5/7

Seen Encourage the child to develop and extend his/her vocabulary by: or • using every opportunity to Other introduce new words to the child. • using open-ended questions to encourage the child to join in conversations and discussions. • giving praise and encouragement to enhance self-confidence. Seen or Other Seen or Other
PIN:

Unit 6 345.1.5 Age Age Age

Support the development of children's reading skills.

Age

Seen or Other Seen or Other
Centre No:

Age Age Age Age

Unit 6 345.2.5

Support the development of children's writing skills.

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Candidate Name:

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Seen or Other Age Age Other Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 6 346.1.6

346.11.7

Support the development of numeracy skills by: • Helping children to interpret and follow mathematical instructions in activities. • Asking questions which encourage understanding of mathematical concepts e.g. "How many more/less". • Explaining and repeating the correct use of mathematical language. • Use praise and give help in order to maintain the child's interest in numeracy. Age Age Age Age
PIN: Centre No:

Unit 6 346.2.6 Seen or Other

Support activities, which promote Seen or children's understanding of shape, space and measure. Other

Seen or Other Seen or Other

Age Age Age Age

Unit 6 346.2.6

Support and encourage children in solving numerical problems and interpreting simple data.

Section 4

91

Candidate Name:

Section 4

92

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Age Seen or Other Age Other Age Age Age Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 6 306.2.5

Support children using information and communication technology.

Unit 6 309.1.4/6

301.2.3

Support activities, which promote Seen children's understanding of or science: Other • Provide children with resources that enable them to investigate and understand scientific concepts. • Ask questions, which will encourage children to investigate, understand and develop scientific thinking. Age Age Seen or

305.2.1/2

Age Other Age

Seen Support a learning environment or that promotes positive images of children and reflects a diverse Other society.
PIN:

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Candidate Name:

Centre No:

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

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Age Seen or Other Age Age

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 7 314.4.9

Understand the importance of encouraging parents to share information that may affect the baby’s development and well being. Age Age
PIN: Centre No:

Unit 7 314.3.11

Seen or Other

Age Age

Support effective communication Seen with parents to keep them or informed about the child’s Other development and progress.

Candidate Name:

Section 4

93

Section 4

94

NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age Age Age Seen or Other Other Age Age Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 7 332.13

Show a non-judgemental attitude Seen that values diversity and takes or into account cultural, religious Other and ethnic differences.

Unit 7 314.3.1/ 2/3

Seen Carry out routines suited to the individual needs of the baby e.g: or • washing Other • dressing • nappy changing • bathing Seen or Other Age Age Age Age

314.1

Follow set procedures for health and safety.

Seen or Other Seen or Other

Age Age Age Age

Unit 7 314.3.7 314.3.8

Use caring routines to promote Seen sensory development. or Identify learning and Other development opportunities when carrying out routines of care. Seen or Other Age Age
PIN:

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Unit 7

Sterilise feeding equipment.

Seen or Other
Centre No:

Age Age

314.2.3

Candidate Name:

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Seen or Other Seen or Other Age Age Age Age Other Age Age Age Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 7 314.2.3

Make up infant feeds for babies.

Unit 7 314.2.4 314.2.7 314.4.1 Seen or Other Seen or Other Age Age Age Age

Feed a baby (bottle or spoon Seen feeding). or Interact sensitively with the Other baby to make feeding a positive social and emotional experience.

Unit 7 314.1.1 314.3.10

Seen or Other Seen or Other

Age Age Age Age

Plan, provide and review opportunities for physical development according to age, need and ability.

Unit 7 314.4.2

314.4.3

Section 4

95

Promote the social and emotional development of the baby by, for example: • Respond promptly to signs of distress. • Use different ways to calm and reassure a baby who is upset. • Take into account their age, needs and level of understanding.
PIN:

Candidate Name:

Centre No:

Section 4

96

NOS The candidate is able to: Children’s Care, Learning and Development Units* Age Age Other Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 7 312.2.9 312.3.3

Seen Promote the language and learning of the baby by planning, or providing and reviewing a variety Other of activities that are developmentally appropriate e.g: • listening • talking • singing • stories • rhymes. Use the child’s home language where possible.
PIN: Centre No:

Candidate Name:

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Unit 8 – Preparation for Employment
Evidence 1 Candidate to complete by ticking evidence type Signature Date of supervisor/ placement visitor Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type Seen or Other Seen or Sim Seen or Other
Centre No:

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Seen or Sim Seen or Other
PIN:

Signature Date of tutor/ supervisor

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Unit 8 338.1/2/3/7 Age Age Age Age Age

Contribute to the work of the team in a positive and effective way.

Age

Age Age Age Age Age Age

Unit 8 301.4.1/3/4

Participate in team meetings in an appropriate way.

Unit 8 301.4.2

Follow procedures set out in the Diversity/Equal Opportunities policy of the work setting.

Candidate Name:

Section 4

97

Section 4

98

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Other Age Age Seen or Age

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 8 338.4

Carry out instructions and responsibilities given to him/her by the placement supervisor, in a responsible and effective way. Seen or Other Seen or Other Seen or Other
PIN:

Unit 8 301.4.4 Age Age Age Age Age
Centre No:

Provide feedback to the team concerning the task that he/she has been involved in.

Age

Seen or Other Seen or Other Seen or Other

Age Age Age Age Age Age

Unit 8 304.2.1

Reflect on the task you have carried out and identify where improvements could be made.

Unit 8 304.2.2

Act upon advice given by other members of the team.

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

Candidate Name:

Unit 11 – Working with Parents

© CACHE 2007 Version 8

NOS The candidate is able to: Children’s Care, Learning and Development Units* Seen or Other Age Age Age Age Seen or Other Seen or Other Age Age Age Age

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Evidence 1 Candidate to complete by ticking evidence type

Signature Date of supervisor/ placement visitor

Optional evidence 2 Additional evidence Candidate to complete by ticking evidence type

Signature Date of tutor/ supervisor

Unit 11 314.4.10

Maintain confidentiality of any personal information shared with you concerning the parent.

Unit 11 332.1.3 332.1.4

Greet with the child’s parent in a Seen respectful, welcoming manner or making no stereotypical Other assumptions and taking care to demonstrate an attitude that values diversity. Age Age
PIN:

Unit 11 332.1.5

Respond to enquiries by referring Seen or the parent to appropriate staff when necessary. Other

Seen or Other
Centre No:

Age Age

Candidate Name:

Section 4

99

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

This page is intentionally blank.

100

© CACHE 2007 Version 8

Professional Development Profile Interim Report 1
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

(NOT MANDATORY)

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3. The ability to communicate effectively with children. Ability to relate politely, courteously and appropriately with parents, carers and other adults. Demonstrates professional standards of time keeping. Use of personal initiative within the setting and with regard to Centre course work completed within the setting.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation.

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

5.

Pass

Refer

6.

Pass

Refer

7.

Pass

Refer

8.

Pass

Refer

9.

Pass

Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Refer

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

101

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Supervisor/Placement Visitors Guidance on PDPs 1
Criteria
1. • • • • • • • • • • • 5. • • • • • • • • • • • • 8. • • • 9. • • • The candidate is consistently open, friendly and enthusiastic towards children and their families The candidate values the child as an individual and enjoys being in their company The candidate is suitable to continue training and working with young children. The candidate understands the principles of confidentiality on a 'need to know' basis. The candidate works with ALL children in the class/setting The candidate values children's identity and promotes the child's positive self-esteem. The candidate challenges stereotypical views. The candidate abilities The candidate The candidate The candidate accordingly. The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children. encourages children to ask questions and offer ideas. recognises when there are communication difficulties and is able to adapt demonstrates a non-judgemental attitude. values diversity and recognises cultural, religious and ethnic difference. communicates with parents in an open welcoming manner. respects the setting's policy relating to their role with parents etc.

2. 3

4.

6.

The candidate arrives at the time agreed with the supervisor. The candidate leaves at the time agreed with the supervisor. The candidate follows placement procedures concerning late arrival or absence. The candidate discusses work plan with the placement supervisor. The candidate takes responsibility for completing the plan/s on time. The candidate is aware of routine tasks to be completed and carries them out appropriately within the confines of their job role. The candidate is able to ask for clarification when needed. Wide ranges of tasks are willingly undertaken within their job role. The candidate is able to accept and act upon constructive criticism given by the staff in the setting. The candidate understands their job role within the placement. The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake. The candidate has up to date and accurate information about health, safety and security requirements for the placement. The candidate follows health, safety and security procedures in the placement. The candidate supervises children according to legislation and accepted policy and practice in the placement.

7.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and support. • • At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a "Pass" by the end of the placement. If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved. Candidates need a pass in every criteria to achieve a Pass PDP.

102

© CACHE 2007 Version 8

Professional Development Profile Report (Final) 1
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

103

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

This page is intentionally blank.

104

© CACHE 2007 Version 8

Professional Development Profile Interim Report 2
Candidate Name: Candidate PIN No: Core Principles Comments from placement supervisor

(NOT MANDATORY)

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4. Ability to relate politely, courteously and appropriately with parents, carers and other adults. Demonstrates professional standards of time keeping. Use of personal initiative within the setting and with regard to college course work completed within the setting.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

6.

Pass

Refer

7.

Pass

Refer

8.

Pass

Refer

9.

Pass

Needs more practice Needs more practice Needs more Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Refer

Number of days attended by Candidate:

Section 4

105

Placement

Tutor’s Comments

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Supervisor/Placement Visitors Guidance on PDPs 2
Criteria
1. • • • • • • • • • • • 5. • • • • • • • • • • • • 8. • • • 9. • • • The candidate is consistently open, friendly and enthusiastic towards children and their families The candidate values the child as an individual and enjoys being in their company The candidate is suitable to continue training and working with young children. The candidate understands the principles of confidentiality on a 'need to know' basis. The candidate works with ALL children in the class/setting The candidate values children's identity and promotes the child's positive self-esteem. The candidate challenges stereotypical views. The candidate abilities The candidate The candidate The candidate accordingly. The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children. encourages children to ask questions and offer ideas. recognises when there are communication difficulties and is able to adapt demonstrates a non-judgemental attitude. values diversity and recognises cultural, religious and ethnic difference. communicates with parents in an open welcoming manner. respects the setting's policy relating to their role with parents etc.

2. 3

4.

6.

The candidate arrives at the time agreed with the supervisor. The candidate leaves at the time agreed with the supervisor. The candidate follows placement procedures concerning late arrival or absence. The candidate discusses work plan with the placement supervisor. The candidate takes responsibility for completing the plan/s on time. The candidate is aware of routine tasks to be completed and carries them out appropriately within the confines of their job role. The candidate is able to ask for clarification when needed. Wide ranges of tasks are willingly undertaken within their job role. The candidate is able to accept and act upon constructive criticism given by the staff in the setting. The candidate understands their job role within the placement. The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake. The candidate has up to date and accurate information about health, safety and security requirements for the placement. The candidate follows health, safety and security procedures in the placement. The candidate supervises children according to legislation and accepted policy and practice in the placement.

7.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and support. • • At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a "Pass" by the end of the placement. If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved. Candidates need a pass in every criteria to achieve a Pass PDP.

106

© CACHE 2007 Version 8

Professional Development Profile Report (Final) 2
Candidate Name: Candidate PIN No: Core Principles Comments from placement supervisor

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

107

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

This page is intentionally blank.

108

© CACHE 2007 Version 8

Professional Development Profile Interim Report 3
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

(NOT MANDATORY)

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4. Ability to relate politely, courteously and appropriately with parents, carers and other adults. Demonstrates professional standards of time keeping. Use of personal initiative within the setting and with regard to college course work completed within the setting.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

6.

Pass

Refer

7.

Pass

Refer

8.

Pass

Refer

9.

Pass

Needs more practice Needs more practice Needs more Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Refer

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

109

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Supervisor/Placement Visitors Guidance on PDPs 3
Criteria
1. • • • • • • • • • • • 5. • • • • • • • • • • • • 8. • • • 9. • • • The candidate is consistently open, friendly and enthusiastic towards children and their families The candidate values the child as an individual and enjoys being in their company The candidate is suitable to continue training and working with young children. The candidate understands the principles of confidentiality on a 'need to know' basis. The candidate works with ALL children in the class/setting The candidate values children's identity and promotes the child's positive self-esteem. The candidate challenges stereotypical views. The candidate abilities The candidate The candidate The candidate accordingly. The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children. encourages children to ask questions and offer ideas. recognises when there are communication difficulties and is able to adapt demonstrates a non-judgemental attitude. values diversity and recognises cultural, religious and ethnic difference. communicates with parents in an open welcoming manner. respects the setting's policy relating to their role with parents etc.

2. 3

4.

6.

The candidate arrives at the time agreed with the supervisor. The candidate leaves at the time agreed with the supervisor. The candidate follows placement procedures concerning late arrival or absence. The candidate discusses work plan with the placement supervisor. The candidate takes responsibility for completing the plan/s on time. The candidate is aware of routine tasks to be completed and carries them out appropriately within the confines of their job role. The candidate is able to ask for clarification when needed. Wide ranges of tasks are willingly undertaken within their job role. The candidate is able to accept and act upon constructive criticism given by the staff in the setting. The candidate understands their job role within the placement. The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake. The candidate has up to date and accurate information about health, safety and security requirements for the placement. The candidate follows health, safety and security procedures in the placement. The candidate supervises children according to legislation and accepted policy and practice in the placement.

7.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and support. • • At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a "Pass" by the end of the placement. If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved. Candidates need a pass in every criteria to achieve a Pass PDP.

110

© CACHE 2007 Version 8

Professional Development Profile Report (Final) 3
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

111

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

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112

© CACHE 2007 Version 8

Professional Development Profile Interim Report 4
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

(NOT MANDATORY)

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Needs more practice Needs more practice Needs more Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Placement Supervisor’s signature: Date:

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice.

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

113

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Supervisor/Placement Visitors Guidance on PDPs 4
Criteria
1. • • • • • • • • • • • 5. • • • • • • • • • • • • 8. • • • 9. • • • The candidate is consistently open, friendly and enthusiastic towards children and their families The candidate values the child as an individual and enjoys being in their company The candidate is suitable to continue training and working with young children. The candidate understands the principles of confidentiality on a 'need to know' basis. The candidate works with ALL children in the class/setting The candidate values children's identity and promotes the child's positive self-esteem. The candidate challenges stereotypical views. The candidate abilities The candidate The candidate The candidate accordingly. The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children. encourages children to ask questions and offer ideas. recognises when there are communication difficulties and is able to adapt demonstrates a non-judgemental attitude. values diversity and recognises cultural, religious and ethnic difference. communicates with parents in an open welcoming manner. respects the setting's policy relating to their role with parents etc.

2. 3

4.

6.

The candidate arrives at the time agreed with the supervisor. The candidate leaves at the time agreed with the supervisor. The candidate follows placement procedures concerning late arrival or absence. The candidate discusses work plan with the placement supervisor. The candidate takes responsibility for completing the plan/s on time. The candidate is aware of routine tasks to be completed and carries them out appropriately within the confines of their job role. The candidate is able to ask for clarification when needed. Wide ranges of tasks are willingly undertaken within their job role. The candidate is able to accept and act upon constructive criticism given by the staff in the setting. The candidate understands their job role within the placement. The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake. The candidate has up to date and accurate information about health, safety and security requirements for the placement. The candidate follows health, safety and security procedures in the placement. The candidate supervises children according to legislation and accepted policy and practice in the placement.

7.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and support. • • At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a "Pass" by the end of the placement. If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved. Candidates need a pass in every criteria to achieve a Pass PDP.

114

© CACHE 2007 Version 8

Professional Development Profile Report (Final) 4
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

115

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

This page is intentionally blank.

116

© CACHE 2007 Version 8

Professional Development Profile Interim Report 5
Candidate Name: Candidate PIN No: Core Principles Comments from placement supervisor

(NOT MANDATORY)

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4. Ability to relate politely, courteously and appropriately with parents, carers and other adults. Demonstrates professional standards of time keeping. Use of personal initiative within the setting and with regard to college course work completed within the setting.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

6.

Pass

Refer

7.

Pass

Refer

8.

Pass

Refer

9.

Pass

Needs more practice Needs more practice Needs more Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Refer

Number of days attended by Candidate:

Section 4

117

Placement

Tutor’s Comments

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Supervisor/Placement Visitors Guidance on PDPs 5
Criteria
1. • • • • • • • • • • • 5. • • • • • • • • • • • • 8. • • • 9. • • • The candidate is consistently open, friendly and enthusiastic towards children and their families The candidate values the child as an individual and enjoys being in their company The candidate is suitable to continue training and working with young children. The candidate understands the principles of confidentiality on a 'need to know' basis. The candidate works with ALL children in the class/setting The candidate values children's identity and promotes the child's positive self-esteem. The candidate challenges stereotypical views. The candidate abilities The candidate The candidate The candidate accordingly. The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children. encourages children to ask questions and offer ideas. recognises when there are communication difficulties and is able to adapt demonstrates a non-judgemental attitude. values diversity and recognises cultural, religious and ethnic difference. communicates with parents in an open welcoming manner. respects the setting's policy relating to their role with parents etc.

2. 3

4.

6.

The candidate arrives at the time agreed with the supervisor. The candidate leaves at the time agreed with the supervisor. The candidate follows placement procedures concerning late arrival or absence. The candidate discusses work plan with the placement supervisor. The candidate takes responsibility for completing the plan/s on time. The candidate is aware of routine tasks to be completed and carries them out appropriately within the confines of their job role. The candidate is able to ask for clarification when needed. Wide ranges of tasks are willingly undertaken within their job role. The candidate is able to accept and act upon constructive criticism given by the staff in the setting. The candidate understands their job role within the placement. The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake. The candidate has up to date and accurate information about health, safety and security requirements for the placement. The candidate follows health, safety and security procedures in the placement. The candidate supervises children according to legislation and accepted policy and practice in the placement.

7.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and support. • • At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a "Pass" by the end of the placement. If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved. Candidates need a pass in every criteria to achieve a Pass PDP.

118

© CACHE 2007 Version 8

Professional Development Profile Report (Final) 5
Candidate PIN No: Comments from placement supervisor Core Principles

Candidate Name:

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

119

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

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120

© CACHE 2007 Version 8

Professional Development Profile Interim Report 6
Candidate Name: Candidate PIN No: Core Principles Comments from placement supervisor

(NOT MANDATORY)

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4. Ability to relate politely, courteously and appropriately with parents, carers and other adults. Demonstrates professional standards of time keeping. Use of personal initiative within the setting and with regard to college course work completed within the setting.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

6.

Pass

Refer

7.

Pass

Refer

8.

Pass

Refer

9.

Pass

Needs more practice Needs more practice Needs more Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice Needs more practice A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Refer

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

121

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Supervisor/Placement Visitors Guidance on PDPs 6
Criteria
1. • • • • • • • • • • • 5. • • • • • • • • • • • • 8. • • • 9. • • • The candidate is consistently open, friendly and enthusiastic towards children and their families The candidate values the child as an individual and enjoys being in their company The candidate is suitable to continue training and working with young children. The candidate understands the principles of confidentiality on a 'need to know' basis. The candidate works with ALL children in the class/setting The candidate values children's identity and promotes the child's positive self-esteem. The candidate challenges stereotypical views. The candidate abilities The candidate The candidate The candidate accordingly. The The The The candidate candidate candidate candidate communicates with children in a way that is appropriate to their age, needs and listens and responds to children. encourages children to ask questions and offer ideas. recognises when there are communication difficulties and is able to adapt demonstrates a non-judgemental attitude. values diversity and recognises cultural, religious and ethnic difference. communicates with parents in an open welcoming manner. respects the setting's policy relating to their role with parents etc.

2. 3

4.

6.

The candidate arrives at the time agreed with the supervisor. The candidate leaves at the time agreed with the supervisor. The candidate follows placement procedures concerning late arrival or absence. The candidate discusses work plan with the placement supervisor. The candidate takes responsibility for completing the plan/s on time. The candidate is aware of routine tasks to be completed and carries them out appropriately within the confines of their job role. The candidate is able to ask for clarification when needed. Wide ranges of tasks are willingly undertaken within their job role. The candidate is able to accept and act upon constructive criticism given by the staff in the setting. The candidate understands their job role within the placement. The candidate recognises the importance of preparing, providing and reviewing tasks that they have agreed to undertake. The candidate has up to date and accurate information about health, safety and security requirements for the placement. The candidate follows health, safety and security procedures in the placement. The candidate supervises children according to legislation and accepted policy and practice in the placement.

7.

The "Needs more practice" option is to identify areas of practice where candidates need guidance and support. • • At the interim stage you should develop an action plan with the candidate and Centre staff which should help the candidate achieve a "Pass" by the end of the placement. If the candidate has not improved you should choose the "Refer" option.

In either case please include feedback in the comments column as to why a "Pass" has not been achieved. Candidates need a pass in every criteria to achieve a Pass PDP.

122

© CACHE 2007 Version 8

Professional Development Profile Report (Final) 6
Candidate PIN No: Core Principles Comments from placement supervisor

Candidate Name:

No

Grade

1.

Pass

Refer

© CACHE 2007 Version 8

2.

Pass

Refer

3.

Pass

Refer

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

4.

Pass

Refer

Demonstrates positive and consistent attitudes and behaviour which shows commitment to the welfare of the child and family. Respects confidentiality of information relating to the child, family and the setting, recognising the boundaries and limits within their role. Demonstrates a commitment to diversity, inclusiveness and differentiation. The ability to communicate effectively with children.

5.

Pass

Refer

Ability to relate politely, courteously and appropriately with parents, carers and other adults.

6.

Pass

Refer

Demonstrates professional standards of time keeping.

7.

Pass

Refer

Use of personal initiative within the setting and with regard to college course work completed within the setting.

8.

Pass

Refer

9.

Pass

Refer

A recognition and respect for the contribution of other professional staff and the ability to work effectively as a team member. A knowledge and awareness of hygiene, safety and security and the ability to implement this in practice. Placement Supervisor’s signature: Date:

Number of days attended by Candidate:

Section 4

Placement

Tutor’s Comments

123

Location Name and Address: Tutor’s Signature: Date:

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

Section 4

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

Section 5
Unit 1 & 2 Documentation & Unit Assignments
You will find an Assignment Planner at the front of this handbook. it is not mandatory but is available for you to record submission dates. The star shows where the external assessment (test) is available. Your Centre will advise you of the exact date you have been entered for this.

© CACHE 2007 Version 8

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 1 – Portfolio Requirements
Notes:
1. Three observations should be of groups of children. 2. Ten observations should be of individual children. 3. Please record whether individual or group, in column 3 overleaf, alongside observation technique. 4. At least four different observation techniques must be used.

Candidate
Name:

PIN: Site/Centre No:

Overall grade criteria for Diploma in Child Care and Education Unit 1
In order to achieve a GRADE E for your PORTFOLIO you must: • Include 20 observations which are at GRADE E or above • Meet all the requirements for each observation and for the final portfolio In order to achieve a GRADE D for your PORTFOLIO you must: • Include 20 observations which are at GRADE E or above, 12 of which must be Grade D or above • Meet all the requirements for each observation and for the final portfolio In order to achieve a GRADE C for your PORTFOLIO you must: • Include 20 observations which are at GRADE E or above, 12 of which must be Grade C or above • Meet all the requirements for each observation and for the final portfolio In order to achieve a GRADE B for your PORTFOLIO you must: • Include 20 observations which are at GRADE E or above, 14 of which must be Grade B or above • Meet all the requirements for each observation and for the final portfolio In order to achieve a GRADE A for your PORTFOLIO you must: • Include 20 observations which are at GRADE E or above, 14 of which must be Grade A • Meet all the requirements for each observation and for the final portfolio The grade you achieve for the PORTFOLIO will be your grade for Unit One.

Declaration and Agreement
I confirm that all the material contained in this file was undertaken at the time, date and place stated on each individual observation and assessment.
CACHE, Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AW Tel: 0845 347 2123 Fax: 01727 818613 Web: www.cache.org.uk

Candidate Signature: Tutor Signature:

Date: Date:

© CACHE 2007 Version 8

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

CACHE Level 3 Diploma in Child Care and Education Unit 1 Portfolio Requirements
A range of observation techniques should be demonstrated throughout the file. The observations must cover the following areas of development; Physical; Cognitive; Language; Social and Emotional; Play; The Curriculum or Framework appropriate to the age of the child and country in which you practice.

PIN: Site/Centre No:

Diploma in Child Care and Education Unit 1 Portfolio Requirements
Each observation must contain the information detailed below in order to achieve a pass. Age range 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Overall Grade Awarded Observation Technique Individual/Group Page Result of observation Grade Date

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

Photocopy as required

128

© CACHE 2007 Version 8

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5 P.I.N: Candidate Name:

Unit 1 – Observation and Assessment
I declare that this is entirely my own work and I understand that any grades given are provisional until internal and external moderation has taken place. Candidate’s Signature: Date:

E1:

No:

Date:

Title of Observation E1: Details of Environment (eg. Day care, School) Immediate Context eg. In the book corner E2: Aim of Observation

Time observation started: Total number of adults in setting: Roles of Adults

Time observation finished: Total number of children in setting:

E3:

Children identifier eg. child; A NB Protect the identity of the child

Age in years and months

E4:

Method eg. Checklist

I confirm that permission has been given and that this observation was undertaken as stated above Supervisor Signature Print Name Tutor’s Comments

(Staple any continuation sheets to this top copy)
CACHE, Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AW Tel: 0845 347 2123 Fax: 01727 818613 Web: www.cache.org.uk

Signatures
Grade awarded: Tutor's Signature: IM Signature:
(if chosen for sample)

Date: Date:

© CACHE 2007 Version 8

129

Unit 1 – Observation and Assessment
Evidence of criteria met
Candidate Page Internal Marker Page

Criteria Internal Marker Marker
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

Description Internal Moderator Moderator
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER

Criteria met?

Resubmission or upgrade criteria met? Section 5

130
Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED Signature of I.M. (if sampled): .................................................................................................................................

E1

Date your observation and describe the immediate environment for the observation

E2

State a clear aim for the observation

E3

Give the age of the child/children being observed but maintain confidentiality

E4

Identify the method to be used for the observation

E5

Present an accurate record of the observation clearly and appropriately

E6

Describe the developmental milestones that have been identified in the observation

E7

Link these developmental milestones to the age of the child observed

E8

Make recommendations of appropriate ways to meet the development needs of the child/children

E9

Reflect on your own understanding of children’s development as a result of the observation

E10

Show an understanding of anti-discriminatory/anti-bias practice

E11

Include references and bibliography

D1

Explain how effective the observation has been in informing planning or documentation required by the setting

Yes / No D Yes / No

C1

Explain how current research into children’s development and learning supports your recommendations for the child/children

C Yes / No B Yes / No

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

B1

Analyse your learning about the observed child/children and the implications for your practice

A1

Evaluate the results of your observation in relation to current research into children’s development and learning.

A

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

Unit 1 – Observation and Assessment Portfolio
Tutor’s comments

Signatures
Name of Candidate: Grade awarded: PIN: Date:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

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Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

CACHE Level 3 Diploma in Child Care and Education Unit Submission Form
You must complete this form and attach it to your portfolio on submission. The portfolio will not be accepted without this form.

PIN: Site/Centre No:

Candidate Declaration
Unit 2 – Work with Young Children
I declare that this is entirely my own work and I understand that any grades given are provisional until internal and external moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Signatures
Grade awarded:

Tutor's Signature:
CACHE, Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AW Tel: 0845 347 2123 Fax: 01727 818613 Web: www.cache.org.uk

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

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134

© CACHE 2007 Version 8

Unit 2 – Work with Young Children (Curriculum Plan)
Evidence of criteria met Candidate
Detailed Activity Detailed Activity Detailed Detailed Plan 1 Plan 2 Activity Plan 1 Activity Plan 2

Criteria Description Internal Marker Marker
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR A GRADE A ACHIEVED Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

Criteria met? Internal Marker Internal Moderator

Resubmission or upgrade criteria met? Moderator
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No Yes / No D Yes / No C Yes / No B Yes / No A

E1

State the age of the children for which the Curriculum Plan is appropriate and describe briefly where the plan will be implemented

E2

Identify clearly the aim of the Curriculum Plan

E3

Identify the appropriate length of time for the Curriculum Plan

© CACHE 2007 Version 8
Signature of I.M. (if sampled): .................................................................................................................................

E4

Make an overall plan of activities/experiences to be included in the Curriculum Plan

E5

Show how your plan relates to the appropriate curriculum framework

E6

Include TWO detailed activity plans selected from your curriculum plan which you will implement

E7

(For ONE detailed activity plan) Include a resource which will support the children’s learning

E8

Describe the learning which may take place for the children in each of the detailed activity plans

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

E9

Show how the two detailed activities planned relate to the age and stage of development of the children

E10

Assess the learning which has taken place for the children after the detailed activity plans have been implemented

E11

Reflect on what you have learnt from implementing the detailed activity plans

E12

Make recommendations for future practice

E13

Show an understanding of anti-discriminatory/anti-bias practice

E14

Include references and bibliography

D1

Discuss the effectiveness of the implemented detailed activity plans

D2

Discuss the effectiveness of the resource (for one detailed activity plan)

C1

Explain how current research into children’s learning and development influenced your recommendations for future practice

B1

Analyse what you have learnt about planning and how this will inform your practice

Section 5

135

A1

Evaluate your planning in relation to current research into how children learn and develop

Section 5

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Unit 2 – Support Children's Learning 6 – 7 years 11 months
Evidence of criteria met
Page Numbers

Criteria Description Candidate
Detailed Activity Detailed Activity Detailed Activity Detailed Plan 1 Plan 2 Plan 2 Activity Plan 1

Criteria met? Internal Marker Marker
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

Internal Marker Internal Moderator

Resubmission or upgrade criteria met? Moderator
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER

E1

Include Two detailed activity plans which you will implement

E2

State the age of the children for which the detailed activity plan is appropriate and describe briefly where the plan will be implemented

E3

Describe the activity

© CACHE 2007 Version 8
CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR A GRADE A ACHIEVED Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No D C B A Signature of I.M. (if sampled): .................................................................................................................................

E4

Identify clearly the aim of the detailed activity plan

E5

Give the rationale for the detailed activity plan and clearly link the rationale to the overall planning of the class/group teacher

E6

(For ONE detailed activity plan) describe briefly a resource which will help the children learn

E7

Describe the learning which may take place for the children

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

E8

Show how the detailed activity plan relates to the age and stage of the children

E9

Assess the learning which has taken place for the children after the detailed activity plan has been implemented

E10

Reflect on what you have learnt from implementing the detailed activity plan

E11

Make recommendations for future practice

E12

Show an understanding of anti-discriminatory/anti-bias practice

E13

Include references and bibliography

D1

Discuss the effectiveness of the implemented detailed activity plan

Yes / No Yes / No

D2

Discuss the effectiveness of the resource (for one detailed activity plan)

C1

Explain how current research into children’s learning and development influenced your recommendations for future practice

Yes / No

B1

Analyse what you have learnt about supporting the planning of the class teacher and how this will inform your practice

Yes / No

Section 5

137

A1

Evaluate your detailed activity plans in relation to current research into how children learn and develop

Yes / No

Section 5

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© CACHE 2007 Version 8

Unit 2 – Routine
Evidence of criteria met Candidate Page No. Marker
Yes / No Yes / No Yes / No Yes / No

Criteria Description Internal Marker Page No. Internal Marker Internal Moderator Moderator

Criteria met?

Resubmission or upgrade criteria met?

E1

State the age of the children for which the routine is planned and briefly describe where the routine will be implemented Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No Yes/No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

E2

Identify clearly the aim of the overall routine

Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes/No

E3

Give an outline of the overall routine

© CACHE 2007 Version 8
CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No D CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes / No Yes / No Yes / No C B CIRCLE IF CRITERIA FOR A GRADE A ACHIEVED Signature of I.M. (if sampled): ................................................................................................................................. A

E4

Identify one part of the overall routine

E5

State the aim of the chosen part of the routine

E6

Describe in detail the chosen activity/experience or aspect of care

E7

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

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

E8

Reflect on what you have learnt from taking part in carrying out this part of the routine

E9

Make recommendations for future practice

E10

Show an understanding of anti-discriminatory/anti-bias practice

E11

Include references and bibliography

D1

Discuss how effectively the chosen part of the overall routine has been in meeting the developmental needs of the children

C1

Explain how current research into children’s care and development influenced your recommendations for future practice

Yes / No

B1

Analyse what you have learnt about routines and how this will inform your practice

Yes / No

Section 5

139

A1

Evaluate the overall routine in relation to current research into children's care, learning and development

Yes / No

Section 5

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 3 – Foundations to Caring
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

141

Unit 3 – Foundations to Caring
Evidence of criteria met Candidate Page No. Marker
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

Criteria Description Internal Marker Page No. Internal Marker Internal Moderator Moderator
Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No

Criteria met?

Resubmission or upgrade criteria met?

Section 5

142
Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes/No Yes / No Yes/No Yes / No Yes/No Yes / No Yes/No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR A GRADE A ACHIEVED Signature of I.M. (if sampled): .................................................................................................................................

E1

Complete the assignment task

E2

State the chosen setting

E3

Identify the characteristics of a positive environment for children in the chosen setting

E4

Describe how the setting meets the health and safety requirements and regulations

E5

Identify the basic physical and health needs of the children in the chosen setting

E6

Describe how the physical and health needs of the children are met in the chosen setting

E7

Identify an appropriate days menu for a child in the setting which demonstrates an understanding of the term ‘balanced diet’

E8

Give the age of the child the menu is for

Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes/No D Yes/No C Yes/No B Yes/No

E9

Describe the role of the adult in maintaining and promoting a positive environment

E10

Describe why it is important to work as a member of a team

E11

Show an understanding of anti-discriminatory/anti-bias practice

E12

Include references and bibliography to support your work

D1

Explain the importance of providing a balanced diet for all children in the setting

C1

Discuss the role of the child care and education worker in the provision of food for children

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

B1

Analyse the importance of providing a positive environment for children

A1

Evaluate how relevant health and safety legislation can support the adult in maintaining and promoting a

positive environment A

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 3 Assignment – Foundations to Caring
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose ONE of the following settings: Private day care Nursery class School setting COMPLETE THIS TASK Produce a document for a Child Care and Education student, which explains how the chosen setting can provide a positive environment for children. The document should contain: • • • • • • • The characteristics of a positive environment How the setting meets the health and safety requirements and regulations How the basic physical and health needs of the children are met in the chosen setting A menu for a day, which promotes a balanced diet for a child in the chosen setting State the age of the child that the menu is for The role of the adult in maintaining and promoting a positive environment The importance of working as a member of a team.

Throughout the assignment you should ensure that you address anti-discriminatory/ anti-bias practice where it is appropriate to the task. The completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

© CACHE 2007 Version 8

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© CACHE 2007 Version 8

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 4 – The Developing Child
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

145

Unit 4 - The Developing Child
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Criteria met? Resubmission or upgrade criteria met?

Criteria Description

Section 5

146 Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

E1

Complete the assignment task

E2

Describe the stage of development of the chosen child based on the observations

E3

Describe the developmental needs of the observed child

E4

Identify ways the developmental needs of the observed child may be met in the setting

E5

Describe the role of the Child Care and Education worker in promoting and supporting the developmental needs of the observed child

E6

Identify factors which may affect children’s behaviour

Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No D Yes / No C Yes / No B Yes / No A

E7

Identify ways to promote and encourage positive behaviour

E8

Describe strategies which may be used to help children deal with feelings

E9

Describe the role of the Child Care and Education worker in resolving conflict

E10

Show an understanding of anti-discriminatory/anti-bias practice

E11

Include references and a bibliography to support your work

D1

Explain how children’s behaviour may be affected by the factors identified in E6

C1

Explain the importance of the role of the adult in promoting and encouraging positive behaviour

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

B1

Analyse the effectiveness of strategies used to resolve conflict

A1

Evaluate the use of the norm as an effective measurement of child development

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 4 Assignment – The Developing Child
This assignment provides the assessment for the unit. Individual observations should be marked and when they have been completed. They may be used for Unit 1. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. This assignment has TWO tasks, which must be successfully completed in order to achieve the unit. Task 1 Your tutor will choose THREE areas of development from the list below: Physical development Cognitive development Social development Emotional development Language development COMPLETE THIS TASK Carry out THREE observations on one child in your 1 – 3 years 11 months or 4 – 7 years 11 months placement, one observation for each area of development. Each observation must achieve a grade E or above according to the assessment criteria for Unit 1 Observation and Assessment. Write a report, using the findings of your observations (primary research) and appropriate secondary research. The report should include information under the following headings: 1. 2. 3. 4. The developmental stage of the chosen child based on the observations The developmental needs of the observed child How the developmental needs of the observed child may be met in the setting The role of the Child Care and Education worker in meeting the developmental needs of the observed child.

Task 2 Produce a document for a Child Care and Education student who is new to a 1 – 3 years 11 months or 4 – 7 years 11 months placement about children’s behaviour. The document should include the following information: 1. 2. 3. 4. Factors which may effect children’s behaviour Ways to promote and encourage positive behaviour Strategies which may be used to help children deal with feelings The role of the Child Care and Education worker in resolving conflict
147

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Section 5

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Throughout the assignment you should ensure that you address anti-discriminatory and anti-bias practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit. The three observations are not included as part of the word limit and should be included as appendices only.

148

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Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 5 – Health and Community Care
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

149

Unit 5 - Health and Community Care
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Criteria met? Resubmission or upgrade criteria met? Section 5

Criteria

Description

150 Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

E1

Complete the assignment task.

E2

Identify the causes of the chosen infection and condition

E3

Describe the signs and symptoms of the chosen infection and condition

E4

Describe how to prevent or control the chosen infection and condition

E5

Identify the key factors in promoting and maintaining the health of a child with the chosen infection and condition

E6

Describe the support available for children with the chosen infection and condition and their families

Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No D Yes / No Yes / No C Yes / No Yes / No B Yes / No Yes / No A

E7

Compare and contrast the differences between the chosen infection and condition

E8

Show an understanding of anti-discriminatory/anti-bias practice

E9

Include references and a bibliography to support your work

D1

Explain the role of the Child Care and Education worker in supporting parents of a child with these illnesses

C1

Discuss the possible effects of these illnesses on the child and family

B1

Analyse the importance of how the Child Care and Education worker responds to a child with a chronic condition when they are experiencing a crisis

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

A1

Evaluate the effectiveness of health promotion strategies for the common infectious diseases

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 5 Assignment – Health and Community Care
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose ONE infectious disease and ONE chronic condition: Infectious diseases Mumps Measles Chicken pox Rubella Chronic condition Asthma Cystic fibrosis Diabetes Sickle cell anaemia

COMPLETE THIS TASK Compare and contrast the chosen infection and condition. Your work should include: • The causes, signs and symptoms and methods of prevention • The key factors in promoting and maintaining the health of the children and their families • The support available for children and their families. Throughout the assignment you should ensure that you address anti-discriminatory/ anti-bias practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

© CACHE 2007 Version 8

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 6 – Play, Curriculum and Early Learning
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

153

Unit 6 – Play, Curriculum and Early Learning
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Criteria met? Resubmission or upgrade criteria met? Section 5

Criteria

Description

154 Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

E1

Complete the assignment task

E2

State the chosen age range

E3

Describe how each of the 3 different types of play can promote learning for the chosen age range

E4

Describe ONE play opportunity for EACH type of play for the chosen age group

E5

Describe how the play opportunity for each type of play may link to the Early Years Curricula or the National Curriculum

E6

Describe the role of the adult in promoting play which meets the needs of individual children

Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No D Yes / No Yes / No C Yes / No Yes / No B Yes / No Yes / No A

E7

Describe the importance of providing a positive environment for play and learning

E8

Show an understanding of anti-discriminatory/anti-bias practice

E9

Include references and bibliography to support your work

D1

Explain clearly how EACH play opportunity will promote the intended learning

C1

Discuss the strategies that adults may use to promote children’s learning

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

B1

Analyse the use of a structured curriculum for children

A1

Evaluate how the Child Care and Education worker could enrich and extend the child’s play

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 6 Assignment – Play, Curriculum and Early Learning
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose ONE of the following age ranges. 3 – 4 years 4 – 5 years 6 – 7 years 11 months Creative play, imaginative play and physical play are used as play opportunities, which can promote learning in children of all ages. COMPLETE THIS TASK Produce a document explaining to new Diploma Candidates the importance of play, curriculum and early learning. The document should contain information on the following: 1. 2. 3. 4. 5. 6. How the THREE different types of play promote learning for children of the chosen age range. A description of ONE play opportunity for EACH type of play. For EACH of your chosen play opportunities, make links to the Early Years Curricula or the National Curriculum. The role of the adult in promoting play which meet the needs of individual children. The importance of providing a positive environment for play and learning. Include references and a bibliography.

Throughout the assignment you should ensure that you address anti-discriminatory/ anti-bias practice where it is appropriate to the task. Your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

© CACHE 2007 Version 8

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156

© CACHE 2007 Version 8

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 7 – Work with Babies in the First Year of Life
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

157

Unit 7 – Work with Babies in the First Year of Life
Evidence of criteria met Candidate Page no. Internal Marker Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

Criteria Internal Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Moderator

Description

Criteria met?

Resubmission or upgrade criteria met? Section 5

158 CIRCLE IF CRITERIA FOR GRADE E ACHIEVED

E1

Complete the assignment task

E2

Identify the chosen case study

E3

Identify the care requirements and routines necessary for this baby

E4

Identify the developmental needs which need to be considered when caring for this baby for the next 3 months

E5

Identify TWO appropriate play experiences for the baby

E6

Show your understanding of the nutritional needs of this baby for the next 3 months

E7

Describe the importance of establishing and maintaining partnerships with the parent(s)

E8

Describe the role of the Child Care and Education worker when working with this baby

E9

Show an understanding of anti-discriminatory/anti-bias practice

E10

Include references and bibliography to support your work

D1

Describe the nutritional requirements of this baby and link these to the developmental needs

Yes / No Yes / No D Yes / No C Yes / No B Yes / No A

D2

Explain how the TWO play experiences will support the development of this baby

C1

Explain how you will meet ALL the developmental needs of this baby

B1

Analyse how you will work with the parent(s)

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

A1

Evaluate the role of the Child Care and Education worker in meeting the care and learning needs of babies separated from their primary carers

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 7 Assignment – Work with Babies in the First Year of Life
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose one of these case studies. Case Study 1 As a Child Care and Education worker in a home setting you are responsible for working with a baby and the baby’s parents. You have been working in this setting for two months. • Scenario The baby you are responsible for was born at 35 weeks gestation and is now nine months old. The parents of the baby both work full-time. The baby has two sleeps of at least an hour during the day. The baby has formula milk from a bottle and enjoys a varied vegetarian weaning diet, but prefers the food in a soft puree and shows little interest in finger feeding. The baby can sit with support. The baby does not enjoy lying prone and is reluctant to bear weight on his/her legs. The baby likes communicating with sounds and babbles tunefully. Case Study 2 As a Child Care and Education worker in a day care setting you are responsible for working with a baby and the baby’s parents. The baby will be starting to attend the setting full-time when the mother returns to employment in one month. • Scenario The baby you are responsible for was born full-term and is now four months old. The baby is fully breast-fed on demand. The baby has several short sleeps during the day. The baby enjoys being in a bouncy chair when awake and can hold a rattle. The baby smiles and vocalises readily in response to adults. Continued

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Case Study 3 As a Child Care and Education worker in a day care setting you are responsible for working with a baby and the baby’s parents. The baby has been attending the setting for two months. • Scenario The baby you are responsible for was born full-term and is now eight months old. The baby attends the setting from 12 midday to 6 pm as the mother works part-time. The baby is very active and moves around the floor by rolling. The baby enjoys a varied weaning diet and likes to finger feed. The baby is breast-fed morning and night and will only accept small amounts of water in a cup. The baby is responsive to adults she/he knows well and babbles loudly. The baby wakes frequently at night and the parents prefer that the baby does not sleep when in the day care setting. COMPLETE THIS TASK Produce an account to show how you will plan to meet the care and developmental needs of the chosen baby for the next three months. Throughout the assignment you should ensure that you address anti-discriminatory/ anti-bias practice where it is appropriate to the task. Your completed work should not exceed 2,000 words. There is no lower word limit. Work that is more than 10% over the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

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Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 8 – Preparation for Employment
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

161

Unit 8 – Preparation for Employment
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Moderator Yes / No Yes / No Yes / No Criteria met? Resubmission or upgrade criteria met? Section 5

Criteria

Description

162 Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

E1

Complete the assignment task

E2

State the chosen environment

E3

Describe the types of work arrangements and conditions of employment in the chosen environment

E4

Describe the advantages and disadvantages of working in the chosen setting

Yes / No Yes / No

E5

Compare and contrast the roles and responsibilities of the Manager/Head Teacher and the newly qualified Child Care and Education worker

E6

Describe why it is important to communicate effectively within the team

Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No Yes / No D Yes / No Yes / No C Yes / No B Yes / No Yes / No A

E7

In the letter of application, identify the skills and qualities required for the chosen position

E8

Show an understanding of anti-discriminatory/anti-bias practice

E9

Include references and bibliography to support your work

D1

In the letter of application, explain why the skills and qualities are required for the chosen position

C1

Explain the importance of working as a member of a team

B1

Analyse the differing roles between the manager and the employee

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

A1

Evaluate the effects of different management styles in creating an effective team

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 8 Assignment – Preparation for Employment
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections.

ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose ONE of the following settings: Private nursery Local authority day care Primary school Local authority nursery school or nursery class This assignment has TWO tasks, which must be successfully completed in order to achieve the unit. Task 1 Write an article for the school or college magazine entitled, ‘Working in a (insert chosen setting)’ The article will contain 3 sub headings: • The setting Describe the types of work arrangements and conditions of employment AND Describe the advantages and disadvantages of working in the chosen setting • The professional worker Compare and contrast the roles and responsibilities of the Manager/Head Teacher and the newly qualified Child Care and Education worker • Team work Describe the importance of effective communication within the team The article should consist of no more than 1,250 words. AND Continued

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Task 2 Write a letter of application for a position in the chosen setting. State the job role you are applying for. The letter should include the skills and qualities required for the chosen position. The letter should consist of no more than 750 words. Throughout the assignment you should ensure that you address anti-discriminatory/ anti-bias practice where it is appropriate to the task. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

164

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Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 9 – The Provision of Services and the Protection of Children
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

165

Unit 9 – The Provision of Services and the Protection of Children
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Criteria met? Resubmission or upgrade criteria met?

Criteria Description

Section 5

166 Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE E ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

E1

Complete the assignment task

E2

Identify THREE different pressures that may be experienced by children and their families

E3

Describe the effects that EACH pressure may have on children and their families

E4

Describe the role of the voluntary, statutory and private services in supporting children and their families through EACH of the different pressures identified in E2

E5

Identify ONE piece of legislation which protects the rights of the child

Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No D Yes / No

E6

Describe the effects of different types of abuse on the child and family

E7

Identify strategies which will empower children to protect themselves

E8

Identify TWO voluntary services that support children who have been abused

E9

Describe the role of TWO voluntary services in supporting children who have been abused

E10

Show an understanding of anti-discriminatory/anti-bias practice

E11

Include references and bibliography to support your work

D1

Explain why it is important to help children to protect themselves

C1

Explain the preventative measures that the Child Care and Education worker may take to protect themselves whilst working with young children

C Yes / No B Yes / No A

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

B1

Analyse the role of observation and record keeping in the identification of possible abuse

A1

Evaluate the role of the voluntary and private services in supporting children and their families under pressure

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 9 Assignment – The Provision of Services and the Protection of Children
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. This assignment has TWO tasks, which must be successfully completed in order to achieve the unit. Task 1 Produce a leaflet for parents which provides information on voluntary, statutory and private services that are available to children and their families. The leaflet should include information on the following: • Different pressures that may be experienced by children and their families • The effect of three different pressures on children and their families • The role of statutory, voluntary and private services in supporting children and their families under pressure • Relevant legislation, which protects the rights of the child. The leaflet should not exceed 1,000 words. Task 2 Write an essay, which explains how the Child Care and Education worker can empower children to protect themselves. The content of the essay should include: • The effects of different types of abuse on the child and family • Strategies which will empower children to protect themselves • The role of voluntary services in supporting children who have been abused. The essay should not exceed 1,500 words. Throughout the assignment you should ensure that your address anti-discriminatory/ anti-bias practice where it is appropriate to the task. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

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168

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 10 – Anti-Discriminatory/Anti-Bias Practice
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

169

Unit 10 – Anti-Discriminatory / Anti-Bias Practice
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

Criteria

Description

criteria met?

Resubmission or upgrade criteria met?

Section 5

170 CIRCLE IF CRITERIA FOR GRADE E ACHIEVED

E1

Complete the assignment task

E2

Give valid reasons for carrying out the investigation

E3

Describe the chosen area of discrimination

E4

Identify the effects that this type of discrimination can have on children and their families

E5

Describe briefly some of the important writings on the area of discrimination

E6

Identify ONE piece of current legislation about the area of discrimination

E7

Describe how you carried out your investigation

E8

Present and describe the results of your investigation

E9

Summarise the key points of the results of your investigation

E10

Include references and bibliography to support your work

D1

Explain how the Child Care and Education student can promote anti-discriminatory practice while working on placement in the early years setting

Yes / No D Yes / No C Yes / No B Yes / No A

C1

Discuss how equipment, images and types of play may be used to promote anti-discriminatory practice

B1

Analyse the role of the qualified Child Care and Education worker in promoting the rights of children and their families

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

A1

Evaluate the impact that the review of literature and legislation has on promoting anti-discriminatory practice

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 10 Assignment – Anti-Discriminatory/Anti-Bias Practice
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose ONE area of discrimination Race Gender Disability COMPLETE THIS TASK Carry out an investigation and write a report on your chosen area. The report should include the following sub headings: 1. Title. 2. Abstract – This is a brief summary or overview of your report, giving conclusions. Restrict this to one short paragraph. 3. Introduction – Briefly describe what the investigation is about explaining why it is important. Describe the area of discrimination and identify the effects that discrimination can have on children and their families. 4. Review of literature – Discuss briefly some of the recent research on the area of discrimination and identify current legislation. 5. Method – How did you carry out your investigation? What methods did you use? 6. Results – Present your results. 7. Findings – Discuss your results – Summarise your findings. Were they what you expected? 8. Conclusions – Summarise your key points. As a result of the investigation, identify ways in which the Child Care and Education student can promote anti-discriminatory practice while working on placement in the early years setting. 9. References and bibliography. Continued

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Throughout the assignment you should ensure that you address anti-discriminatory/ anti-bias practice where it is appropriate to the task. Your completed work should not exceed 2,500 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

172

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Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION

Candidate
Name:

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

PIN: Site/Centre No:

Candidate Declaration
Unit 11 – Working with parents
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken place. Candidate’s Signature: Date:

Tutor Feedback

Word Count
To be filled in by the candidate – Number of words used in the assignment:

Signatures
Grade awarded:

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

Tutor's Signature:

Date:

IM Signature:
(if chosen for sample)

Date:

© CACHE 2007 Version 8

173

Unit 11 – Working with parents
Evidence of criteria met Candidate Page No. Marker Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Internal Marker Page No. Internal Marker Internal Moderator Criteria met? Resubmission or upgrade criteria met? Moderator Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No E / REFER Yes / No Yes / No Yes / No Yes / No D Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE C ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE B ACHIEVED Yes / No Yes / No CIRCLE IF CRITERIA FOR GRADE A ACHIEVED
Signature of I.M. (if sampled): .................................................................................................................................

Criteria

Description

Section 5

174 CIRCLE IF CRITERIA FOR GRADE E ACHIEVED CIRCLE IF CRITERIA FOR GRADE D ACHIEVED Yes / No Yes / No Yes / No

E1

Complete the assignment task

E2

State the chosen setting

E3

Describe the legal responsibility on settings to work in partnership with parents

E4

Describe the principles of good communication with parents

E5

Describe the role of the Child Care and Education worker in relation to parents

E6

Describe how the setting values and respects all parents

E7

Show an understanding of anti-discriminatory/anti-bias practice

E8

Include references and bibliography to support your work

D1

Explain the importance of recognising and valuing different parenting styles

C1

Explain possible barriers to promoting positive working relationships with parents

Yes / No C Yes / No B Yes / No A

B1

Analyse methods of overcoming barriers, which may affect relationships with parents

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8

A1

Evaluate the importance of positive relationships with parents

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Section 5

CACHE Level 3 Diploma in Child Care and Education Unit 11 Assignment – Working with parents
This assignment provides the assessment for the unit. The completed assignment MUST be submitted and marked as a whole and not in separate sections. ASSIGNMENT TASK - What do I have to do? The whole task must be completed in order to achieve the unit. Your tutor will choose ONE of these settings: Primary school Local authority nursery school/nursery class Family home COMPLETE THIS TASK Write an essay on the importance of working with all parents in the chosen setting. The essay should include information on the following; • the legal responsibility on settings to work in partnership with parents • the principles of good communication with parents • the role of the Child Care and Education worker in relation to parents • how the setting values and respects all parents. Throughout the assignment you should ensure that your address anti-discriminatory/ anti-bias practice. Your completed work should not exceed 2,000 words. There is no lower word limit. Work that is more than 10% above the word limit will not be marked. You should include references and a bibliography to support your work. References and quotations within the text are not included in the word limit.

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Annex A

Annex A
Record of Grades Table

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Annex A

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© CACHE 2007 Version 8

Candidate Record of the Grades achieved for the CACHE Level 3 Diploma in Child Care and Education
Unit Grade Grade A Hours per Unit 120 120 90 90 90 90 30 30 60 60 30 1 5 5 4 4 2 5 10 4 8 3 3 2 5 10 4 8 3 6 6 3 1 5 5 4 4 3 3 1 5 5 4 4 3 3 2 2 2 2 2 3 5 15 4 12 3 9 2 3 5 15 4 12 3 9 2 6 6 2 2 4 4 2 3 5 15 4 12 3 9 2 6 3 5 15 4 12 3 9 2 6 1 1 1 1 1 1 1 1 1 4 5 20 4 16 3 12 2 8 1 4 5 20 4 16 3 12 2 8 1 4 4 3 3 3 3 1 1 2 2 1 No of Increments Grade Value Points Grade Value Points Grade Value Points Grade Value Points Grade Value Points Points achieved per unit Unit Grade Grade B Unit Grade Grade C Unit Grade Grade D Unit Grade Grade E

Grades achieved

Description of Unit

Professional Practice Grade

UNIT 1 – Observation and Assessment

UNIT 2 – Work with Young Children

UNIT 3 – Foundations to Caring

Theory Grade

© CACHE 2007 Version 8 4 5 20 4 16 3 12 2 8 1 Total number of points achieved: No of Increments x Grade Value = Points for unit assignment 4
Candidates must achieve to gain overall Grade

UNIT 4 – The Developing Child

UNIT 5 – Health and Community Care

UNIT 6 – Play, Curriculum and Early Learning

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

UNIT 7 – Work with Babies in the First Year of Life

UNIT 8 – Preparation for Employment

UNIT 9 – The Provision of Services and the Protection of Children

UNIT 10 – Anti-discriminatory/anti-bias practice

UNIT 11 – Working with Parents

UNIT 12 – Practical Training

(Must be successfully completed to achieve a pass)

Diploma Test Paper

To achieve the CACHE Level 3 Diploma in Child Care and Education candidates must achieve a minimum of Grade E for each unit, Grade E for the Diploma Test Paper and be assessed as practically and professionally competent through the PERs and the PDPs. 40 points 32 – 39 points 24 – 31 points 16 – 23 points 8 – 15 points A B C D E
Candidates must achieve to gain overall Grade

Annex A

179

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

The overall grade for the Professional Practice of the CACHE Level 3 Diploma in Child Care and Education is determined by the number of points gained from Unit 1 + 2 and within the ranges shown.

The overall grade for the Theory component of the CACHE Level 3 Diploma in Child Care and Education is determined by the number of points gained within the ranges shown:

95 74 53 32 23

– – – – –

115 points 94 points 73 points 52 points 31 points

A B C D E

This Candidate Record of Grades is for Candidates entering Year 2 with a CACHE Level 2 Certificate in Child Care and Education. Candidates entering with any other qualification should contact CACHE for an appropriate Candidate Record of Grades

Overall Grading for the CACHE Level 3 Diploma in Child Care and Education – direct entrants to Year 2
Grade A Hours per Unit 120 120 4 5 20 4 16 3 12 2 8 1 4 5 20 4 16 3 12 2 8 1 4 4 No of Increments Grade Value Points Grade Value Points Grade Value Points Grade Value Points Grade Value Points Grade B Grade C Grade D Grade E Annex A Points achieved per unit

Grades achieved

Professional Practice Grade

Theory Grade

180

Description of Unit

UNIT 1 – Observation and Assessment

UNIT 2 – Work with Young Children

UNIT 3 – Foundations to Caring 90 90 90 30 60 60 2 5 10 4 8 3 6 2 5 10 4 8 3 6 1 5 5 4 4 3 3 2 2 2 3 5 15 4 12 3 9 2 3 5 15 4 12 3 9 2 6 6 2 4 4 3 5 15 4 12 3 9 2 6

Accreditation of Prior Achievement (APA) for direct entrants
1 1 1 1 1 1 3 3 3 1 2 2

UNIT 4 – The Developing Child

UNIT 5 – Health and Community Care

UNIT 6 – Play, Curriculum and Early Learning

UNIT 8 – Preparation for Employment

UNIT 9 – The Provision of Services and the Protection of Children

UNIT 10 – Anti-discriminatory/anti-bias practice

UNIT 12 – Practical Training

(Must be successfully completed to

achieve a pass)

Diploma Test Paper

4

5

20

4

16

3

12

2

8

1

4

Candidates entering with the CACHE Level 2 certificate in Child Care and Education may be given accreditation of prior learning for either Unit 7 or Unit 11 dependent on the Diploma in Child Care and Education Option Completed. (Please indicate whether Unit 7 or 11 has been undertaken)

UNIT 7 – Work with Babies in the First Year of Life OR 30 1 5 5 4

4

3

3

2

2

1

1

UNIT 11 – Working with Parents Total number of points achieved: No of Increments x Grade Value = Points for unit assignment

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

© CACHE 2007 Version 8
40 points 32 – 39 points 24 – 31 points 16 – 23 points 8 – 15 points

To achieve the CACHE Level 3 Diploma in Child Care and Education, direct entry candidates to Year 2 must achieve a minimum of Grade E for units 1, 2, 4, 5, 6, 7, 8 ,9 and 10, Grade E for the Diploma Test Paper and be assessed as practically and professionally competent through the PERs and the PDPs.
Candidates must achieve to gain overall Grade Candidates must achieve to gain overall Grade

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

The overall grade for the Professional practice of the CACHE Level 3 Diploma in Child Care and Education is determined by the number of points gained from Unit 1 + 2 and within the ranges shown.

A B C D E

The overall grade for the Theory component of the CACHE Level 3 Diploma in Child Care and Education is determined by the number of points gained within the ranges shown:

79 62 45 28 19

– – – – –

95 78 61 44 27

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A B C D E

Level 3 Diploma in Child Care and Education Candidate Handbook 2007

Annex B

Annex B
About CACHE

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Annex B – About CACHE
1 What is CACHE?
Council for Awards in Children's Care and Education (CACHE). CACHE is the leading provider of nationally recognised qualification in early years care and education and in playwork. Its courses and qualifications (shown on the back cover) provide the underpinning knowledge and practical training for child care and education practitioners who work with children and families in a wide range of settings. The settings include childminding, play groups, crèches, nursery, infant or primary schools or classes, day nurseries, family Centres, play settings, hospitals within the public, private and voluntary sectors. CACHE also awards Key Skills, Assessor and Verifier Awards, NVQs in Early Years Care and Education, NVQs in Playwork, NVQs for Teaching Assistants and NVQs in Care for those involved in working with children, families and young people in the voluntary, public or private sectors.

2

CACHE Mission Statement

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

3

CACHE's Equality and Diversity Policy

CACHE and its Board of Trustees value diversity. We believe that a variety of backgrounds enriches all aspects of life. CACHE fully believes that all individuals should be treated fairly, with respect and dignity in their employment and in their learning. CACHE requires its approved Centres to have their own Diversity/Equality Policy. We will encourage Centres to create a positive environment for candidates and those who have responsibility for the recruitment, teaching and the assessment of these candidates. CACHE will continue to promote the development and understanding of diversity and anti-bias practice throughout all products and activities relating to our qualifications. This includes curricula, publications, training and assessment procedures. CACHE is committed to complying fully with current and future legislation and requirements from regulators and to develop lead practice in the areas of diversity and inclusion. This CACHE statement will evolve to reflect the changing laws and mores of our society and this will be reflected in all policies and procedures.

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4

CACHE Statement of Values

This statement of values should underpin the content and delivery of the syllabus for this qualification and every aspect of the assessment. The CACHE candidate will: Put the child first by: • • • • • ensuring the child’s welfare and safety showing compassion and sensitivity respecting the child as an individual upholding the child’s rights and dignity enabling the child to achieve their full learning potential.

Never use physical punishment Respect the parent as the primary carer and educator of the child Respect the contribution and expertise of staff in the child care and education field and other professionals with whom they may be involved Respect the customs, values and spiritual beliefs of the child and their family Uphold the Council's Equality of Opportunity policy Honour the confidentiality of information relating to the child and their family, unless its disclosure is required by law or is in the best interest of the child.

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Annex C

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

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Annex C

Annex C – The CACHE website: www.cache.org.uk
The CACHE website offers a huge variety of resources to support candidates and Centres. These include the following CACHE procedures: • • • • • Re-mark enquiry Appeals Complaints Malpractice Diversity Statement

You will also be able to access mapping for the following: • • • Key Skills (2004) to Qualification Unit Assignments Common Core of Skills and Knowledge National Occupational Standards relating to this qualification

Useful publications offering additional guidance include: • • Finding the Level helps understand the different levels of demand when studying for CACHE qualifications Assignment Guidance supports tutors and candidates with the assessment requirements of CACHE unit assignments

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Annex D

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

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Annex D

Annex D – The Links between the Diploma Programme and the National Occupational Standards
CACHE's Diploma in Child Care and Education aims to provide an qualification that is closely related to the National Vocational Qualification (NVQ) at Level 3 in Early Years Care and Education. It is designed, firstly, to provide the underpinning knowledge and understanding which supports competent performance and, secondly, to offer training in many of the practical skills and competencies defined in the National Occupational Standards. Details concerning the relationship between the units within the Diploma and the units within the NVQ scheme are shown in the table.

Units in the Diploma

NVQ Level 3 in Early Years Care and Education Units

NVQ Level 3, Children’s Care, Learning and Development Implemented from (November 2005)

1 Observation & Assessment 2 Work with Young Children 3 Foundations to Caring 4 The Developing Child

C16 M7 M8 C2 E3 C3 C5 C7 C10 309, 310 302, 306, 307 308, 337 C11 302, 306, 307 345, 346

5 Health and Community Care 6 Play, Curriculum and Early Learning 7 Work with Babies in the First Year of Life 8 Preparation for Employment

C2 C10 C24 C25

C14

312, 314

MC1 C4

311, 338

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Units in the Diploma

NVQ Level 3 in Early Years Care and Education Units

NVQ Level 3, Children’s Care, Learning and Development Implemented from (November 2005) 326

9 The Provision of Services and the Protection of Children 10 Anti-Discriminatory/Anti-Bias Practice

C15

C17 C18 plus statement of underlying principles P2

305, 321

11 Working with Parents 12 Practical Training: Practice Evidence Records/ Professional Development Profiles

317

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