DCE-l3 hb Aug 2007
description
Transcript of DCE-l3 hb Aug 2007
CACHE
Candidate Handbook
Level 3 Diploma in Child Care and Education 2007
Syllabus, Regulations and Assessment Materials (Centres have a CentreInformation Pack which contains additional information)
8th edition
© CACHE 2007
Except as allowed by law, or where specified in the text, no part of this publicationmay be reproduced or transmitted in any form or by any means without prior permissionfrom the Council for Awards in Children's Care and Education.
Qualification Accreditation Number 100/0649/7
Published in Great Britain by CACHE
First edition 2000 Book code D633Second edition 2001 Book code D775Third edition 2002 Book code D908Fourth edition 2003 Book code D1028Fifth edition 2004 Book code D1174Sixth edition 2005 Book code D1174-05/06Version 7 June 2006 Book code 100/0649/7/V7Version 8 August 2007 Book code 100/0649/7/V8
Publication dateAugust 2007
PublisherCouncil for Awards in Children's Care and EducationBeaufort House23 Grosvenor RoadSt AlbansHertfordshireAL1 3AWTelephone 0845 347 2123
Registered Company No: 2887166Registered Charity No: 1036232
Printed in England byCorporate Document Services8 Faraday RoadRabans Lane Industrial EstateAylesburyBucksHP19 8RY
CDS Ref: 422286
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Contents
Contents
Information Sheet iii
Assignment Planner v
Introduction vii
Section 1 1What do you have to do? 3
Candidate registration 4
Qualification fees 4
Entry requirements 4
Possible restrictions on entry to the qualification 4
Key Skills 4
Children with special needs 5
Recommended hours 5
Attendance at classes 5
Remission of tuition 5
Practical training 5
UCAS tariff points 6
Placement monitoring 6
Guidelines and requirements for direct entry to the Diploma Year 2 7
General requirements 8
Accreditation of prior achievement for candidates entering directly into Year 2 of the Diploma 8
Specific requirements for access from particular programmes 10
The Irish Further Education and Training Awards Council (www.fetac.ie) 12
Progression from the Level 3 Diploma in Child Care and Education 12
Section 2 – Learning Outcomes and the Syllabus 13Unit 1 – Observation and Assessment 15
Unit 2 – Work with Young Children 21
Unit 3 – Foundations to Caring 29
Unit 4 – The Developing Child 33
Unit 5 – Health and Community Care 37
Unit 6 – Play, Curriculum and Early Learning 41
Unit 7 – Work with Babies in the First Year of Life 47
Unit 8 – Preparation for Employment 51
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Level 3 Diploma in Child Care and Education Candidate Handbook 2007Contents
Unit 9 – The Provision of Services and the Protection of Children 53
Unit 10 – Anti-Discriminatory/Anti-Bias Practice 57
Unit 11 – Working with Parents 61
Unit 12 – Practical Training 63
Section 3 – Assessment of your learning 67Assessment of your learning 69
Assessment procedures 69
Plagiarism 69
Portfolios 70
Unit assignments 70
Referral of Unit Assignments 70
Improving your grades for assignments marked by the Centre 71
Reasonable adjustments 71
Overall grade for the qualification 72
Additional support 72
Certification 72
References and Bibliography 72
Re-mark enquiry and Appeals Procedure 72
Section 4 – Practice Evidence Record Sheets 73
Section 5 – Unit 1 & 2 Documentation & Unit Assignments 125
Annex A – Record of Grades table 177
Annex B – About CACHE 181
Annex C – The CACHE website: www.cache.org.uk 185
Annex D – The Links between the Diploma Programme and 189 the National Occupational Standards
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Information Sheet
Your Personal DetailsName:
Address:
Telephone Number:
PIN:
Date you registered for the Diploma in Child Care and Education:
Information Sheet
Your Study Centre DetailsSite/Centre Name:
Address:
Telephone Number:
Site/Centre Number:
Name of your Course Tutor:
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Assignment Planner
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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 yearsenvironment 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 olderchildren 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 trainingsuch as the CACHE Level 4 qualifications, related higher education programmes forexample nursing, teaching or foundation degrees (subject to the entry requirements ofthe individual university or college)
• carries UCAS tariff points i.e. you can achieve a maximum of 240 points for the theorycomponent and 120 for the professional practice, e.g. an A grade for both thesecomponents is equivalent to 3 "A" levels
• is a level 3 qualification on the Qualifications and Curriculum Authority (QCA) NationalFramework of Qualifications.
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What do you have to do?The Diploma is normally a two-year full-time programme. Some Centres however may offerthe qualification in a part time mode or, where candidates have already achieved specificCACHE qualifications, may allow direct entry into year 2.
There are 12 units including the practical training. Each unit can stand-alone and becertificated. Unit 12 Practical Training: Practice Evidence Records/Professional DevelopmentProfiles, is not certificated.
CACHE advises Centres to offer Unit 3 Foundations to Caring in the first year. Units 1 and 2are studied throughout both years. Other than this, the Centre will decide the order in whichthey deliver the units.
The requirements of the Practice Evidence Records and Professional Development Profilesin Unit 12 must be met to a satisfactory standard. It is very important to link theory topractice and you will find that generally, the unit you are studying has close links with thetraining environment where you have been placed.
Unit Title Recommended Guided Learning Hours
1 Observation and Assessment 120 hours
2 Work with Young Children 120 hours
3 Foundations to Caring 90 hours
4 The Developing Child 90 hours
5 Health and Community Care 90 hours
6 Play, Curriculum and Early Learning 90 hours
7 Work with Babies in the First Year of Life 30 hours
8 Preparation for Employment 30 hours
9 The Provision of Services 60 hours
10 Anti-Discriminatory 60 hours
11 Working with Parents 30 hours
12 Practical Training 750 hours
Personal and subject based tutorial time 90 hours
Total for the whole course including practical training 1650 hours
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Candidate registrationWhen 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 aPersonal Identification Number (PIN). The PIN should be used if you are registered for anysubsequent qualifications with CACHE.
Qualification feesCACHE charges a registration fee for all candidates, which will be dealt with by your Centre.If you require information about fees you should contact your Centre or see the CACHE feeslist on our website.
Entry requirementsCACHE 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. Forexample you have achieved a GSCE at grade C or above in English and at least oneother subject. Mature applicants may have different equivalent qualifications.
You should not under-estimate the demands of the Diploma programme. You will have tocomplete both academic and practical work at level 3. You should have a sensible andmature attitude to both work and study and be prepared to make a considerablecommitment of time and effort during your course.
Possible restrictions on entry to the qualificationIf you work with children and young people you are exempt from the Rehabilitation ofOffenders Act 1974. In most Centres a security check, e.g. Criminal Record Bureau will benecessary for all volunteers, candidates in placement and employees working in thisvocational area.
Key SkillsThis 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 thebest evidence for your Key Skills portfolio can be found.
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Children with special needsWhen dealing with children with special needs, it may be necessary to refer to theirdevelopmental age rather than their chronological age (provided that is not beyond 18years). You will find that, throughout the programme of study, you will consider children withdisabilities and those with special or particular needs. You may choose to spend some ofthe placement days in special needs environments. This should be taken from the 40 dayswhich are not allocated to a specific age range.
Recommended hoursYour Centre will use a number of different teaching methods so that not all the hoursrecommended in the table on page 3 will be spent in the classroom.
Attendance at classesCACHE recommends that you attend at least 80% of the teaching time allocated by theCentre for each unit. Your Centre will keep a record of your attendance and if they feel thatyou have not attended sufficient teaching time, they may ask you to take additional studybefore allowing you to submit the relevant assignment.
Remission of tuitionIf you have a considerable amount of experience or previous training, you should discussremission of tuition with your Centre. The Centre may agree a reduction of up to 50%teaching time. However, you will have to complete all the assessments to gain thequalification within your registration period of 3 years.
Practical trainingA total of 125 days or 750 hours of practical training is recommended and your Centre willallocate the hours within the age groups below.
Birth – 11 months recommended 15 days
1 – 3 years 11 months recommended 30 days
4 – 7 years 11 months 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 aspread of experience. Your tutor will only sign Unit 12 when satisfied that you have achievedthe criteria for the Practice Evidence Record Profiles and Professional Development Profiles.
You will need to demonstrate satisfactory personal and professional developmentthroughout your training by passing at least 3 Professional Development Profiles. One mustcome from at least two different age ranges, with a minimum of one being produced in eachacademic year of the two year programme.
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Where you are in supervised employment with children within the age range Birth – 7 years11 months you may take some of your practical training in your place of employment aslong as it is approved by your Centre and registered by the appropriate authorities. Howeveryou must cover all the age ranges and should have placements outside your workenvironment to gain balanced and wider experience.
At least two of your Professional Development Profiles should come from otherenvironments. For candidates who enter year two this is reduced to one externalenvironment and Professional Development Profile.
UCAS tariff pointsThe CACHE Diploma has UCAS tariff points. A maximum of 240 points can be given for thetheoretical component of the qualification i.e. a combined grade for units 3 - 11 and amaximum of 120 points for your professional practice i.e. a combined grade for units 1 and2. Your total UCAS tariff points are allocated on the basis of the overall grades awardedshown below.
Theory ProfessionalPractice
240 AA A 120
200 BB B 100
160 CC C 80
120 DD D 60
80 EE E 40
See page 179 or 180 to calculate your overall grade achieved.
Placement monitoringIt is necessary for the Centre to work closely with practical work environments to assessyour level of competence. The criteria are set out in Section 4. This qualification has beenmapped to the NVQ in Children's Care, Learning and Development. The relationshipbetween the units in this qualification and the NVQ Children's Care, Learning andDevelopment 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 yourCentre and will be given verbal and written feedback following the visit.
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Guidelines and requirements for direct entry to theDiploma Year 2 Candidates who have successfully completed any of the following qualifications and whoregistered for their qualification after September 2000 may be able to enter directly into theyear 2 of the Diploma, but this is at the discretion of the Centre. You should speak to yourCentre 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-SchoolPractice
• 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 areduced programme of teaching and assessment for the Diploma and are able toundertake this in less than two years.
(b) Those who will benefit from direct entry into the year 2 of the Diploma and undertake areduced programme of teaching and assessment for the Diploma but require a greatertime to do this than category (a) candidates.
(c) Those who will benefit from the full two year (or equivalent) Diploma programme withoutany reduction in the programme, either teaching or assessment.
N.B. Study Centres are reminded that they must exercise discretion in the selection ofcategory (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 candidatesentering directly into Year 2 of the DiplomaCandidates entering directly into year 2 of the Diploma will be referred to as being exemptedfor a maximum of 2 units. These candidates take 9 units, plus Practice Evidence Recordsand PDPs.
Centres must use the appropriate registration form and the overall grade calculations are onpage 179.
Programme for all candidates entering directly into the year 2 of the Diploma (includesrecommended hours for practical training):
Unit Title Suggested Time Allocation
1 Observation and Assessment 60 hours
2 Work with Young Children 60 hours
4 The Developing Child 60 hours
5 Health and Community Care 60 hours
6 Play, Curriculum and Early Learning 60 hours
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Unit Title Suggested Time Allocation
7 Work with Babies in the First Year of Life 30 hours
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
8 Preparation for Employment 30 hours
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
9 The Provision of Services and the 30 hoursProtection of Children
10 Anti-Discriminatory/Anti-Bias Practice 30 hours
11 Working with parents 30 hours*
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.
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Unit Title Suggested Time Allocation
12 Practical Training: Practice Evidence 360 hoursRecords/Professional Development Profiles
CACHE Diploma Test Paper Candidates will be tested on the whole Diploma curriculum
Tutorial 60 hours
Total including practical training 840 hours
* 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 thewhole Diploma syllabus, therefore Centres must ensure candidates entering directly intoyear 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 particularprogrammes
Direct access to year 2 from Certificate or NVQ Level 2 in Early YearsCare and Education entrants - requirements for practical trainingplacements
A total of 60 days (360 hours) should be in practical training placements. In order to achievecompetence in practical work, the range of placements used by Centres must provide forthe spread of experience in working with young children.
The following are recommended days with particular age groups but may be variedaccording to an individual candidate's needs:
Birth - 1 year – recommended 15 days (90 hours) OR 10 days for those who havecompleted 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 theCentre's discretion and should reflect local circumstances and candidate need. Placementsgiving experience of a range of settings such as with Health Visitors, in hospital settings or inspecial 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 beoutside your employment setting and should provide one of your required ProfessionalDevelopment Profiles (PDPs).
Candidates with an NVQ at Level 2 in Early Years Care and Education NVQ Level 2 inChildren’s Care, Learning and Development must be given additional teaching and supportin the area of work with parents. This is to enable them to attain the same standard asDiploma candidates undertaking Unit 11.
The form and content of this additional teaching is not specified by CACHE, but the externalmoderator 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 inthis occupational field, i.e. 3 years full time or part-time equivalent. A candidate'sexperience 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 15 days
1 - 2 year 11 months 5 days
3 - 4 years 11 months 5 days
5 - 7 years 11 months 20 days (in primary school setting)
These direct access candidates can only be exempted from units 3 and 11.
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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 ChildCare Level 2, they do not need to undertake Units 3 or 4 of the Diploma (teaching orassessment). 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 ofthe 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 toundertake 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 2portfolios 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 andEducationYou may want to progress on to higher level qualifications. These may include professionaldevelopment such as CACHE Level 4 professional development qualifications or highereducation qualifications for example nursing or teaching. This will be subject to individualuniversity 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 theprinciples of observation and assessment and their use in the care and education ofchildren.
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 andlearning.
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Syllabus
This unit will teach you about:
1. Demonstrate knowledge and understanding of the principles of observationand assessment:
a) Show understanding of the reasons why practitioners use observations andassessment to:
• 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.
b) 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) Consider the appropriate method to use in different situations
d) Explore the advantages and limitations of the different observational methods andthe validity and reliability of observation material
e) Reflect upon confidentiality issues when carrying out observations
f) Show understanding of inclusive and anti-discriminatory/ anti bias
g) Identify the difference between objectivity and subjectivity
h) Recognise the need for unbiased, non-judgemental analysis
i) Practice carrying out observations using different methods and build confidence
j) Consider the professional role and responsibilities of the student in carrying outobservations and assessments.
2. How to use observations and assessments to identify the development ofchildren:
a) Develop knowledge and understanding of all areas of child development:
• physical
• intellectual
• cultural
• language
• emotional
• social
• spiritual/moral.
b) Knowledge of development for a range of ages
c) Understanding of factors that may affect development
d) Consider the role of the childcare practitioner in meeting children's developmentneeds
e) Consider the role of the student in meeting children's developmental needs
f) Develop an understanding of observations and assessments of children involved inactivities within the curriculum frameworks
g) Understand how observations and assessments are used to demonstrateawareness of children who may need additional support and consider how supportis to be provided
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h) How to identify the needs of children through observing individuals, and groups,using a variety of methods
i) Consider the use of observations as a basis for discussion with children andparents
j) Consider the methods used to share information with other professionals and inpartnership with parents
k) Consider the impact of information gained from observations and assessments onthe practitioner, the child and the parent.
3. Using observations and assessments to respond appropriately to children'sneeds and facilitate their progress:
a) Recognise that every aspect of development and learning is interrelated andinterdependent
b) Investigate current methods of recording assessments based upon observations
c) The role of evaluation of observations carried out in different settings with a range ofchildren and using different methods
d) The importance of being a reflective practitioner in understanding of children'sdevelopment and learning
e) The use of observations to assess children's achievements, interests and learningstyles and recommend activities that are well planned and purposeful based uponthis information
f) Recognise patterns in children's play, development, interactions, learning and link tothe age and stage of development
g) An understanding of current research in relation to children's development andlearning
h) Using observations to identify learning priorities and to plan appropriate andmotivating experiences for children to promote development
i) The use of observation and assessment in informing planning and in relation tocurrent curriculum frameworks
j) How to use information gained from observations to reflect on whether individualneeds are met
k) Understand the use of observations when working with other professionals.
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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 thewhole 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 agedBirth - 5 years 11 months
• 2 observations of children learning through a curriculum for children aged aged 6 - 7years 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 tocarry 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 ChildrenYour work, and learning for this unit will continue throughout the whole of the qualification. Itwill link in to your placements and practical work and will involve you in demonstrating thatyou can plan and carry out activities which promote children's learning over the whole of theage range Birth - 7 years 11 months, with a wide range of abilities and from differentcultures and backgrounds. You will develop a set of plans which will provide evidence ofyour knowledge and understanding.
Your workplace supervisor, as well as your tutor will give you advice and support for thisunit.
Overseas candidates please note:
Assessment for this unit should be produced in relation to the curriculum and country whereyou live. All candidates will need to have a knowledge of the UK curriculum as it may appearin 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 anddevelopment
• 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 promotechildren's learning:
a) ways of providing a rationale for the play, activities and experiences within thecurriculum plans
b) working within a structured and unstructured framework
c) how to plan routines for young children including the Birth - 1 age range
d) how to plan play, learning activities and experiences for children aged Birth - 3 years 11 months utilising everyday opportunities
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e) the constraints of the setting
f) safety and needs of children, carers and colleagues
g) how to use the views of primary carers, colleagues and other professionals
h) how to involve children in planning
i) Early Years curriculum frameworks in the UK including Foundation Stage,Foundation Phase in Wales and Curriculum Guidance for Pre-school Education inNorthern Ireland
j) The National Curriculum
k) the role and responsibilities of the childcare practitioner in planning for babies andyoung children
l) layout and attractive presentation of activities.
2. Appropriate activities and experiences to promote children's learning anddevelopment:
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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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:
• 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.
b) Providing or suggesting suitable supporting materials and resources with reasons for their use
c) Ways of making maximum use of the available resources in the setting and in thelocal community.
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3. How to evaluate activities and experiences designed to promote children'slearning and development:
a) how to set and use criteria for evaluation, e.g. validity, reliability, links to assessment, self-reflection etc
b) methods of monitoring, observing and recording
c) how to present evaluations and plans for future work to primary carers, carers orother professionals
d) resource considerations
e) modifying, adapting and revising plans following evaluation and/or the changingneeds of children.
4. The importance of inclusive practice/anti-discriminatory/anti-bias practice inproviding activities for all children:
a) ways to use material designed to extend understanding, equality of opportunity anda positive world view
b) how to provide activities and routines for children with particular needs includingsensory impairment.
5. The role of the child care and education practitioner:
a) the planning cycle
b) the roles of other professionals and the lines of reporting and responsibility
c) self-reflection and self-evaluation.
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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 anddevelopment
• evaluate the use of curriculum activities in promoting children's learning anddevelopment
• 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 workmust contain:
1) ONE curriculum plan, which will promote the learning and development of children fromONE 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 inwhich they (and you) live.
3) A routine for a session in an early years environment for children from ONE of thefollowing age groups:
• Birth - 11 months
• 1 - 3 years 11 months
4) One additional piece of work from any of the above.
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'slearning and development.
Curriculum Plan
ONE curriculum plan, which will promote the learning and development of children fromONE 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 appropriateactivities/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, whichyou must implement in your placement
• a resource for ONE of your detailed activity plans which will support the children'slearning, such as a story sack, game, chart, book, a display in which the children havebeen 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 thechildren
• an assessment of the learning which has taken place for the children after the detailedactivity plans have been implemented.
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2. Requirements for TWO activities/experiences that support the teacher'splanning for children's learning (aged 6-7 years 11 months) according to theappropriate 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 11months. (The activity plans should support the planning which has been undertaken bythe class teacher.)
• a suitable resource for ONE detailed activity plan that will support the learning anddevelopment of the children.
EACH detailed activity plan must be implemented.
3. Requirements for a daily routine to support the care and development ofchildren.
A routine should cover all the aspects of all activities to meet the development needs ofchildren throughout the period of the routine.
You should use a daily routine from an early years setting, which takes account of a sessionfor 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 shouldchoose a different age group to demonstrate the range of your knowledge andunderstanding.
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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 beallocated these points:
Grade A = 5 pointsGrade B = 4 pointsGrade C = 3 pointsGrade D = 2 pointsGrade E = 1 point
The points for each piece of work will be added together and the total of your points willdetermine the overall grade for your portfolio as follows:
Portfolio Grade A = 18 - 20 pointsPortfolio Grade B = 15 - 17 pointsPortfolio Grade C = 11 - 14 pointsPortfolio Grade D = 7 - 10 pointsPortfolio Grade E = 4 - 6 points
Referral
If your Portfolio contains less than Four pieces of work at Grade E or above your grade forthis 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 CaringThis unit will prepare you to work safely with children, to provide care and appropriatestimulation in a variety of settings.
The physical care of children is vitally important, and you will need to learn how to meet thephysical 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 apositive environment
• understand how to provide an environment which will meet the needs of individualchildren
• identify best practice in provision of physical care for children
• understand the regulations and good practice which support physical care and apositive environment for children
• understand the principles of nutrition and the importance of food.
You will need to demonstrate that you have achieved the outcomes bysuccessfully 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) physical, social, personal, cultural environment and other aspects of a child'sexperience
b) ways to promote a healthy, hygienic, safe, caring and stimulating environment
c) the importance of a reassuring and secure environment
d) the importance of supporting and promoting inclusive/anti-discriminatory practiceand equality of opportunity
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e) ways of adapting the environment to meet special and particular needs
f) environmental factors such as layout, lighting, heating, use of colour
g) how to display children's work
h) ways to encourage children to relate positively to the world around them.
2. Professional practice in the support of a positive care and educationenvironment:
a) ways to promote relationships between the care and education setting and theprimary carer/home and family
b) working as part of a team
c) lines of management and reporting
d) effects of other professionals on the child's environment.
3. Physical care:
a) basic physical and health needs of children
b) basic care of individual children and groups of children throughout the age rangeBirth - 7 years 11 months e.g. washing, toileting, mealtime and general supervision
c) care and protection of skin, oral hygiene, care of hair and feet
d) children's needs for rest and sleep and the benefits for children
e) signs and symptoms of potential concern including signs and symptoms of infection, skin abrasions, or injuries
f) 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 childcare and education settings to include current health and safety, risk assessment,food handling, inspection requirements, settings own polices practices
b) personal hygiene routines for each level of development
c) use of equipment and materials, safety and cost factors
d) safe and hygienic practice with children when caring for animals
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e) identification and reporting of potential hazards in all types of settings
f) significant adults as positive role models
g) safe management of daily routines such as home times as well as emergencyprocedures
h) safe management of trips and outings.
5. Diet, nutrition and food:
a) the role of food and nutrition as part of an overall healthy lifestyle
b) requirements of a balanced diet
c) methods of preparation and their effects on nutritional value
d) economic and social factors affecting diet and nutrition
e) the effects of dietary deficiencies and common food allergies
f) the effects of illness on a child's appetite and ways to meet their nutritional needs
g) presentation and children's food preferences
h) cultural, and religious importance of food
i) the social and educational role of food and mealtime preparation, mealtimes andclearing away.
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Unit 4 – The Developing ChildUnderstanding how children develop is a key requirement for all those who work in earlyyears. Your learning in this unit will underpin much of the work you carry out and a greatdeal of the content of other units.
This unit covers the development of children from Birth - 7 years 11 months. It will assistyou 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 fromBirth - 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 bysuccessfully completing the Unit Assignment for this unit.
Syllabus
This unit will teach you about:
1. The general principles of child development:
a) an overview of the main theoretical perspectives of development
b) use of measurements and age and stage of development, recognition of variationsin ages of achievement
c) the role of social, cultural, religious, economic and environmental factors in thepromotion of development
d) provision for children whose development falls outside the accepted norms.
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2. Cognitive development:
a) the stages and sequence of cognitive development Birth - 7 years 11 months
b) concentration, attention and memory span, sensory and perceptual development
c) influences from biological, environmental and social and emotional development
d) basic conceptual development
e) active learning, the importance of play
f) the role of the adult in promoting development
g) the importance of stimulation
h) children who experience developmental delay
i) children who experience sensory impairment.
3. Language development:
a) the stages and sequence of language development Birth - 7 years 11 months
b) the inter-related components of language development such as listening,expressive and receptive language, reading and writing
c) the particular needs of children who use more than one language
d) the effect of language delay on overall development
e) 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.
- gross motor skills/large muscle movements
- fine manipulative skills/eye/hand co-ordination
- skills of locomotion and balance
• relationship to other developmental areas.
b) implications and consequences of delayed or impaired physical development
c) the role of the adult in promoting physical development.
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5. Emotional and social development:
a) the stages and sequence of emotional and social development Birth - 7 years 11 months
b) environmental influences on emotional and social development
c) the importance of play in social and emotional development
d) factors which affect emotional and social development, such as genetic, physical, and cultural influences
e) the role of the adult in promoting social and emotional development
f) strategies to help young children relate to others and encourage socially acceptablebehaviour
g) how to meet the needs of children who express themselves or relate to others inparticular, or challenging ways
h) influences on the development of self-image e.g. ethnicity, gender, language,particular and special needs, abuse, economic circumstances
i) role of adults in promoting a positive self-image.
6. Effects on children of separation from primary carer/s or carer/s:
a) an outline of the main theoretical perspectives on attachment, separation and lossin children's lives
b) effects on children of different ages and their families of the transition from thehome environment to other settings
c) effects of multiple transitions, separations and/or carers on children at different agesand stages of development
d) strategies to enable children and families to cope with change and transition e.g.key worker system.
7. Managing behaviour:
a) links between needs, feelings and behaviour
b) strategies and resources to encourage children to recognise and deal with theirfeelings
c) the effects of loss and grief
d) the role of the adult
e) links between behaviour and stages of development including conditioning andsocial learning theory
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f) causes of change in usual behaviour patterns including distress, abuse, illness
g) promoting and encouraging positive behaviour
h) techniques of managing undesirable aspects of children's behaviour includingmodification, encouragement, re-inforcement, harm reduction
i) goals and boundary setting, frameworks for behaviour
j) use of physical punishment by:
• primary carers/carers
• professionals
k) management of challenging situations
l) 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 CareIn this unit you will learn about the promotion and maintenance of health, includingsurveillance programmes, childhood illnesses, the care of the sick child and a child with alife threatening or terminal illness. This unit will provide you with the basic knowledgerequired 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 andoverview, although it is not intended to be a detailed preparation for that role.
The Council strongly recommends that you undertake a practically based externallyassessed 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 canbe 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 bysuccessfully completing the Unit Assignment for this unit.
This unit will teach you about:
1. The promotion and maintenance of health:
a) the principles of the promotion and maintenance of personal health in children andadults including definitions of health and rights to health
b) methods of preventing illness e.g. education, public health, immunisation, screeningsurveillance
c) 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
d) primary, secondary and tertiary health care
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e) influences on health and access to health care e.g. social, economic, cultural
f) the role of the child care and education practitioner and other professionals insupporting health services to children and families in the community e.g. healthpromotion specialist, health visitor, GP etc.
2. Causes and prevention of ill-health:
a) causes of ill health e.g. genetic inheritance, microbiological infection, allergies,parasitic infections, environmental causes
b) the range and purpose of immunisations available for young children and therelative responsibility of parents and professionals involved
c) the possible side effects and contra-indications to immunisation programmes andparental concerns
d) tests involved in common screening/surveillance programmes.
3. The effects of ill health on children and families:
a) possible effects of:
• acute and chronic illness on the overall development of the child and theirfamily
• prolonged illness, hospital or institutional care on a child's overalldevelopment.
b) the impact on children of varying ages of planned and emergency admission tohospital
c) role of carer/child care and education practitioner in providing support for the childand family
d) the particular problems of children in isolation
e) particular problems and needs of children with life threatening terminal illness andthose of their families
f) 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.
b) significance of symptoms in relation to age, developmental stage and skin tone
c) actions to take - e.g. reporting, obtaining help
d) monitoring children's health
e) ways of dealing with distress in a sick child
f) basic routines in caring for sick children e.g. informing parents, adapting normalroutines, safe hygiene practices
g) health and safety policies and procedures for the hygienic and safe disposal ofbody fluids/waste, the prevention of cross-infection, and the minimising of healthand safety risks in the different settings
h) procedures for administering medicines e.g. legal requirements, settings
i) safe storage and labelling of medicines
j) medication and health records
k) first aid responses in emergency situations.
5. Ways of supporting children suffering from common illnesses:
a) range of common illnesses and conditions e.g. asthma, eczema, ENT conditions,cystic fibrosis, diabetes, epilepsy etc
b) methods of support e.g. establishing routines, working with families, working withother professionals, empowering etc
c) use of common medications, range of medications
d) signs and symptoms which indicate an emergency.
6. Providing support to parents and families:
a) needs and anxieties of parents/carers when children are ill
b) range of social, emotional, cultural and religious responses to illness of a child
c) multi-disciplinary working, liaison and sharing information, confidentiality
d) support groups and networks available to families including access to information.
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Unit 6 – Play, Curriculum and Early LearningThis unit is designed to give you an understanding of the play and learning opportunitiesoffered to babies and children in a variety of group care and education settings. It explicitlyincludes children who are in Key Stage 1 classes in primary schools and children who maybe following the appropriate curriculum for children aged 5 - 7 years in the country in whichthey live, which means that if you work in a school setting, you will be able to support thework of the class teacher. The term 'early years curriculum' refers to all early years educationwhich 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 whereyou live. All candidates will need to have a knowledge of the UK curriculum as it may appearin 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 andlearning
• 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 bysuccessfully 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) the selection of equipment and materials which promote a non-biased and apositive world view
b) developmentally appropriate activities, materials, equipment and resourcesdesigned to promote and support learning
c) provision which builds on the experiences and background of a baby or youngchild
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d) role of play and playful experiences in early learning
e) 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) the learning opportunities in everyday routines
b) the different types and forms of activity including adult directed, child initiated,structured, and spontaneous
c) appropriate interventions to support learning and development
d) how to support self-reliance, self-confidence and independence
e) how to support concentration, direction, application and task achievement.
3. The principles of effective communication with babies and young children:
a) how to communicate appropriately with babies and young children according totheir stage of development
b) use of non-verbal communication e.g. touch, massage, tone of voice, expressionetc
c) common communication difficulties experienced by young children and babies
d) speaking and listening activities
e) methods of communicating with children who have sensory impairment or delayeddevelopment
f) the importance of songs, rhymes, story telling, finger plays and musical activitieswith young children
g) criteria for selecting appropriate books.
4. The curriculum:
a) different educational and philosophical approaches to the curriculum for babies andyoung children
b) curriculum designed to meet the social, cultural and linguistic needs of all childrenincluding those with particular needs which encourages a positive image andidentity
c) the current curriculum/framework for children from Birth - 7 years eleven months.
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5. The role of the child care and education practitioner in the delivery of thecurriculum/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, readingconventions and writing forms)
b) developing children's knowledge and understanding of the environment, otherpeople and features of the natural and made world
c) numeracy skills, using and understanding simple mathematical language and thedevelopment of mathematical concepts such as number, shape, pattern,sequencing mass and volume
d) creative development (e.g. exploration of sound, colour, texture, shape and formand space in two and three dimensions; art, music, dance, stories and imaginativeplay; using materials, tools and instruments)
e) physical development (e.g. physical control, mobility, awareness of space andmanipulative skills in indoor and outdoor environments; developing positive attitudesto a healthy and active way of life)
f) personal, social and emotional development (e.g. learning how to work, play andco-operate with others, understanding of self and others and aspects of personal,social, moral, spiritual and cultural learning)
g) development of learning towards the current curriculum/framework for children frombirth to the end of the early years curriculum.
6. The structure and content of the National Curriculum:
a) structure and component parts
b) the assessment structure at Key Stage 1
c) how to support children's abilities in speaking and listening (e.g. encouragingchildren to talk, listen to others and respond appropriately, develop confidence inspeaking and listening, develop awareness of use of English language)
d) 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)
e) how to support children's learning in mathematics (e.g. numeracy concepts,sorting, matching, ordering, classify, represent and interpret data, shape, spaceand measures, mathematical language, use and application of mathematics)
f) how to support children's learning in science (e.g. use of play, importance in healthand day to day life application of information technology, life processes and livingthings, developing questioning skills, materials and properties).
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7. The purpose and potential of play activities:
a) theoretical and philosophical approaches to children's play
b) providing for a range of different types of play both individual and group
c) the role of play for the developing child
d) 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 andphysical conditions on play, safety issues in respect of equipment, securityconsiderations
b) different play materials and equipment e.g. indoor equipment, outdoor equipment,uses with different age groups
c) selection, maintenance and organisation of material and equipment within the homeand group settings e.g. safe and hygienic storage, labelling, inspection, reportingfaults, de-commissioning
d) evaluation of the role of play in an overall curriculum plan e.g. methods ofevaluation, developing criteria, using observations etc.
9. Types of play:
a) creative play with natural and other materials including:
• 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.
b) physical play with large equipment including:
• activities and large equipment suitable for physical play, both indoors andoutdoors
• the value of physical play to the overall development of the child includingthe particular value of outdoor play
• safety issues with regard to physical play, both indoors and outdoors, thesetting 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'sneed 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 extendchildren's understanding of different cultures and which reflect the culturaldiversity of the children in the group.
d) manipulative play including:
• range of materials and equipment suitable for gross and fine manipulativeplay
• 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 LifeIn this unit you will learn about conception, birth, ante-natal care and the care and learningopportunities of young babies.
You may have already covered the development of children Birth - 7 years 11 months inUnit 4. The emphasis of this unit is on the growing and developing baby and you will learnabout pregnancy and birth in less detail. However, all the different aspects of working withbabies 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 thesame 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-natalperiod
• 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-basedsetting.
You will need to demonstrate that you have achieved the outcomes bysuccessfully 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 andbaby:
a) outline knowledge of the process of conception and development of the unbornbaby
b) the key principles and practice of ante-natal care
c) outline knowledge of the birth process and difficulties which may be encounteredand their effects
d) the particular needs of low birth weight babies and multiple birth babies, thepotential impact on their care and subsequent overall development.
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2. The principles of promoting development and learning:
a) the role and responsibilities of the child care and education practitioner and otheradults in promoting the overall development of the baby
b) the role and responsibilities of the child care and education practitioner and otheradults in the provision of a safe, secure and stimulating environment for childrenBirth - 1 year
c) the importance of the quality of adult/baby interaction
d) the role of play and playful experiences in overall development
e) activities, materials and equipment which promote the overall development of thebaby according to his/her needs.
3. Positive overall care and safe practice:
a) the principles of positive care of a baby Birth - 1 year including understanding andsensitively responding to diverse cultural needs and practice
b) the principles of adequate preparation and safety when carrying out any routine
c) importance of care routines providing a pleasurable experience for babies
d) the principles and practice of care for the skin, hair and teeth of babies Birth - 1year and understanding diverse cultural needs and practice
e) the commonly encountered symptoms and signs which may indicate that a baby isill
f) the role of the child care and education practitioner and other adults in obtainingfurther assistance and advice where appropriate
g) different types of surveillance for babies under one year and the preventative healthscreening programmes available
h) the normal care and maintenance of equipment and materials with particularreference to safety
i) 'Sudden Infant Death Syndrome' (SIDS) and ways in which basic care and choiceof infants can minimise risk
j) are and choice of clothing and footwear for babies Birth - 1 year
k) appropriate health and safety measures in the disposal of body waste/fluidsincluding policies of setting, agreement in home setting, cross infection risks.
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4. Positive relationships with primary carers:
a) the diversity of child rearing practices and the need to avoid stereotypical attitudes
b) potential for positive and negative attitudes from primary carers
c) the pressures on families and family life of caring for a baby Birth - 1 year
d) access to health care and support for all families caring for babies
e) support groups and networks available for families with babies, the role of the childcare and education practitioner and other professionals in providing access toinformation, includes confidentiality
f) dealing with primary carers who may have difficult or challenging attitudes towardsthe staff and setting.
5. The nutritional needs of babies:
a) the nutritional needs of babies aged Birth - 1 year
b) methods of meeting nutritional needs including breast and bottle feeding
c) the principles of weaning on to solid food and the importance of this to the baby'soverall development
d) the principles of safety and hygiene in the preparation and storage of feeds andsolid foods
e) common food allergies and feeding difficulties, how to get further information andadvice.
6. The particular requirements of young babies in group and home-based care:
a) the emotional and social needs of babies separated from their primary carer/s e.g.attachment and separation
b) how babies learn through everyday interactions with their carers
c) the importance of child care and education practitioner giving one to one attentionto young babies and developing appropriate attachments
d) the key worker system e.g. methods of implementation, advantages anddisadvantages.
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Unit 8 – Preparation for EmploymentIn this unit, you will learn about what you can expect when you begin work as a Child Careand Education Practitioner. If you already have experience, this unit will help you byproviding 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 bysuccessfully 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) structure of the organisation, including the role of the team within the organisation,types of working arrangements in family settings
b) different organisational arrangements for service provision including key workersystem and staff rotas
c) implications of policies, practices and guidelines of different settings
d) lines of management and reporting, the constraints which operate within the setting
e) responsibilities and relationships which exist between employer and employeeincluding contractual arrangements
f) the effects of different management styles.
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2. The responsibilities of a professional worker:
a) the principles of confidentiality
b) respect for the choices and freedoms of others
c) respect for the roles and contributions of others within multi-disciplinary working
d) accountability, reliability
e) principles of decision making including information, sharing alternatives, usingcriteria, making judgements, accepting responsibility
f) the role of trade unions and professional organisations and ways to access helpand information
g) the role of the Child Care and Education Practitioner within the public sectorincluding factors and constraints, policies, statutory responsibilities, health,education or social services settings, child protection issues
h) the role of the Child Care and Education Practitioner in the independent, private andvoluntary sector e.g. policies and procedures, relationships with primary carers,quality assurance and registration requirements, financial factors, child protectionissues
i) the role of the Child Care and Education Practitioner in private homes e.g. the needfor professional support and advice when working alone within a home setting,ensuring access to evaluation and feedback, contractual issues, recording andreporting, child protection and allegations of possible abuse.
3. Prepare for employment through:
a) accurate and representative curriculum vitae
b) interview techniques
c) the requirements of employers.
4. How teams work including:
a) effective communication between team members and between the team and otherprofessionals
b) participation in team meetings
c) seeking and using feedback from others
d) stress and conflict within teams
e) grievance and complaints procedures.
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Unit 9 – The Provision of Services and the Protection ofChildrenThis unit is designed to give you an overview of the area of legal and social relationships asthey affect the family. It will also give you an understanding of how to protect children fromthe 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 willneed to understand the structure of the family lives of the children you work with. You willalso need to understand the provision of services and the children's legal framework forEngland, Wales and Northern Ireland. You may record your assessment in relation to currentlegislation 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 tochildren 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 bysuccessfully completing the Unit Assignment for this unit.
Syllabus
This unit will teach you about:
1. Development and structure of the family in society:
a) diverse range of family structures including nuclear, extended, re-constructed, loneprimary carer
b) changing patterns of family roles including gender roles, division of labour,employment
c) effects of social and economic deprivation on families
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d) recent and relevant legislation relating to children and their families i.e. marriage,marital breakdown, fostering and adoption, including Children Act 1989/2004
e) pressure faced by some children and their families such as violence, poverty,housing, discrimination and disadvantage, high expectations, bullying
f) economic and social policy which affects children and their families including,welfare benefits, funding for service provision
g) outline of provision for children and families
h) rights and responsibilities of adults to children.
2. The role of the statutory, voluntary and independent services in relation tochildren and families:
a) function of the local authority in relation to children's services
b) local authority powers, obligations and responsibilities to children and their familieswho may be in need
c) types of care for those children in need
d) role of statutory, voluntary and private provision in relation to children and familiesincluding current initiatives such as the Sure Start programme
e) main relevant legislation in relation to the rights of the child
f) the power and responsibilities of service provision for young children and families bymajor national voluntary organisations
g) how and where to obtain detailed help and information on family entitlements andbenefits
h) the role of the media and information technology in providing and disseminatinginformation to families.
3. Principles of protecting children and recognising abuse:
a) the paramount interest and welfare of the child
b) the needs and rights of young children
c) signs of abuse
d) listening to children
e) disclosure and methods of recording and reporting
f) confidentiality on a need to know basis
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g) the influence of judgement attitudes concerning social class, family structures andfunctioning, race, gender and disability on the possible assessment of abuse
h) theories of abuse such as the medical, feminist, social and psychological models
i) policies in the setting relating to the consultation and information given to theprimary carer when abuse is suspected
j) enabling and empowering children and their families
k) policies and procedures of the setting on dealing with institutional abuse.
4. Enabling children to protect themselves:
a) confidence, assertion and body awareness
b) respecting children, listening and believing what they say
c) personal safety for example always telling an adult where they are going
d) sharing worries and the concept of secrets
e) empowering children and the teaching of the concept of 'no'.
5. Forms of abuse, and effects on child, family and practitioners including:
a) the types of abuse within the four categories of: physical abuse; sexual abuse;emotional abuse and neglect
b) abuse perpetrated in group settings by a practitioner providing care for youngchildren and the policies and procedures for dealing with this
c) the effects of different types of abuse on the child, family and the local community
d) the long term effects of abuse on the child
e) strategies used by the Child Care and Education Practitioner when coping withchildren and their families who may have experienced abuse
f) abuse of vulnerable children including those with special needs.
6. Child protection procedures:
a) legislative framework and procedures for child protection at national and local level
b) your own role and roles of other professionals and agencies involved
c) procedures and regulations of the work setting including recording, reporting, linesof responsibility and confidentiality
d) procedures for reporting and investigating institutional abuse
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e) stages of child protection procedures such as recording, reporting, investigation,protection of child/ren, case conference, at risk register, key worker and monitoring
f) the role of the Child Care and Education Practitioner in gathering evidence to beused by other professionals.
7. Supporting children:
a) use of play therapy
b) strategies for dealing with anger
c) measures for building confidence and self-esteem
d) day care provisions for children in need
e) co-ordination of multi-disciplinary support
f) provision of safe environments.
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Unit 10 – Anti-Discriminatory/Anti-Bias PracticeThis unit covers equality of opportunity and rights issues as they relate to child care andeducation and you may study it at any time during the course. Although this is a freestanding unit, the principles of rights, equality of opportunity, anti-discriminatory and anti-biaspractice are integrated throughout all the work you do. You will need to demonstrate thatyou understand and use the principles behind this unit in both the practical and academicwork of the whole course.
This unit will provide you with the opportunity to participate in a series of learningexperiences designed to give you greater self awareness and a deeper understanding andawareness of the experiences of children and families who, for whatever reason, sufferdiscrimination 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 bysuccessfully completing the Unit Assignment for this unit.
Syllabus
This unit will teach you about:
1. The rights of children and their families:
a) definitions of children's rights e.g. United Nations Convention on the Rights of theChild
b) human rights and rights of families e.g. enforceable and non-enforceable rights,basic human rights, legal rights, charters etc
c) balance of rights and responsibilities
d) ethical issues e.g. confidentiality, conflicts with rights of others.
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2. The causes and effects of discrimination:
a) the role of attitudes, values and stereotyped views in influencing behaviour
b) labelling and stereotyping
c) the general effects on individuals of discriminatory practices and behaviour, e.g. selfesteem, employment, promotion, housing, education
c) the effects of discrimination and discriminatory practices on children's developmentassumptions, employment practices, organisational culture etc
f) educational issues e.g. inclusion, materials, resources, access etc
g) 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 discriminationand discriminatory practices. e.g. Race Relations Act, Sex Discrimination Act, EqualPay Act, Disability Discrimination Act, Criminal Justice Act etc
b) codes of practice, charters and equal opportunities and anti-discriminatory policiese.g. Citizen's Charter, Patient's Charter
c) organisational and personal review and evaluation of all provision and practice withinan equal opportunities framework
d) where to obtain information and resources concerning equal opportunities, anti-discriminatory and anti-bias practice e.g. Commission for Racial Equality, EqualOpportunities Commission, Disability Council for UK, Council for Human Rights
e) providing an environment and curriculum which actively opposes discrimination andencourages a positive world view
f) valuing a variety of child rearing practices which provide security for children andfoster development
g) providing resources, equipment and activities which avoid bias and which presentpositive images for all children
h) implementation of anti-discriminatory and anti-bias practice
i) provision of accessible information for all service users.
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4. The identification and support of children with special educational needs:
a) code of Practice for special educational needs
b) identification of children's special educational needs
c) the range of special educational needs
d) supporting children with special educational needs and their families
e) professionals working with children with special education needs and their families
f) practical ways of working with children with special education needs.
5. How individuals can promote effective equal opportunities, anti-discriminatoryand anti-bias practice:
a) how to recognise and support the rights of all children and families
b) the practitioner's role in recognising discrimination and discriminatory practices
c) the practitioner's role in confronting and combating discrimination and discriminatorypractices
d) reflecting on own values, attitudes and beliefs and the effects on practice
e) valuing diversity
f) anti-bias care and educational practice in relation to children with disabilities,children from a range of cultural, religious and linguistic backgrounds, children withchallenging behaviour etc
g) supporting and valuing families of children
h) how to use materials, equipment, images and types of play which reflect positivemodels of diversity for all children.
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Unit 11 – Working with ParentsThis 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 bymany families, you will also have the chance to explore how parents, and children, can reactwhen being separated for the first time. The key lessons of this unit are the ways in whichyou can make parents feel involved in the care you are providing for their child and ensurethat they have all the information they need. This unit will also help you to examine your ownrole and the role of the practitioner in your workplace in respect of parents and to be clearabout 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 theirchildren
• 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 bysuccessfully completing the Unit Assignment for this unit.
Syllabus
This unit will teach you about:
1. The roles of parents:
a) roles of parents and carers
b) different parenting styles and attitudes
c) values
d) rights and responsibilities of parents under current legislation
e) factors, which affect the lifestyle and life choices of many families, including:economic factors, environmental factors, education, health, culture
f) range of values held by parents and potential differences with those of the setting
g) 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) the importance of positive relationships with parents
b) ways of effectively using a range of communication methods and skills with parents
c) potential barriers to communication and how to overcome them
d) methods of communicating and sharing all types of information with parents wherethere are communication differences or difficulties
d) how to recognise when you should refer parents to other sources of information.
3. Your role in relation to parents:
a) the boundaries and scope of your role in the work setting
b) the roles and responsibilities of colleagues
c) the lines of management and reporting
d) the rules, limits and boundaries of confidentiality according to the setting andcircumstances
e) how to challenge discriminatory or oppressive behaviour
f) methods of offering support to parents with particular requirements or who areexperiencing difficulties.
4. Meeting the needs of parents and children in the setting:
a) possible negative reactions of parents and children
b) ways of managing negative reactions
c) management and negotiation of commitments and priorities of parents
d) liaison with other agencies, scope and limits of information sharing.
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Unit 12 – Practical Training
1. What is in Unit 12?
Unit 12 contains 3 parts which must be completed.
a) Placement Summary Record
b) Practice Evidence Records (PERs)
c) Interim (not mandatory) and Final Professional Development Profiles (PDPs).
(a) Placement Summary Record
This is a record of the placements/environments that you have attended and the number ofdays or equivalent hours you have completed. You should fill in the record when you havecompleted each practical training environment. Your tutor will then sign the placementsummary record at the end of your course. It is very important that you keep this record upto date and provide accurate information.
(b) Practice Evidence Records (PERs)
The Practice Evidence Records contain statements which describe the skills and tasks youmust be able to perform in your practical training environment in order to achieve theCACHE Level 3 Diploma in Child Care and Education.
The statements are linked to the learning outcomes in each of the units within the Diplomaand also show the links with the National Occupational Standards for NVQ 3 in Children'sCare, Learning and Development.
Your placement supervisor or tutor will sign each statement only when they are satisfied thatyou are competent. Additional days may be required at the discretion of your tutor andsupervisor.
Statements may be signed in different environments.
All documentation should be completed in ink and signed and dated as appropriate toensure it is authentic. Corrections should only be made using a single line through the textto 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 asatisfactory PDP. If you do not achieve a pass you will be referred. There is the opportunityto have your supervisor complete an interim report to assess progress.
Each placement/environment supervisor will complete a PDP towards the end of theplacement.
You must complete three PDPs satisfactorily at pass level (in each of the nine sections) inorder to achieve an overall pass in the Professional Development Profiles. These must beachieved in at least two different age ranges.
Each PDP must be completed over a period of at least 20 days unless it was achieved inthe Birth - 1 year environment.
If at the end of your course of study you have not achieved the required number ofsatisfactory PDPs you will be required to undertake an additional practical training placementof 20 days for each outstanding PDP.
Your study Centre can photocopy additional copies of the PDP or take a copy from theCACHE website, if these are required.
Interim Reports are not mandatory. They may be completed at any time to support you inachieving 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 completedby 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 inChild 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 beconsidered valid for assessment.
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5. Additional evidence?
An Additional Evidence column is on the Practice Evidence Record Sheet. This is intendedto provide evidence of the candidates' ability to transfer skills to different settings/age rangeof children. The 'additional evidence' section is not mandatory.
6. Can I use my own family experience towards completingmy PERs?
No. Experience with your own family cannot be used towards the required number ofplacement days. All placement days must be carried out in an approved setting, closelymonitored by your placement supervisor or tutor. Evidence of your performance recorded inthe PERs must be from an approved setting only.
7. Can I use my observations and activities from Units 1 and 2in my PERs?
Yes. If the observations and activities demonstrate that you are competent in a particulararea then you could make reference to it in the section entitled 'additional evidence'.
8. National Curriculum PERs for Overseas Candidates (Referto Unit 6 – Play, Curriculum and Early Learning)
If you have no direct practical experience of implementing the National Curriculum becauseyour placements are outside the UK, you may complete the PERs (37 - 44) by referring tothe 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 CompetenceYou will have to complete each of the following assessments at E grade or above in order togain the diploma within your registration period.
The Diploma has 12 units. You must successfully complete the assessments for thefollowing:
Unit Title Type of Assessment
1 Observation and Assessment Portfolio of 20 child observations
2 Work with Young Children Portfolio of 4 pieces of work
3 - 11 Unit Assignments Assignment set by CACHE and marked by your Centre
12 Practical Training Practice Evidence Records and 3 Professional Development Profiles (Pass grade only is possible)
Diploma Test Paper A test paper covering Units 3 - 11
Assessment ProceduresYou 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 inink, typed or word-processed. You need to write your name, personal identification numberand Centre name and number on each sheet of paper.
PlagiarismThis means claiming work to be your own which has been copied from elsewhere. All thework you submit must be your own and not copied from somewhere else unless it hasbeen clearly referenced. Your tutor will explain how to provide a reference list showingwhere you found your information. If the Centre has evidence that your work has beencopied 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 benotified 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 furtherwork for assessment for this qualification.
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PortfoliosUnits 1 and 2 will be assessed by a portfolio of work you have compiled. For Unit 1 this willconsist of a series of child observations, and for Unit 2 a range of curriculum plans androutines. Grades A - E are awarded for individual pieces of work which meet therequirements of the grading criteria. Work that does not meet the requirements of thegrading criteria will be graded as a Refer. Grades A - E are also awarded overall for eachportfolio. You should make sure that you have understood and followed the details for eachunit 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 surethat you keep them safely and look after them. It would take a huge amount of work toreplace a lost or damaged portfolio. It is your responsibility to keep your portfolios safe andto produce them when asked, for example for the internal moderator.
Unit AssignmentsUnits 3-11 are assessed through an assignment which is set by CACHE and marked byyour 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 thehigher grades you must achieve all the criteria as stated on the grading sheet i.e. you mustachieve all the criteria for an E grade before working on the criteria necessary to obtain a Dgrade and so on.
Your Centre will agree the date when you are to submit the assignment to them. If there arespecial reasons why it will be difficult for you to submit on this date, you must discuss thesewith your tutor who will inform you of the Centre's policy on submitting assignments after thedate agreed.
The tutor marks the assignment against the grading criteria written by CACHE, which isfound at the back of this handbook with the assignment. Then another tutor, the internalmoderator, will take a sample to ensure the correct standard has been achieved.
Referral of Unit AssignmentsIf 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 anaction 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 yourregistration period.
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Improving your grades for assignments marked by theCentreIf you have achieved an E - B grade on your first submission of your assignment, you maytry to improve your result to achieve a higher grade. For your resubmission your work mustremain within the word limit and you should resubmit the original work with the additionalwork.
Please note: Once you have handed in your completed portfolio for Units 1 and 2 it cannotbe upgraded.
Diploma Test PaperThere is one Diploma Test paper to assess your knowledge of units 3 - 11. For this testpaper 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 confidentabout everything you have learned in the units. Your Centre is responsible for entering andpreparing you for the test paper. Practice test papers and the external assessment datesare available on the CACHE website.
The papers are sent away to be marked by CACHE examiners who use CACHE's markingguidelines. 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 20working 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 forany test date within your registration period until you are successful.
Improving your grade for an Externally AssessedassignmentYou may want to improve your result and achieve a higher grade. You may do this providedit is within your registration period. This is called an upgrade. You should discuss anyupgrades with your tutor and Centre. There is no fee for your first upgrade but CACHE willcharge a fee for the second and subsequent entries to re-sit.
Reasonable AdjustmentsIf you need to have adjustments made in order for you to complete your assessments youshould discuss this with your tutor.
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Overall grade for the qualificationEach unit is marked against CACHE grading criteria and points are allocated. The table inAnnex A will help you calculate the overall grade. The points achieved for the Test Paperand all units (except the Practical Unit 12) will be totalled and overall grades for the Diplomawill 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" whereappropriate.
Additional Support If you require additional support with your unit assignments, you can access the followingdocuments from the CACHE website:
• Finding the level
• Assignment Guidance.
Both of these documents will help you understand what is required to complete theassignment.
CertificationIf you successfully complete all units of the qualification you will be issued with a fullqualification certificate. Your Centre will be able to request unit certificates for each unit ifyou register 'Unit by Unit', or if you do not complete the full course. Individual unit certificatesare not available for Unit 12 or the test paper.
References and BibliographyYour assessment may require you to include references and a bibliography. You shouldinclude at least two references in the text of your work. These references should be clearlyidentified and related to one or more sources of information which should be included inyour bibliography. Your bibliography should list two or more relevant sources of information.The CACHE booklet 'Finding the Level' explains how to show your references andbibliography.
Re-mark enquiry and Appeals ProcedureCACHE operates an enquiries and appeals procedure which candidates may use if theywish 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’ andscroll down to find this and other useful information.
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Section 4
Section 4
Practice Evidence Record Sheets
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Section 4
Placement Summary
Placement dates Name of placement supervisor Number of days*/hours with children
and address of placement/environment
From To Birth – 1 year 1 – 3.11 years 4 – 7.11 years
Total number of days*/hours attended throughout course:
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Careand Education
Placement Summary Record
Authorisation
Tutor’s Name:
Tutor’s Signature: Date:
Site/Centre Name:
*A day represents approximately six hours
Candidate
Name:
PIN:
Site/Centre No:
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 876
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
77
Section 4
Dip
lom
a in
Chi
ld C
are
and
Educ
atio
n P
ract
ice
Evid
ence
Rec
ords
You
mus
t ide
ntify
evi
denc
e th
at s
how
s yo
ur c
ompe
tenc
e (a
bilit
y) in
eac
h ta
sk.
Evid
ence
sho
uld
be o
btai
ned
by o
bser
vatio
n, th
at is
you
r su
perv
isor
or
the
pers
on w
ho v
isits
you
in p
lace
men
t, se
eing
you
doi
ng th
e ta
sk.
If th
is is
not
pos
sibl
e, d
iscu
ssio
n w
ith y
our
supe
rvis
or,
tuto
r or
teac
her,
or
assi
gnm
ent w
ork
can
be u
sed
as e
vide
nce.
In c
erta
in c
ircum
stan
ces
evid
ence
can
be
show
n in
a s
imul
ated
env
ironm
ent,
but o
nly
whe
re id
entif
ied
in th
e fo
llow
ing
list o
f tas
ks.
Whe
reve
r po
ssib
le c
ompl
ete
the
Opt
iona
l Evi
denc
e 2
Add
ition
al e
vide
nce
colu
mn
to s
how
you
r ab
ility
to tr
ansf
er s
kills
to a
diff
eren
t set
ting/
age
rang
eof
chi
ldre
n.
To c
ompl
ete
Evid
ence
1 (a
nd O
ptio
nal E
vide
nce
2 A
dditi
onal
evi
denc
e) c
olum
n, ti
ck:
•S
een
– if
you
wer
e se
en d
oing
the
task
, an
dst
ate
the
age
of th
e ch
ild(re
n),
or
•O
ther
– if
you
disc
usse
d th
e ta
sk w
ith y
our
tuto
r, te
ache
r or
sup
ervi
sor,
or y
our
assi
gnm
ent w
ork
was
use
d, a
nd s
tate
the
age
of th
e ch
ild(re
n)•
Sim
ulat
ed–
only
to b
e us
ed w
here
iden
tifie
d in
the
list,
and
stat
e th
e ag
e of
the
child
(ren)
.
You
mus
t sho
w/c
ompl
ete
evid
ence
for
all t
he ta
sks
to c
ompl
ete
the
cour
se.
Uni
t 3
– F
oun
dat
ions
to
Car
ing
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 3Id
entif
y po
tent
ial h
azar
ds in
30
2.1.
2th
e se
tting
and
kno
w w
hat t
o do
with
this
info
rmat
ion.
Uni
t 3Fo
llow
ing
set p
roce
dure
s fo
r 30
2.1.
4m
anag
ing
pote
ntia
l haz
ards
w
ith y
our
plac
emen
t su
perv
isor
.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
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ge
See
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geo
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erA
ge
See
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geo
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ge
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ge
© CACHE 2007 Version 878
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 3S
how
an
unde
rsta
ndin
g of
the
302.
1.5
secu
rity
proc
edur
es a
roun
d ar
rival
and
dep
artu
re ti
mes
.
Uni
t 3P
rovi
de a
ctiv
ities
to
302.
2.5/
6en
cour
age
child
ren’
s aw
aren
ess
of th
eir
own
and
othe
r’s s
afet
y.
Uni
t 3Fo
llow
the
corre
ct p
roce
dure
s 30
2.3.
2in
the
setti
ng w
hen
deal
ing
with
30
2.3.
4m
inor
acc
iden
ts/in
jurie
s i.e
. re
assu
re th
e ch
ild in
a
calm
man
ner.
Uni
t 3
Follo
w th
e co
rrect
pro
cedu
res
302.
3.6
for
repo
rting
and
rec
ordi
ng
inci
dent
s.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
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erA
ge
See
nA
geo
r
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ge
See
nA
geo
r
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nA
geo
r
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nA
geo
r
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erA
ge
See
nA
geo
r
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ge
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nA
geo
r
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ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
79
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 3Fo
llow
ing
corre
ct p
roce
dure
s to
30
2.3.
3av
oid
trans
mitt
ing
infe
ctio
n e.
g:•
han
d w
ashi
ng•
use
of d
ispo
sabl
e gl
oves
• s
afe
disp
osal
of w
aste
• s
afe
hand
ling
of b
ody
fluid
s•
saf
e ha
ndlin
g of
food
.
Uni
t 3S
uppo
rt ch
ildre
n in
thei
r pe
rson
al
302.
2.3
hygi
ene
rout
ines
(res
pect
ing
309.
2.6
pare
nts/
care
rs w
ishe
s) a
nd th
e ch
ild’s
age
/sta
ge o
f dev
elop
men
t, by
pro
mot
ing
hygi
ene
awar
enes
s e.
g. d
urin
g th
e fo
llow
ing
rout
ines
: •
han
dwas
hing
• c
are
of th
e te
eth
• c
are
of th
e ha
ir an
d sk
in•
toile
ting.
Uni
t 3P
rovi
ding
food
and
drin
k (in
a
307.
2.1/
2re
al o
r si
mul
ated
situ
atio
n) w
hich
m
eets
the
diet
ary
and
nutri
tiona
l ne
eds
of th
e ch
ild,
follo
ws
the
prin
cipl
es o
f hea
lthy
eatin
g an
d is
pr
epar
ed a
ccor
ding
to d
ieta
ry
and
cultu
ral r
equi
rem
ents
.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
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See
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geo
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nA
geo
r
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erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
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ge
© CACHE 2007 Version 880
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 3En
cour
age
heal
thy
eatin
g by
30
7.2.
3/4/
5in
volv
ing
child
ren
in p
lann
ing
and
prep
arin
g fo
od o
r sn
acks
, ap
prop
riate
to th
eir
age/
stag
e of
dev
elop
men
t, fo
llow
ing
safe
ty
proc
edur
es.
Uni
t 3Fo
llow
ing
set p
roce
dure
s 30
7.2.
7re
gard
ing
spec
ial d
ieta
ry
requ
irem
ents
of i
ndiv
idua
l ch
ildre
n an
d m
aint
ain
accu
rate
re
cord
s.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
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ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
81
Section 4
Uni
t 4
– T
he D
evel
op
men
t C
hild
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 4P
lan,
pro
vide
and
rev
iew
30
9.1.
11ac
tiviti
es w
hich
ref
lect
the
304.
1.1
need
s of
indi
vidu
al c
hild
ren
and
prom
ote
e.g.
307.
1.7
• fin
e m
anip
ulat
ive
skills
307.
1.6
• gr
oss
mot
or s
kills
307.
1.6
• lo
com
otio
n an
d ba
lanc
e30
7.1.
8•
eye-
hand
co-
ordi
natio
n
Uni
t 4En
sure
saf
ety
and
enco
urag
e 30
2.2.
1/4
the
child
ren
to u
se e
quip
men
t/re
sour
ces
in a
saf
e an
d co
ntro
lled
away
.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 882
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 4P
rom
ote
the
child
’s s
enso
ry
306.
1.9
deve
lopm
ent t
hrou
gh a
ppro
pria
te
activ
ities
/exp
erie
nces
.
Uni
t 4Li
sten
and
enc
oura
ge th
e ch
ild
301.
2.2
to ta
lk a
bout
thei
r ex
perie
nces
30
1.2.
4in
clud
ing,
whe
re a
ppro
pria
te,
givi
ng o
ppor
tuni
ties
for
child
ren
who
are
lear
ning
Eng
lish
to
desc
ribe
thei
r ex
perie
nces
.
Uni
t 4P
rom
ote
the
child
ren’
s se
lf-re
lianc
e an
d se
lf es
teem
30
6.3.
3by
for
exam
ple:
• G
ivin
g pr
aise
and
rec
ogni
tion
301.
1.3
for
effo
rt an
d ac
hiev
emen
t.•
Enco
urag
ing
disc
ussi
on w
ith
301.
1.3
the
child
abo
ut th
eir
need
s an
d pr
efer
ence
s.30
7.1.
10•
Enco
urag
ing
the
child
to
mak
e ch
oice
s an
d de
cisi
ons
appr
opria
te to
thei
r ag
e an
d st
age
of d
evel
opm
ent.
• En
cour
agin
g th
e ch
ild to
wor
k at
dev
elop
ing
a sk
ill on
its
own
but b
e th
ere
to h
elp
whe
n ne
cess
ary.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
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erA
ge
See
nA
geo
r
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erA
ge
See
nA
geo
r
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geo
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erA
ge
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geo
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ge
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geo
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ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
83
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 4P
rovi
de a
pos
itive
rol
e m
odel
for
301.
1.1
child
ren
that
hel
ps th
em fe
el
wel
com
e an
d va
lued
.
Uni
t 4En
cour
age
child
/chi
ldre
n to
30
1.3.
5re
solv
e ar
gum
ents
and
diff
icul
ties
them
selv
es in
a s
afe
and
301.
3.4
reas
surin
g m
anne
r. S
uppo
rt ch
ildre
n w
ho h
ave
been
ups
et
by o
ther
s.
Uni
t 4P
rovi
de a
ttent
ion
to in
divi
dual
30
1.1.
6ch
ildre
n in
a p
ositi
ve s
ensi
tive
man
ner
that
is fa
ir to
them
and
the
grou
p as
a w
hole
.
Uni
t 4B
e co
nsis
tent
in a
ppro
ach
and
301.
1.2
adap
t you
r be
havi
our
to m
eet
the
age,
nee
ds a
nd a
bilit
ies
ofin
divi
dual
chi
ldre
n.
Uni
t 4M
anag
e in
cide
nts
of u
nwan
ted
301.
3.2
beha
viou
r in
a c
alm
and
co
ntro
lled
way
whi
ch e
nabl
es
child
ren
to u
nder
stan
d ot
her
peop
les
feel
ings
.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
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erA
ge
See
nA
geo
r
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erA
ge
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nA
geo
r
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ge
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r
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erA
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nA
geo
r
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erA
ge
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nA
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r
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erA
ge
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nA
geo
r
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ge
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nA
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ge
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nA
geo
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ge
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nA
geo
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© CACHE 2007 Version 884
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 4P
rom
ote
the
child
ren’
s ac
tive
308.
2en
joym
ent i
n th
e da
y-to
-day
life
of
the
setti
ng.
Pro
vide
a p
ositi
ve
308.
1en
viro
nmen
t, w
hich
enc
oura
ges
child
ren
to r
elat
e to
adu
lts a
nd
othe
r ch
ildre
n.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
85
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 5P
lan,
pro
vide
and
rev
iew
30
7.2.
1ac
tiviti
es/e
xper
ienc
es w
hich
30
7.2.
4pr
omot
e th
e pe
rson
al h
ealth
of
the
child
, w
hich
avo
id b
ias
and
take
acc
ount
of a
ny c
ultu
ral o
r so
cial
fact
ors.
Uni
t 5C
omfo
rt a
child
who
is il
l or
302.
3.4
feel
ing
unw
ell.
Uni
t 5R
epor
t inf
orm
atio
n co
ncer
ning
302.
2.66
a ch
ild w
ho is
ill,
in a
n ac
cura
te
way
to th
e ap
prop
riate
adu
lt.
Uni
t 5
– H
ealth
and
Co
mm
unity
Car
e
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 886
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
87
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 6S
et o
ut a
nd c
lear
aw
ay
309.
1.5/
6re
sour
ces,
whi
ch p
rom
ote
child
ren'
s le
arni
ng th
roug
h pl
ay
e.g:
•sa
nd p
lay
•w
ater
pla
y•
mal
leab
le m
ater
ials
dou
gh,
clay
etc
•pa
intin
g, d
raw
ing
and
thre
e di
men
sion
al c
reat
ive
mat
eria
ls•
item
s fo
r he
uris
tic p
lay
and
stim
ulat
ing
sens
ory
expe
rienc
es•
smal
l sca
le e
quip
men
t and
to
ys.
305.
2.1/
2P
rovi
de a
lear
ning
env
ironm
ent
that
pro
mot
es p
ositi
ve im
ages
of
child
ren
and
refle
cts
a di
vers
e so
ciet
y.
Uni
t 6
– P
lay,
Cur
ricu
lum
and
Ear
ly L
earn
ing
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 888
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 6En
cour
age
child
ren
to p
artic
ipat
e 30
9.2.
4/in
cur
ricul
um a
ctiv
ities
whi
ch
5/7
supp
ort e
.g:
•co
mm
unic
atio
n, la
ngua
ge
and
liter
acy
•un
ders
tand
ing
of m
athe
mat
ics
•kn
owle
dge
and
unde
rsta
ndin
g of
the
wor
ld•
pers
onal
, so
cial
and
em
otio
nal
deve
lopm
ent
•ph
ysic
al d
evel
opm
ent
•cr
eativ
e de
velo
pmen
t.
Uni
t 6En
cour
age
child
ren
to p
artic
ipat
e 30
6.2.
3in
the
setti
ng o
ut,
clea
ring
away
an
d cl
eani
ng o
f pla
y m
ater
ials
as
appr
opria
te.
Uni
t 6P
rovi
de p
rote
ctiv
e cl
othi
ng fo
r 30
7.1.
3/4
child
ren
and
clea
n an
d sa
fe
reso
urce
s to
ens
ure
thei
r w
ell
bein
g w
hen
play
ing.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
89
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 6En
cour
agin
g ch
ildre
n to
sha
re
308.
1.2/
3an
d co
-ope
rate
in th
e ac
tiviti
es
and
to c
onsi
der
the
feel
ings
of
othe
rs in
the
grou
p.
Uni
t 6S
uppo
rt th
e de
velo
pmen
t of
345.
3.1/
liter
acy
skills
by
enco
urag
ing
the
8/9
child
to,
for
exam
ple:
•jo
in in
con
vers
atio
ns a
nd
disc
ussi
ons.
•lis
ten
to o
ther
s co
ntrib
utio
ns
and
resp
ond
posi
tivel
y to
wha
t th
ey s
ay.
•re
spec
t and
val
ue h
ome
lang
uage
s, lo
cal a
ccen
ts a
nd
dial
ects
in a
way
that
val
ues
cultu
ral d
iver
sity
.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 890
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 6En
cour
age
the
child
to d
evel
op
345.
3.2/
and
exte
nd h
is/h
er v
ocab
ular
y by
:5/
7•
usin
g ev
ery
oppo
rtuni
ty to
in
trodu
ce n
ew w
ords
to th
e ch
ild.
•us
ing
open
-end
ed q
uest
ions
to
enc
oura
ge th
e ch
ild to
join
in
con
vers
atio
ns a
nd
disc
ussi
ons.
•gi
ving
pra
ise
and
enco
urag
emen
t to
enha
nce
self-
conf
iden
ce.
Uni
t 6S
uppo
rt th
e de
velo
pmen
t of
345.
1.5
child
ren'
s re
adin
g sk
ills.
Uni
t 6S
uppo
rt th
e de
velo
pmen
t of
345.
2.5
child
ren'
s w
ritin
g sk
ills.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
91
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 6S
uppo
rt th
e de
velo
pmen
t of
346.
1.6
num
erac
y sk
ills b
y:•
Hel
ping
chi
ldre
n to
inte
rpre
t an
d fo
llow
mat
hem
atic
al
inst
ruct
ions
in a
ctiv
ities
.•
Ask
ing
ques
tions
whi
ch
enco
urag
e un
ders
tand
ing
of
mat
hem
atic
al c
once
pts
e.g.
"H
ow m
any
mor
e/le
ss".
•Ex
plai
ning
and
rep
eatin
g th
e co
rrect
use
of m
athe
mat
ical
la
ngua
ge.
346.
11.7
•U
se p
rais
e an
d gi
ve h
elp
in
orde
r to
mai
ntai
n th
e ch
ild's
in
tere
st in
num
erac
y.
Uni
t 6S
uppo
rt ac
tiviti
es,
whi
ch p
rom
ote
346.
2.6
child
ren'
s un
ders
tand
ing
of
shap
e, s
pace
and
mea
sure
.
Uni
t 6S
uppo
rt an
d en
cour
age
child
ren
346.
2.6
in s
olvi
ng n
umer
ical
pro
blem
s an
d in
terp
retin
g si
mpl
e da
ta.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 892
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 6S
uppo
rt ch
ildre
n us
ing
306.
2.5
info
rmat
ion
and
com
mun
icat
ion
tech
nolo
gy.
Uni
t 6S
uppo
rt ac
tiviti
es,
whi
ch p
rom
ote
309.
1.4/
6ch
ildre
n's
unde
rsta
ndin
g of
sc
ienc
e:•
Pro
vide
chi
ldre
n w
ith
reso
urce
s th
at e
nabl
e th
em to
in
vest
igat
e an
d un
ders
tand
sc
ient
ific
conc
epts
.30
1.2.
3•
Ask
que
stio
ns,
whi
ch w
ill en
cour
age
child
ren
to
inve
stig
ate,
und
erst
and
and
deve
lop
scie
ntifi
c th
inki
ng.
305.
2.1/
2S
uppo
rt a
lear
ning
env
ironm
ent
that
pro
mot
es p
ositi
ve im
ages
of
chi
ldre
n an
d re
flect
s a
dive
rse
soci
ety.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
93
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 7U
nder
stan
d th
e im
porta
nce
of
314.
4.9
enco
urag
ing
pare
nts
to s
hare
in
form
atio
n th
at m
ay a
ffect
the
baby
’s d
evel
opm
ent a
nd w
ell
bein
g.
Uni
t 7S
uppo
rt ef
fect
ive
com
mun
icat
ion
314.
3.11
with
par
ents
to k
eep
them
in
form
ed a
bout
the
child
’s
deve
lopm
ent a
nd p
rogr
ess.
Uni
t 7
– W
ork
with
Bab
ies
in t
he F
irst
Yea
r o
f Li
fe
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 894
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 7S
how
a n
on-ju
dgem
enta
l atti
tude
332.
13th
at v
alue
s di
vers
ity a
nd ta
kes
into
acc
ount
cul
tura
l, re
ligio
us
and
ethn
ic d
iffer
ence
s.
Uni
t 7C
arry
out
rou
tines
sui
ted
to th
e 31
4.3.
1/in
divi
dual
nee
ds o
f the
bab
y e.
g:2/
3•
was
hing
•dr
essi
ng•
napp
y ch
angi
ng•
bath
ing
314.
1Fo
llow
set
pro
cedu
res
for
heal
th
and
safe
ty.
Uni
t 7U
se c
arin
g ro
utin
es to
pro
mot
e31
4.3.
7se
nsor
y de
velo
pmen
t.31
4.3.
8Id
entif
y le
arni
ng a
nd
deve
lopm
ent o
ppor
tuni
ties
whe
n ca
rryin
g ou
t rou
tines
of c
are.
Uni
t 7S
teril
ise
feed
ing
equi
pmen
t.
314.
2.3
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
95
Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 7M
ake
up in
fant
feed
s fo
r ba
bies
. 31
4.2.
3
Uni
t 7Fe
ed a
bab
y (b
ottle
or
spoo
n31
4.2.
4fe
edin
g).
314.
2.7
Inte
ract
sen
sitiv
ely
with
the
314.
4.1
baby
to m
ake
feed
ing
a po
sitiv
e so
cial
and
em
otio
nal e
xper
ienc
e.
Uni
t 7P
lan,
pro
vide
and
rev
iew
31
4.1.
1op
portu
nitie
s fo
r ph
ysic
al
314.
3.10
deve
lopm
ent a
ccor
ding
to a
ge,
need
and
abi
lity.
Uni
t 7P
rom
ote
the
soci
al a
nd
314.
4.2
emot
iona
l dev
elop
men
t of t
he
baby
by,
for
exam
ple:
314.
4.3
•R
espo
nd p
rom
ptly
to s
igns
of
dis
tress
.•
Use
diff
eren
t way
s to
cal
m
and
reas
sure
a b
aby
who
is
upse
t. •
Take
into
acc
ount
thei
r ag
e,
need
s an
d le
vel o
f un
ders
tand
ing.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 896
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 7P
rom
ote
the
lang
uage
and
31
2.2.
9le
arni
ng o
f the
bab
y by
pla
nnin
g,
312.
3.3
prov
idin
g an
d re
view
ing
a va
riety
of
act
iviti
es th
at a
re
deve
lopm
enta
lly a
ppro
pria
te e
.g:
•lis
teni
ng•
talk
ing
•si
ngin
g•
stor
ies
•rh
ymes
.U
se th
e ch
ild’s
hom
e la
ngua
ge
whe
re p
ossi
ble.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
97
Section 4
Uni
t 8
– P
rep
arat
ion
for
Em
plo
ymen
t
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 8C
ontri
bute
to th
e w
ork
of th
e 33
8.1/
2/3/
7te
am in
a p
ositi
ve a
nd e
ffect
ive
way
.
Uni
t 8P
artic
ipat
e in
team
mee
tings
in
301.
4.1/
3/4
an a
ppro
pria
te w
ay.
Uni
t 8Fo
llow
pro
cedu
res
set o
ut in
the
301.
4.2
Div
ersi
ty/E
qual
Opp
ortu
nitie
s po
licy
of th
e w
ork
setti
ng.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Sim
Age
See
nA
geo
r
Sim
Age
© CACHE 2007 Version 898
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 8C
arry
out
inst
ruct
ions
and
33
8.4
resp
onsi
bilit
ies
give
n to
him
/her
by
the
plac
emen
t sup
ervi
sor,
in
a re
spon
sibl
e an
d ef
fect
ive
way
.
Uni
t 8P
rovi
de fe
edba
ck to
the
team
30
1.4.
4co
ncer
ning
the
task
that
he/
she
ha
s be
en in
volv
ed in
.
Uni
t 8R
efle
ct o
n th
e ta
sk y
ou h
ave
304.
2.1
carri
ed o
ut a
nd id
entif
y w
here
im
prov
emen
ts c
ould
be
mad
e.
Uni
t 8A
ct u
pon
advi
ce g
iven
by
othe
r 30
4.2.
2m
embe
rs o
f the
team
.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
99
Section 4
Uni
t 11
– W
ork
ing
with
Par
ents
NO
ST
he c
and
idat
e is
ab
le t
o:
Evi
den
ce 1
S
igna
ture
D
ate
Op
tiona
lS
igna
ture
Dat
eC
hild
ren’
sC
andi
date
to c
ompl
ete
of
sup
ervi
sor/
evid
ence
2o
f tu
tor/
Car
e, L
earn
ing
by ti
ckin
g ev
iden
ce
pla
cem
ent
Ad
diti
ona
lsu
per
viso
ran
dty
pevi
sito
rev
iden
ceD
evel
op
men
tC
andi
date
to
Uni
ts*
com
plet
e by
tick
ing
evid
ence
type
Uni
t 11
Mai
ntai
n co
nfid
entia
lity
of a
ny
314.
4.10
pers
onal
info
rmat
ion
shar
ed w
ith
you
conc
erni
ng th
e pa
rent
.
Uni
t 11
Gre
et w
ith th
e ch
ild’s
par
ent i
n a
332.
1.3
resp
ectfu
l, w
elco
min
g m
anne
r 33
2.1.
4m
akin
g no
ste
reot
ypic
al
assu
mpt
ions
and
taki
ng c
are
to
dem
onst
rate
an
attit
ude
that
val
ues
dive
rsity
.
Uni
t 11
Res
pond
to e
nqui
ries
by r
efer
ring
33
2.1.
5th
e pa
rent
to a
ppro
pria
te s
taff
whe
n ne
cess
ary.
Can
dida
te N
ame:
PIN
:C
entre
No:
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
See
nA
geo
r
Oth
erA
ge
© CACHE 2007 Version 8100
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
101
Section 4
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Nee
dsR
efer
Dem
onst
rate
s po
sitiv
e an
d co
nsis
tent
atti
tude
s an
d m
ore
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
pr
actic
ech
ild a
nd fa
mily
.2.
Pas
sN
eeds
Ref
erR
espe
cts
conf
iden
tialit
y of
info
rmat
ion
rela
ting
to th
e m
ore
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s pr
actic
ean
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Nee
dsR
efer
Dem
onst
rate
s a
com
mitm
ent t
o di
vers
ity,
incl
usiv
enes
s an
d m
ore
diffe
rent
iatio
n.pr
actic
e4.
Pas
sN
eeds
Ref
erTh
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
with
chi
ldre
n.m
ore
prac
tice
5.P
ass
Nee
dsR
efer
Abi
lity
to r
elat
e po
litel
y, c
ourte
ousl
y an
d ap
prop
riate
ly
mor
ew
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
prac
tice
6.P
ass
Nee
dsR
efer
Dem
onst
rate
s pr
ofes
sion
al s
tand
ards
of t
ime
keep
ing.
mor
epr
actic
e7.
Pas
sN
eeds
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
mor
ere
gard
to C
entre
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.pr
actic
e8.
Pas
sN
eeds
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
mor
epr
ofes
sion
al s
taff
and
the
abilit
y to
wor
k ef
fect
ivel
y as
a
prac
tice
team
mem
ber.
9.P
ass
Nee
dsR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
mor
ese
curit
y an
d th
e ab
ility
to im
plem
ent t
his
in p
ract
ice.
prac
tice
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Inte
rim
Rep
ort
1(N
OT
MA
ND
ATO
RY
)
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8102
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
Supervisor/Placement Visitors Guidance on PDPs 1
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities
• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan 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.
8. • 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.
9. • 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.
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 whichshould 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.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
103
Section 4
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Ref
erD
emon
stra
tes
posi
tive
and
cons
iste
nt a
ttitu
des
and
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
ch
ild a
nd fa
mily
.2.
Pas
sR
efer
Res
pect
s co
nfid
entia
lity
of in
form
atio
n re
latin
g to
the
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s an
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
diffe
rent
iatio
n.4.
Pas
sR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
5.P
ass
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
w
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
6.P
ass
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.
7.P
ass
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.
8.P
ass
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
te
am m
embe
r.9.
Pas
sR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Rep
ort
(Fin
al) 1
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8104
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
105
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Inte
rim
Rep
ort
2(N
OT
MA
ND
ATO
RY
)
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Nee
dsR
efer
Dem
onst
rate
s po
sitiv
e an
d co
nsis
tent
atti
tude
s an
d m
ore
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
pr
actic
ech
ild a
nd fa
mily
.2.
Pas
sN
eeds
Ref
erR
espe
cts
conf
iden
tialit
y of
info
rmat
ion
rela
ting
to th
e m
ore
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s pr
actic
ean
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Nee
dsR
efer
Dem
onst
rate
s a
com
mitm
ent t
o di
vers
ity,
incl
usiv
enes
s an
dm
ore
diffe
rent
iatio
n.4.
Pas
sN
eeds
Ref
erTh
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
with
chi
ldre
n.m
ore
prac
tice
5.P
ass
Nee
dsR
efer
Abi
lity
to r
elat
e po
litel
y, c
ourte
ousl
y an
d ap
prop
riate
ly
mor
ew
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
prac
tice
6.P
ass
Nee
dsR
efer
Dem
onst
rate
s pr
ofes
sion
al s
tand
ards
of t
ime
keep
ing.
mor
epr
actic
e7.
Pas
sN
eeds
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
mor
ere
gard
to c
olle
ge c
ours
e w
ork
com
plet
ed w
ithin
the
setti
ng.
prac
tice
8.P
ass
Nee
dsR
efer
A r
ecog
nitio
n an
d re
spec
t for
the
cont
ribut
ion
of o
ther
m
ore
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
pr
actic
ete
am m
embe
r.9.
Pas
sN
eeds
Ref
erA
kno
wle
dge
and
awar
enes
s of
hyg
iene
, sa
fety
and
m
ore
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.pr
actic
e
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8106
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
Supervisor/Placement Visitors Guidance on PDPs 2
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities
• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan 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.
8. • 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.
9. • 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.
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 whichshould 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.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
107
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Rep
ort
(Fin
al) 2
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Ref
erD
emon
stra
tes
posi
tive
and
cons
iste
nt a
ttitu
des
and
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
ch
ild a
nd fa
mily
.2.
Pas
sR
efer
Res
pect
s co
nfid
entia
lity
of in
form
atio
n re
latin
g to
the
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s an
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
diffe
rent
iatio
n.4.
Pas
sR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
5.P
ass
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
w
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
6.P
ass
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.
7.P
ass
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.
8.P
ass
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
te
am m
embe
r.9.
Pas
sR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8108
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
109
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Inte
rim
Rep
ort
3
(NO
T M
AN
DA
TOR
Y)
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Nee
dsR
efer
Dem
onst
rate
s po
sitiv
e an
d co
nsis
tent
atti
tude
s an
d m
ore
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
pr
actic
ech
ild a
nd fa
mily
.2.
Pas
sN
eeds
Ref
erR
espe
cts
conf
iden
tialit
y of
info
rmat
ion
rela
ting
to th
e m
ore
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s pr
actic
ean
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Nee
dsR
efer
Dem
onst
rate
s a
com
mitm
ent t
o di
vers
ity,
incl
usiv
enes
s an
dm
ore
diffe
rent
iatio
n.4.
Pas
sN
eeds
Ref
erTh
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
with
chi
ldre
n.m
ore
prac
tice
5.P
ass
Nee
dsR
efer
Abi
lity
to r
elat
e po
litel
y, c
ourte
ousl
y an
d ap
prop
riate
ly
mor
ew
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
prac
tice
6.P
ass
Nee
dsR
efer
Dem
onst
rate
s pr
ofes
sion
al s
tand
ards
of t
ime
keep
ing.
mor
epr
actic
e7.
Pas
sN
eeds
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
mor
ere
gard
to c
olle
ge c
ours
e w
ork
com
plet
ed w
ithin
the
setti
ng.
prac
tice
8.P
ass
Nee
dsR
efer
A r
ecog
nitio
n an
d re
spec
t for
the
cont
ribut
ion
of o
ther
m
ore
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
pr
actic
ete
am m
embe
r.9.
Pas
sN
eeds
Ref
erA
kno
wle
dge
and
awar
enes
s of
hyg
iene
, sa
fety
and
m
ore
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.pr
actic
e
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8110
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
Supervisor/Placement Visitors Guidance on PDPs 3
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities
• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan 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.
8. • 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.
9. • 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.
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 whichshould 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.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
111
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Rep
ort
(Fin
al) 3
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Ref
erD
emon
stra
tes
posi
tive
and
cons
iste
nt a
ttitu
des
and
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
ch
ild a
nd fa
mily
.2.
Pas
sR
efer
Res
pect
s co
nfid
entia
lity
of in
form
atio
n re
latin
g to
the
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s an
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
diffe
rent
iatio
n.4.
Pas
sR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
5.P
ass
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
w
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
6.P
ass
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.
7.P
ass
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.
8.P
ass
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
te
am m
embe
r.9.
Pas
sR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8112
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
113
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Inte
rim
Rep
ort
4
(NO
T M
AN
DA
TOR
Y)
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Nee
dsR
efer
Dem
onst
rate
s po
sitiv
e an
d co
nsis
tent
atti
tude
s an
d m
ore
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
pr
actic
ech
ild a
nd fa
mily
.2.
Pas
sN
eeds
Ref
erR
espe
cts
conf
iden
tialit
y of
info
rmat
ion
rela
ting
to th
e m
ore
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s pr
actic
ean
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Nee
dsR
efer
Dem
onst
rate
s a
com
mitm
ent t
o di
vers
ity,
incl
usiv
enes
s an
dm
ore
diffe
rent
iatio
n.4.
Pas
sN
eeds
Ref
erTh
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
with
chi
ldre
n.m
ore
prac
tice
5.P
ass
Nee
dsR
efer
Abi
lity
to r
elat
e po
litel
y, c
ourte
ousl
y an
d ap
prop
riate
ly
mor
ew
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
prac
tice
6.P
ass
Nee
dsR
efer
Dem
onst
rate
s pr
ofes
sion
al s
tand
ards
of t
ime
keep
ing.
mor
epr
actic
e7.
Pas
sN
eeds
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
mor
ere
gard
to c
olle
ge c
ours
e w
ork
com
plet
ed w
ithin
the
setti
ng.
prac
tice
8.P
ass
Nee
dsR
efer
A r
ecog
nitio
n an
d re
spec
t for
the
cont
ribut
ion
of o
ther
m
ore
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
pr
actic
ete
am m
embe
r.9.
Pas
sN
eeds
Ref
erA
kno
wle
dge
and
awar
enes
s of
hyg
iene
, sa
fety
and
m
ore
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.pr
actic
e
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8114
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
Supervisor/Placement Visitors Guidance on PDPs 4
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities
• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan 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.
8. • 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.
9. • 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.
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 whichshould 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.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
115
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Rep
ort
(Fin
al) 4
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Ref
erD
emon
stra
tes
posi
tive
and
cons
iste
nt a
ttitu
des
and
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
ch
ild a
nd fa
mily
.2.
Pas
sR
efer
Res
pect
s co
nfid
entia
lity
of in
form
atio
n re
latin
g to
the
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s an
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
diffe
rent
iatio
n.4.
Pas
sR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
5.P
ass
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
w
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
6.P
ass
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.
7.P
ass
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.
8.P
ass
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
te
am m
embe
r.9.
Pas
sR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8116
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
117
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Inte
rim
Rep
ort
5
(NO
T M
AN
DA
TOR
Y)
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Nee
dsR
efer
Dem
onst
rate
s po
sitiv
e an
d co
nsis
tent
atti
tude
s an
d m
ore
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
pr
actic
ech
ild a
nd fa
mily
.2.
Pas
sN
eeds
Ref
erR
espe
cts
conf
iden
tialit
y of
info
rmat
ion
rela
ting
to th
e m
ore
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s pr
actic
ean
d lim
its w
ithin
thei
r ro
le.
3.
Pas
sN
eeds
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
mor
edi
ffere
ntia
tion.
4.P
ass
Nee
dsR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
mor
epr
actic
e5.
Pas
sN
eeds
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
m
ore
with
par
ents
, ca
rers
and
oth
er a
dults
.pr
actic
e6.
Pas
sN
eeds
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.m
ore
prac
tice
7.P
ass
Nee
dsR
efer
Use
of p
erso
nal i
nitia
tive
with
in th
e se
tting
and
with
m
ore
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.pr
actic
e8.
Pas
sN
eeds
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
mor
epr
ofes
sion
al s
taff
and
the
abilit
y to
wor
k ef
fect
ivel
y as
a
prac
tice
team
mem
ber.
9.P
ass
Nee
dsR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
mor
ese
curit
y an
d th
e ab
ility
to im
plem
ent t
his
in p
ract
ice.
prac
tice
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8118
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
Supervisor/Placement Visitors Guidance on PDPs 5
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities
• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan 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.
8. • 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.
9. • 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.
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 whichshould 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.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
119
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Rep
ort
(Fin
al) 5
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Ref
erD
emon
stra
tes
posi
tive
and
cons
iste
nt a
ttitu
des
and
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
ch
ild a
nd fa
mily
.2.
Pas
sR
efer
Res
pect
s co
nfid
entia
lity
of in
form
atio
n re
latin
g to
the
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s an
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
diffe
rent
iatio
n.4.
Pas
sR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
5.P
ass
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
w
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
6.P
ass
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.
7.P
ass
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.
8.P
ass
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
te
am m
embe
r.9.
Pas
sR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8120
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
121
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Inte
rim
Rep
ort
6
(NO
T M
AN
DA
TOR
Y)
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Nee
dsR
efer
Dem
onst
rate
s po
sitiv
e an
d co
nsis
tent
atti
tude
s an
d m
ore
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
pr
actic
ech
ild a
nd fa
mily
.2.
Pas
sN
eeds
Ref
erR
espe
cts
conf
iden
tialit
y of
info
rmat
ion
rela
ting
to th
e m
ore
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s pr
actic
ean
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Nee
dsR
efer
Dem
onst
rate
s a
com
mitm
ent t
o di
vers
ity,
incl
usiv
enes
s an
dm
ore
diffe
rent
iatio
n.4.
Pas
sN
eeds
Ref
erTh
e ab
ility
to c
omm
unic
ate
effe
ctiv
ely
with
chi
ldre
n.m
ore
prac
tice
5.P
ass
Nee
dsR
efer
Abi
lity
to r
elat
e po
litel
y, c
ourte
ousl
y an
d ap
prop
riate
ly
mor
ew
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
prac
tice
6.P
ass
Nee
dsR
efer
Dem
onst
rate
s pr
ofes
sion
al s
tand
ards
of t
ime
keep
ing.
mor
epr
actic
e7.
Pas
sN
eeds
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
mor
ere
gard
to c
olle
ge c
ours
e w
ork
com
plet
ed w
ithin
the
setti
ng.
prac
tice
8.P
ass
Nee
dsR
efer
A r
ecog
nitio
n an
d re
spec
t for
the
cont
ribut
ion
of o
ther
m
ore
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
pr
actic
ete
am m
embe
r.9.
Pas
sN
eeds
Ref
erA
kno
wle
dge
and
awar
enes
s of
hyg
iene
, sa
fety
and
m
ore
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.pr
actic
e
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8122
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
Supervisor/Placement Visitors Guidance on PDPs 6
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families• The candidate values the child as an individual and enjoys being in their company• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting• The candidate values children's identity and promotes the child's positive self-esteem.• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and abilities
• The candidate listens and responds to children.• The candidate encourages children to ask questions and offer ideas.• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.• The candidate values diversity and recognises cultural, religious and ethnic difference.• The candidate communicates with parents in an open welcoming manner.• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.• The candidate leaves at the time agreed with the supervisor.• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan 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.
8. • 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.
9. • 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.
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 whichshould 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.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
123
Section 4
Pro
fess
iona
l Dev
elo
pm
ent
Pro
file
Rep
ort
(Fin
al) 6
No
Gra
deC
ore
Prin
cipl
esC
omm
ents
from
pla
cem
ent s
uper
viso
r
1.P
ass
Ref
erD
emon
stra
tes
posi
tive
and
cons
iste
nt a
ttitu
des
and
beha
viou
r w
hich
sho
ws
com
mitm
ent t
o th
e w
elfa
re o
f the
ch
ild a
nd fa
mily
.2.
Pas
sR
efer
Res
pect
s co
nfid
entia
lity
of in
form
atio
n re
latin
g to
the
child
, fa
mily
and
the
setti
ng,
reco
gnis
ing
the
boun
darie
s an
d lim
its w
ithin
thei
r ro
le.
3.P
ass
Ref
erD
emon
stra
tes
a co
mm
itmen
t to
dive
rsity
, in
clus
iven
ess
and
diffe
rent
iatio
n.4.
Pas
sR
efer
The
abilit
y to
com
mun
icat
e ef
fect
ivel
y w
ith c
hild
ren.
5.P
ass
Ref
erA
bilit
y to
rel
ate
polit
ely,
cou
rteou
sly
and
appr
opria
tely
w
ith p
aren
ts,
care
rs a
nd o
ther
adu
lts.
6.P
ass
Ref
erD
emon
stra
tes
prof
essi
onal
sta
ndar
ds o
f tim
e ke
epin
g.
7.P
ass
Ref
erU
se o
f per
sona
l ini
tiativ
e w
ithin
the
setti
ng a
nd w
ith
rega
rd to
col
lege
cou
rse
wor
k co
mpl
eted
with
in th
e se
tting
.
8.P
ass
Ref
erA
rec
ogni
tion
and
resp
ect f
or th
e co
ntrib
utio
n of
oth
er
prof
essi
onal
sta
ff an
d th
e ab
ility
to w
ork
effe
ctiv
ely
as a
te
am m
embe
r.9.
Pas
sR
efer
A k
now
ledg
e an
d aw
aren
ess
of h
ygie
ne,
safe
ty a
nd
secu
rity
and
the
abilit
y to
impl
emen
t thi
s in
pra
ctic
e.
Num
ber
of d
ays
atte
nded
by
Can
dida
te:
Pla
cem
ent S
uper
viso
r’s s
igna
ture
:D
ate:
Pla
cem
ent
Loca
tion
Nam
e an
d A
ddre
ss:
Tuto
r’s C
omm
ents
Tuto
r’s S
igna
ture
:D
ate:
Can
dida
te N
ame:
Can
dida
te P
IN N
o:
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8124
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 4
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© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
125
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 isavailable for you to record submission dates.
The star shows where the external assessment (test) is available. Your Centre will adviseyou of the exact date you have been entered for this.
© CACHE 2007 Version 8126
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
127
Section 5
CACHE Level 3 Diploma in Child Careand Education
Unit 1 – Portfolio RequirementsNotes: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.
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.
Overall grade criteria for Diploma in Child Care and Education Unit 1
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.
Candidate Signature: Date:
Tutor Signature: Date:
Candidate
Name:
PIN:
Site/Centre No:
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8128
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care andEducation
Unit 1 Portfolio RequirementsA 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 ageof the child and country in which you practice.
Diploma in Child Care and Education Unit 1 Portfolio Requirements
Each observation must contain the information detailed below in order to achieve a pass. Result of observation
Age range Observation Technique Individual/Group Page Grade Date
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Overall Grade Awarded
Name:
PIN:
Site/Centre No:
Candidate
Photocopy as requiredCACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
129
Section 5
Unit 1 – Observation and Assessment
E1: No: Date:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
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)
E3: Children identifier eg. child; A Age in years and monthsNB Protect the identity of the child
E4: Method eg. Checklist
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: Time observation finished:
Total number of adults in setting: Total number of children in setting:
Roles of Adults
P.I.N:
Candidate Name: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:
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8130
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
Uni
t 1
– O
bser
vatio
n an
d A
sses
smen
tC
riter
iaD
escr
iptio
nEv
iden
ce o
f crit
eria
met
Crit
eria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Page
Page
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1D
ate
your
obs
erva
tion
and
desc
ribe
the
imm
edia
te e
nviro
nmen
t for
the
obse
rvat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2S
tate
a c
lear
aim
for
the
obse
rvat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E3G
ive
the
age
of th
e ch
ild/c
hild
ren
bein
g ob
serv
ed b
ut m
aint
ain
conf
iden
tialit
yY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4Id
entif
y th
e m
etho
d to
be
used
for
the
obse
rvat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E5P
rese
nt a
n ac
cura
te r
ecor
d of
the
obse
rvat
ion
clea
rly a
nd a
ppro
pria
tely
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E6D
escr
ibe
the
deve
lopm
enta
l mile
ston
es th
at h
ave
been
iden
tifie
d in
the
obse
rvat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E7Li
nk th
ese
deve
lopm
enta
l mile
ston
es to
the
age
of th
e ch
ild o
bser
ved
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8M
ake
reco
mm
enda
tions
of a
ppro
pria
te w
ays
to m
eet t
he d
evel
opm
ent n
eeds
of t
he c
hild
/chi
ldre
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9R
efle
ct o
n yo
ur o
wn
unde
rsta
ndin
g of
chi
ldre
n’s
deve
lopm
ent a
s a
resu
lt of
the
obse
rvat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E11
Incl
ude
refe
renc
es a
nd b
iblio
grap
hyY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
D
E /
REF
ER
D1
Expl
ain
how
effe
ctiv
e th
e ob
serv
atio
n ha
s be
en in
info
rmin
g pl
anni
ng o
r do
cum
enta
tion
requ
ired
by th
e se
tting
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
how
cur
rent
res
earc
h in
to c
hild
ren’
s de
velo
pmen
t and
lear
ning
sup
ports
you
r Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
reco
mm
enda
tions
for
the
child
/chi
ldre
n
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
you
r le
arni
ng a
bout
the
obse
rved
chi
ld/c
hild
ren
and
the
impl
icat
ions
for
your
pra
ctic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
resu
lts o
f you
r obs
erva
tion
in re
latio
n to
cur
rent
rese
arch
into
chi
ldre
n’s
deve
lopm
ent
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
and
lear
ning
.
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
D
A
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
131
Section 5
Unit 1 – Observation and Assessment Portfolio
Tutor’s comments
Name of Candidate: PIN:
Grade awarded: Date:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8132
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
133
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and Education
Unit Submission FormYou must complete this form and attach it to your portfolio on submission. The portfolio will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Tutor Feedback
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8134
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
135
Section 5
Uni
t 2
– W
ork
with
You
ng C
hild
ren
(Cur
ricul
um P
lan)
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etC
riter
ia m
et?
Resu
bmis
sion
or u
pgra
de
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1S
tate
the
age
of th
e ch
ildre
n fo
r whi
ch th
e C
urric
ulum
Pla
n is
app
ropr
iate
and
des
crib
e br
iefly
whe
re th
e Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
plan
will
be im
plem
ente
d
E2Id
entif
y cl
early
the
aim
of t
he C
urric
ulum
Pla
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E3Id
entif
y th
e ap
prop
riate
leng
th o
f tim
e fo
r the
Cur
ricul
um P
lan
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E4M
ake
an o
vera
ll pl
an o
f act
ivitie
s/ex
perie
nces
to b
e in
clud
ed in
the
Cur
ricul
um P
lan
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E5S
how
how
you
r pla
n re
late
s to
the
appr
opria
te c
urric
ulum
fram
ewor
kY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E6In
clud
e TW
O d
etai
led
activ
ity p
lans
sel
ecte
d fro
m y
our c
urric
ulum
pla
n w
hich
you
will
impl
emen
tY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7(F
or O
NE
deta
iled
activ
ity p
lan)
Incl
ude
a re
sour
ce w
hich
will
supp
ort t
he c
hild
ren’
s le
arni
ngY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E8D
escr
ibe
the
lear
ning
whi
ch m
ay ta
ke p
lace
for t
he c
hild
ren
in e
ach
of th
e de
taile
d ac
tivity
pla
nsY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9S
how
how
the
two
deta
iled
activ
ities
plan
ned
rela
te to
the
age
and
stag
e of
dev
elop
men
t of t
he c
hild
ren
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Asse
ss th
e le
arni
ng w
hich
has
take
n pl
ace
for t
he c
hild
ren
afte
r the
det
aile
d ac
tivity
pla
ns h
ave
been
Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
impl
emen
ted
E11
Ref
lect
on
wha
t you
hav
e le
arnt
from
impl
emen
ting
the
deta
iled
activ
ity p
lans
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E12
Mak
e re
com
men
datio
ns fo
r fut
ure
prac
tice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E13
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E14
Incl
ude
refe
renc
es a
nd b
iblio
grap
hyY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Dis
cuss
the
effe
ctiv
enes
s of
the
impl
emen
ted
deta
iled
activ
ity p
lans
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
D2
Dis
cuss
the
effe
ctiv
enes
s of
the
reso
urce
(for
one
det
aile
d ac
tivity
pla
n)Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
how
cur
rent
rese
arch
into
chi
ldre
n’s
lear
ning
and
dev
elop
men
t inf
luen
ced
your
reco
mm
enda
tions
Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
for f
utur
e pr
actic
e
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Anal
yse
wha
t you
hav
e le
arnt
abo
ut p
lann
ing
and
how
this
will
info
rm y
our p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1Ev
alua
te y
our p
lann
ing
in re
latio
n to
cur
rent
rese
arch
into
how
chi
ldre
n le
arn
and
deve
lop
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R A
GR
AD
E A
AC
HIE
VED
A
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
Det
aile
d Ac
tivity
Plan
1D
etai
led
Activ
ityPl
an 2
Det
aile
dAc
tivity
Pla
n 1
Det
aile
d Ac
tivity
Pla
n 2
© CACHE 2007 Version 8136
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
137
Section 5U
nit
2 –
Sup
port
Chi
ldre
n's
Lear
ning
6 –
7 y
ears
11
mon
ths
Crit
eria
Des
crip
tion
Crit
eria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
Det
aile
d Ac
tivity
Plan
1Evid
ence
of c
riter
ia m
etP
age
Num
bers
Det
aile
d Ac
tivity
Plan
2D
etai
led
Activ
ity P
lan
1D
etai
led
Activ
ityPl
an 2
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
E1In
clud
e Tw
o de
taile
d ac
tivity
pla
ns w
hich
you
will
impl
emen
tY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E2St
ate
the
age
of th
e ch
ildre
n fo
r whi
ch th
e de
taile
d ac
tivity
pla
n is
app
ropr
iate
and
des
crib
e br
iefly
whe
re th
e pl
anY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
will
be im
plem
ente
d
E3D
escr
ibe
the
activ
ityY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4Id
entif
y cl
early
the
aim
of t
he d
etai
led
activ
ity p
lan
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E5G
ive
the
ratio
nale
for t
he d
etai
led
activ
ity p
lan
and
clea
rly li
nk th
e ra
tiona
le to
the
over
all p
lann
ing
of
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
the
clas
s/gr
oup
teac
her
E6(F
or O
NE
deta
iled
activ
ity p
lan)
des
crib
e br
iefly
a re
sour
ce w
hich
will
help
the
child
ren
lear
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7D
escr
ibe
the
lear
ning
whi
ch m
ay ta
ke p
lace
for t
he c
hild
ren
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8S
how
how
the
deta
iled
activ
ity p
lan
rela
tes
to th
e ag
e an
d st
age
of th
e ch
ildre
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9As
sess
the
lear
ning
whi
ch h
as ta
ken
plac
e fo
r the
chi
ldre
n af
ter t
he d
etai
led
activ
ity p
lan
has
been
Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
impl
emen
ted
E10
Refle
ct o
n w
hat y
ou h
ave
lear
nt fr
om im
plem
entin
g th
e de
taile
d ac
tivity
pla
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E11
Mak
e re
com
men
datio
ns fo
r fut
ure
prac
tice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E12
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E13
Incl
ude
refe
renc
es a
nd b
iblio
grap
hyY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Dis
cuss
the
effe
ctiv
enes
s of
the
impl
emen
ted
deta
iled
activ
ity p
lan
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
D2
Dis
cuss
the
effe
ctiv
enes
s of
the
reso
urce
(for
one
det
aile
d ac
tivity
pla
n)Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
how
cur
rent
rese
arch
into
chi
ldre
n’s
lear
ning
and
dev
elop
men
t inf
luen
ced
your
Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
reco
mm
enda
tions
for f
utur
e pr
actic
e
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Anal
yse
wha
t you
hav
e le
arnt
abo
ut s
uppo
rting
the
plan
ning
of t
he c
lass
teac
her a
nd h
ow th
is w
ill Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
info
rm y
our p
ract
ice
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1Ev
alua
te y
our d
etai
led
activ
ity p
lans
in re
latio
n to
cur
rent
rese
arch
into
how
chi
ldre
n le
arn
and
deve
lop
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R A
GR
AD
E A
AC
HIE
VED
A
© CACHE 2007 Version 8138
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
139
Section 5U
nit
2 –
Rou
tine
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etC
riter
ia m
et?
Resu
bmis
sion
or u
pgra
de
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1S
tate
the
age
of th
e ch
ildre
n fo
r w
hich
the
rout
ine
is p
lann
ed a
nd b
riefly
des
crib
e w
here
the
rout
ine
Yes
/ N
oY
es /
No
Yes
/ N
oYe
s /
No
will
be im
plem
ente
d
E2Id
entif
y cl
early
the
aim
of t
he o
vera
ll ro
utin
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E3G
ive
an o
utlin
e of
the
over
all r
outin
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4Id
entif
y on
e pa
rt of
the
over
all r
outin
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5S
tate
the
aim
of t
he c
hose
n pa
rt of
the
rout
ine
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E6D
escr
ibe
in d
etai
l the
cho
sen
activ
ity/e
xper
ienc
e or
asp
ect o
f car
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7S
how
how
this
par
t of t
he ro
utin
e re
late
s to
the
age
and
stag
e of
dev
elop
men
t of t
he c
hild
ren
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8R
efle
ct o
n w
hat y
ou h
ave
lear
nt fr
om ta
king
par
t in
carry
ing
out t
his
part
of th
e ro
utin
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9M
ake
reco
mm
enda
tions
for
futu
re p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E11
Incl
ude
refe
renc
es a
nd b
iblio
grap
hyY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Dis
cuss
how
effe
ctiv
ely
the
chos
en p
art o
f the
ove
rall
rout
ine
has
been
in m
eetin
g th
e de
velo
pmen
tal
Yes
/ N
oY
es /
No
Yes
/No
Yes
/No
need
s of
the
child
ren
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
how
cur
rent
res
earc
h in
to c
hild
ren’
s ca
re a
nd d
evel
opm
ent i
nflu
ence
d yo
ur
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
reco
mm
enda
tions
for
futu
re p
ract
ice
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
wha
t you
hav
e le
arnt
abo
ut r
outin
es a
nd h
ow th
is w
ill in
form
you
r pr
actic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1Ev
alua
te th
e ov
eral
l rou
tine
in r
elat
ion
to c
urre
nt r
esea
rch
into
chi
ldre
n's
care
, le
arni
ng a
nd
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
deve
lopm
ent
CIR
CLE
IF C
RIT
ERIA
FO
R A
GR
AD
E A
AC
HIE
VED
A
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8140
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
141
Section 5
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Tutor Feedback
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8142
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 3
– Fo
unda
tions
to
Car
ing
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etC
riter
ia m
et?
Resu
bmis
sion
or u
pgra
de
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2S
tate
the
chos
en s
ettin
gY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E3Id
entif
y th
e ch
arac
teris
tics
of a
pos
itive
env
ironm
ent f
or c
hild
ren
in th
e ch
osen
set
ting
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E4D
escr
ibe
how
the
setti
ng m
eets
the
heal
th a
nd s
afet
y re
quire
men
ts a
nd r
egul
atio
nsY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5Id
entif
y th
e ba
sic
phys
ical
and
hea
lth n
eeds
of t
he c
hild
ren
in th
e ch
osen
set
ting
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E6D
escr
ibe
how
the
phys
ical
and
hea
lth n
eeds
of t
he c
hild
ren
are
met
in th
e ch
osen
set
ting
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E7Id
entif
y an
app
ropr
iate
day
s m
enu
for
a ch
ild in
the
setti
ng w
hich
dem
onst
rate
s an
und
erst
andi
ngY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
of th
e te
rm ‘b
alan
ced
diet
’
E8G
ive
the
age
of th
e ch
ild th
e m
enu
is fo
rY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9D
escr
ibe
the
role
of t
he a
dult
in m
aint
aini
ng a
nd p
rom
otin
g a
posi
tive
envi
ronm
ent
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Des
crib
e w
hy it
is im
porta
nt to
wor
k as
a m
embe
r of
a te
am
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E11
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E12
Incl
ude
refe
renc
es a
nd b
iblio
grap
hy to
sup
port
your
wor
kY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
the
impo
rtanc
e of
pro
vidi
ng a
bal
ance
d di
et fo
r al
l chi
ldre
n in
the
setti
ngY
es /
No
Yes
/ N
oY
es/N
oY
es/N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Dis
cuss
the
role
of t
he c
hild
car
e an
d ed
ucat
ion
wor
ker i
n th
e pr
ovis
ion
of fo
od fo
r chi
ldre
nY
es /
No
Yes
/ N
oY
es/N
oY
es/N
o
CIR
CLE
IF
CR
ITER
IA F
OR
GR
ADE
C A
CH
IEVE
DC
B1
Anal
yse
the
impo
rtanc
e of
pro
vidi
ng a
pos
itive
envi
ronm
ent f
or c
hild
ren
Yes
/ N
oY
es /
No
Yes
/No
Yes
/No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RAD
E B
AC
HIE
VED
B
A1Ev
alua
te h
ow re
leva
nt h
ealth
and
saf
ety
legi
slat
ion
can
supp
ort t
he a
dult
in m
aint
aini
ng a
nd p
rom
otin
g a
Yes
/ N
oY
es /
No
Yes
/No
Yes
/No
posi
tive
envi
ronm
ent
CIR
CLE
IF C
RIT
ERIA
FO
R A
GR
AD
E A
AC
HIE
VED
A
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
143
Section 5
CACHE Level 3 Diploma in Child Care andEducation
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 careNursery classSchool setting
COMPLETE THIS TASKProduce a document for a Child Care and Education student, which explainshow 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 shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.
© CACHE 2007 Version 8144
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
145
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission.The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Tutor Feedback
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8146
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 4
- Th
e D
evel
opin
g C
hild
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etC
riter
ia m
et?
Resu
bmis
sion
or u
pgra
de
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2D
escr
ibe
the
stag
e of
dev
elop
men
t of t
he c
hose
n ch
ild b
ased
on
the
obse
rvat
ions
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E3D
escr
ibe
the
deve
lopm
enta
l nee
ds o
f the
obs
erve
d ch
ildY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4Id
entif
y w
ays
the
deve
lopm
enta
l nee
ds o
f the
obs
erve
d ch
ild m
ay b
e m
et in
the
setti
ngY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5D
escr
ibe
the
role
of t
he C
hild
Car
e an
d Ed
ucat
ion
wor
ker
in p
rom
otin
g an
d su
ppor
ting
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
the
deve
lopm
enta
l nee
ds o
f the
obs
erve
d ch
ild
E6Id
entif
y fa
ctor
s w
hich
may
affe
ct c
hild
ren’
s be
havi
our
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E7Id
entif
y w
ays
to p
rom
ote
and
enco
urag
e po
sitiv
e be
havi
our
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8D
escr
ibe
stra
tegi
es w
hich
may
be
used
to h
elp
child
ren
deal
with
feel
ings
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E9D
escr
ibe
the
role
of t
he C
hild
Car
e an
d Ed
ucat
ion
wor
ker
in r
esol
ving
con
flict
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E11
Incl
ude
refe
renc
es a
nd a
bib
liogr
aphy
to s
uppo
rt yo
ur w
ork
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
how
chi
ldre
n’s
beha
viou
r m
ay b
e af
fect
ed b
y th
e fa
ctor
s id
entif
ied
in E
6Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
the
impo
rtanc
e of
the
role
of t
he a
dult
in p
rom
otin
g an
d en
cour
agin
g po
sitiv
e be
havi
our
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
the
effe
ctiv
enes
s of
stra
tegi
es u
sed
to r
esol
ve c
onfli
ctY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
use
of th
e no
rm a
s an
effe
ctiv
e m
easu
rem
ent o
f chi
ld d
evel
opm
ent
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
147
Section 5
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 inorder to achieve the unit.
Task 1Your tutor will choose THREE areas of development from the list below:
Physical developmentCognitive developmentSocial developmentEmotional developmentLanguage development
COMPLETE THIS TASKCarry 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) andappropriate secondary research. The report should include information underthe following headings:
1. The developmental stage of the chosen child based on the observations2. The developmental needs of the observed child3. How the developmental needs of the observed child may be met in the setting4. The role of the Child Care and Education worker in meeting the developmental
needs of the observed child.
Task 2Produce 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’sbehaviour. The document should include the following information:
1. Factors which may effect children’s behaviour2. Ways to promote and encourage positive behaviour3. Strategies which may be used to help children deal with feelings4. The role of the Child Care and Education worker in resolving conflict
CACHE Level 3 Diploma in Child Care andEducation
Unit 4 Assignment – The Developing ChildThis 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.
© CACHE 2007 Version 8148
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Throughout the assignment you should ensure that you address anti-discriminatory andanti-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 notincluded in the word limit.
The three observations are not included as part of the word limit and should be includedas appendices only.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
149
Section 5
Candidate Declaration
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate
Name:
PIN:
Site/Centre No:
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:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8150
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 5
- H
ealth
and
Com
mun
ity C
are
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etC
riter
ia m
et?
Resu
bmis
sion
or u
pgra
de
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
E1C
ompl
ete
the
assi
gnm
ent t
ask.
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2Id
entif
y th
e ca
uses
of t
he c
hose
n in
fect
ion
and
cond
ition
Yes
/N
oY
es /
No
Yes
/ N
oY
es /
No
E3D
escr
ibe
the
sign
s an
d sy
mpt
oms
of th
e ch
osen
infe
ctio
n an
d co
nditi
onY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4D
escr
ibe
how
to p
reve
nt o
r co
ntro
l the
cho
sen
infe
ctio
n an
d co
nditi
onY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5Id
entif
y th
e ke
y fa
ctor
s in
pro
mot
ing
and
mai
ntai
ning
the
heal
th o
f a c
hild
with
Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
oth
e ch
osen
infe
ctio
n an
d co
nditi
on
E6D
escr
ibe
the
supp
ort a
vaila
ble
for c
hild
ren
with
the
chos
en in
fect
ion
and
cond
ition
and
thei
r fam
ilies
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E7C
ompa
re a
nd c
ontra
st th
e di
ffere
nces
bet
wee
n th
e ch
osen
infe
ctio
n an
d co
nditi
onY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E8S
how
an
unde
rsta
ndin
g of
ant
i-dis
crim
inat
ory/
anti-
bias
pra
ctic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9In
clud
e re
fere
nces
and
a b
iblio
grap
hy to
sup
port
your
wor
kY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
the
role
of t
he C
hild
Car
e an
d Ed
ucat
ion
wor
ker i
n su
ppor
ting
pare
nts
of a
chi
ld w
ith th
ese
illnes
ses
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Dis
cuss
the
poss
ible
effe
cts
of th
ese
illnes
ses
on th
e ch
ild a
nd fa
mily
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
the
impo
rtanc
e of
how
the
Chi
ld C
are
and
Educ
atio
n w
orke
r re
spon
ds to
aY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
och
ild w
ith a
chr
onic
con
ditio
n w
hen
they
are
exp
erie
ncin
g a
cris
is
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
effe
ctiv
enes
s of
hea
lth p
rom
otio
n st
rate
gies
for t
he c
omm
on in
fect
ious
dis
ease
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
151
Section 5
CACHE Level 3 Diploma in Child Care andEducation
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 Chronic conditionMumps AsthmaMeasles Cystic fibrosisChicken pox DiabetesRubella Sickle cell anaemia
COMPLETE THIS TASKCompare and contrast the chosen infection and condition. Your work shouldinclude:• 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 shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.
© CACHE 2007 Version 8152
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
153
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8154
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 6
– P
lay,
Cur
ricul
um a
nd E
arly
Lea
rnin
gC
riter
iaD
escr
iptio
nEv
iden
ce o
f crit
eria
met
Crit
eria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2S
tate
the
chos
en a
ge r
ange
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E3D
escr
ibe
how
eac
h of
the
3 di
ffere
nt ty
pes
of p
lay
can
prom
ote
lear
ning
for t
he c
hose
n ag
e ra
nge
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E4D
escr
ibe
ON
E pl
ay o
ppor
tuni
ty fo
r EA
CH
type
of p
lay
for
the
chos
en a
ge g
roup
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E5D
escr
ibe
how
the
play
opp
ortu
nity
for
each
type
of p
lay
may
link
to th
e Ea
rly Y
ears
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
Cur
ricul
a or
the
Nat
iona
l Cur
ricul
um
E6D
escr
ibe
the
role
of t
he a
dult
in p
rom
otin
g pl
ay w
hich
mee
ts th
e ne
eds
of in
divi
dual
chi
ldre
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7D
escr
ibe
the
impo
rtanc
e of
pro
vidi
ng a
pos
itive
env
ironm
ent f
or p
lay
and
lear
ning
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8S
how
an
unde
rsta
ndin
g of
ant
i-dis
crim
inat
ory/
anti-
bias
pra
ctic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9In
clud
e re
fere
nces
and
bib
liogr
aphy
to s
uppo
rt yo
ur w
ork
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
clea
rly h
ow E
AC
H p
lay
oppo
rtuni
ty w
ill pr
omot
e th
e in
tend
ed le
arni
ngY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Dis
cuss
the
stra
tegi
es th
at a
dults
may
use
to p
rom
ote
child
ren’
s le
arni
ngY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
the
use
of a
stru
ctur
ed c
urric
ulum
for
child
ren
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
how
the
Chi
ldC
are
and
Educ
atio
n w
orke
r cou
ld e
nric
h an
d ex
tend
the
child
’s p
lay
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
155
Section 5
CACHE Level 3 Diploma in Child Care andEducation
Unit 6 Assignment – Play, Curriculum and EarlyLearning
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 years4 – 5 years6 – 7 years 11 months
Creative play, imaginative play and physical play are used as play opportunities, whichcan promote learning in children of all ages.
COMPLETE THIS TASKProduce a document explaining to new Diploma Candidates the importance ofplay, curriculum and early learning. The document should contain informationon the following:
1. How the THREE different types of play promote learning for children of the chosen age range.
2. A description of ONE play opportunity for EACH type of play.3. For EACH of your chosen play opportunities, make links to the Early Years
Curricula or the National Curriculum.4. The role of the adult in promoting play which meet the needs of individual
children.5. The importance of providing a positive environment for play and learning.6. 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 shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.
© CACHE 2007 Version 8156
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
157
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8158
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 7
– W
ork
with
Bab
ies
in t
he F
irst
Year
of L
ifeC
riter
iaD
escr
iptio
nEv
iden
ce o
f crit
eria
met
Crit
eria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e no
.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2Id
entif
y th
e ch
osen
cas
e st
udy
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E3Id
entif
y th
e ca
re r
equi
rem
ents
and
rou
tines
nec
essa
ry fo
r th
is b
aby
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E4Id
entif
y th
e de
velo
pmen
tal n
eeds
whi
ch n
eed
to b
e co
nsid
ered
whe
n ca
ring
for
this
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
baby
for
the
next
3 m
onth
s
E5Id
entif
y TW
O a
ppro
pria
te p
lay
expe
rienc
es fo
r th
e ba
byY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E6S
how
you
r un
ders
tand
ing
of th
e nu
tritio
nal n
eeds
of t
his
baby
for
the
next
3 m
onth
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7D
escr
ibe
the
impo
rtanc
e of
est
ablis
hing
and
mai
ntai
ning
par
tner
ship
s Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
ow
ith th
e pa
rent
(s)
E8D
escr
ibe
the
role
of t
he C
hild
Car
e an
d Ed
ucat
ion
wor
ker
whe
n w
orki
ng
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
with
this
bab
y
E9S
how
an
unde
rsta
ndin
g of
ant
i-dis
crim
inat
ory/
anti-
bias
pra
ctic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E10
Incl
ude
refe
renc
es a
nd b
iblio
grap
hy to
sup
port
your
wor
kY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Des
crib
e th
e nu
tritio
nal r
equi
rem
ents
of t
his
baby
and
link
thes
e to
the
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
deve
lopm
enta
l nee
ds
D2
Expl
ain
how
the
TWO
pla
y ex
perie
nces
will
supp
ort t
he d
evel
opm
ent o
f thi
s ba
byY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
how
you
will
mee
t ALL
the
deve
lopm
enta
l nee
ds o
f thi
s ba
byY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
how
you
will
wor
k w
ith th
e pa
rent
(s)
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
role
of t
he C
hild
Car
e an
d Ed
ucat
ion
wor
ker
in m
eetin
g th
e Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
oca
re a
nd le
arni
ng n
eeds
of b
abie
s se
para
ted
from
thei
r pr
imar
y ca
rers
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
159
Section 5
CACHE Level 3 Diploma in Child Care andEducation
Unit 7 Assignment – Work with Babies in the FirstYear 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 workingwith a baby and the baby’s parents. You have been working in this setting for twomonths. • ScenarioThe baby you are responsible for was born at 35 weeks gestation and is now ninemonths old. The parents of the baby both work full-time. The baby has two sleeps of atleast 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 lyingprone and is reluctant to bear weight on his/her legs. The baby likes communicating withsounds and babbles tunefully.
Case Study 2
As a Child Care and Education worker in a day care setting you are responsible forworking 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.• ScenarioThe baby you are responsible for was born full-term and is now four months old. Thebaby 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 babysmiles and vocalises readily in response to adults.
Continued
© CACHE 2007 Version 8160
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Case Study 3As a Child Care and Education worker in a day care setting you are responsible forworking with a baby and the baby’s parents. The baby has been attending the settingfor two months.• ScenarioThe baby you are responsible for was born full-term and is now eight months old. Thebaby attends the setting from 12 midday to 6 pm as the mother works part-time. Thebaby is very active and moves around the floor by rolling. The baby enjoys a variedweaning diet and likes to finger feed. The baby is breast-fed morning and night and willonly accept small amounts of water in a cup. The baby is responsive to adults she/heknows 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 shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
161
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8162
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 8
– P
repa
ratio
n fo
r Em
ploy
men
tC
riter
iaD
escr
iptio
nEv
iden
ce o
f crit
eria
met
Crit
eria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2S
tate
the
chos
en e
nviro
nmen
tY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E3D
escr
ibe
the
type
s of
wor
k ar
rang
emen
ts a
nd c
ondi
tions
of e
mpl
oym
ent i
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
oth
e ch
osen
env
ironm
ent
E4D
escr
ibe
the
adva
ntag
es a
nd d
isad
vant
ages
of w
orki
ng in
the
chos
en s
ettin
gY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5C
ompa
re a
nd c
ontra
st th
e ro
les
and
resp
onsi
bilit
ies
of th
e M
anag
er/H
ead
Teac
her
and
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
the
new
ly q
ualif
ied
Chi
ld C
are
and
Educ
atio
n w
orke
r
E6D
escr
ibe
why
it is
impo
rtant
to c
omm
unic
ate
effe
ctiv
ely
with
in th
e te
amY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7In
the
lette
r of
app
licat
ion,
iden
tify
the
skills
and
qua
litie
s re
quire
d fo
r th
e ch
osen
pos
ition
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8S
how
an
unde
rsta
ndin
g of
ant
i-dis
crim
inat
ory/
anti-
bias
pra
ctic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E9In
clud
e re
fere
nces
and
bib
liogr
aphy
to s
uppo
rt yo
ur w
ork
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
In th
e le
tter o
f app
licat
ion,
exp
lain
why
the
skills
and
qua
lities
are
requ
ired
for t
he c
hose
n po
sitio
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
the
impo
rtanc
e of
wor
king
as
a m
embe
r of
a te
amY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
the
diffe
ring
role
s be
twee
n th
e m
anag
er a
nd th
e em
ploy
eeY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
effe
cts
of d
iffer
ent m
anag
emen
t sty
les
in c
reat
ing
an e
ffect
ive
team
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
163
Section 5
CACHE Level 3 Diploma in Child Care andEducation
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 sepa-rate 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 nurseryLocal authority day carePrimary schoolLocal authority nursery school or nursery class
This assignment has TWO tasks, which must be successfully completed inorder to achieve the unit.
Task 1
Write an article for the school or college magazine entitled, ‘Working in a (insert chosensetting)’
The article will contain 3 sub headings:• The setting
Describe the types of work arrangements and conditions of employment ANDDescribe the advantages and disadvantages of working in the chosen setting
• The professional workerCompare and contrast the roles and responsibilities of the Manager/HeadTeacher and the newly qualified Child Care and Education worker
• Team workDescribe the importance of effective communication within the team
The article should consist of no more than 1,250 words.
AND
Continued
© CACHE 2007 Version 8164
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Task 2
Write a letter of application for a position in the chosen setting. State the job role you areapplying for. The letter should include the skills and qualities required for the chosenposition.
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 willnot be marked. You should include references and a bibliography to support yourwork. References and quotations within the text are not included in the word limit.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
165
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8166
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 9
– Th
e P
rovi
sion
of S
ervi
ces
and
the
Pro
tect
ion
of C
hild
ren
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etC
riter
ia m
et?
Resu
bmis
sion
or u
pgra
de
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2Id
entif
y TH
REE
diff
eren
t pre
ssur
es th
at m
ay b
e ex
perie
nced
by
child
ren
and
thei
r fa
milie
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E3D
escr
ibe
the
effe
cts
that
EA
CH
pre
ssur
e m
ay h
ave
on c
hild
ren
and
thei
r fa
milie
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4D
escr
ibe
the
role
of t
he v
olun
tary
, st
atut
ory
and
priv
ate
serv
ices
in s
uppo
rting
chi
ldre
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
oan
d th
eir
fam
ilies
thro
ugh
EAC
H o
f the
diff
eren
t pre
ssur
es id
entif
ied
in E
2
E5Id
entif
y O
NE
piec
e of
legi
slat
ion
whi
ch p
rote
cts
the
right
s of
the
child
Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E6D
escr
ibe
the
effe
cts
of d
iffer
ent t
ypes
of a
buse
on
the
child
and
fam
ily
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E7Id
entif
y st
rate
gies
whi
ch w
ill em
pow
er c
hild
ren
to p
rote
ct th
emse
lves
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E8Id
entif
y TW
O v
olun
tary
ser
vice
s th
at s
uppo
rt ch
ildre
n w
ho h
ave
been
abu
sed
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E9D
escr
ibe
the
role
of T
WO
vol
unta
ry s
ervi
ces
in s
uppo
rting
chi
ldre
n w
ho h
ave
been
abu
sed
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Sho
w a
n un
ders
tand
ing
of a
nti-d
iscr
imin
ator
y/an
ti-bi
as p
ract
ice
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E11
Incl
ude
refe
renc
es a
nd b
iblio
grap
hy to
sup
port
your
wor
kY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
why
it is
impo
rtant
to h
elp
child
ren
to p
rote
ct th
emse
lves
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
the
prev
enta
tive
mea
sure
s th
at th
e C
hild
Car
e an
d Ed
ucat
ion
wor
ker
may
take
to
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
prot
ect t
hem
selv
es w
hils
t wor
king
with
you
ng c
hild
ren
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
the
role
of o
bser
vatio
n an
d re
cord
kee
ping
in th
e id
entif
icat
ion
of p
ossi
ble
abus
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
role
of t
he v
olun
tary
and
priv
ate
serv
ices
in s
uppo
rting
chi
ldre
n an
d th
eir
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
fam
ilies
unde
r pr
essu
re
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
167
Section 5
CACHE Level 3 Diploma in Child Care andEducation
Unit 9 Assignment – The Provision of Servicesand 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 inorder to achieve the unit.
Task 1Produce 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 2Write an essay, which explains how the Child Care and Education worker can empowerchildren 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 willnot be marked. You should include references and a bibliography to support yourwork. References and quotations within the text are not included in the word limit.
© CACHE 2007 Version 8168
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
169
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8170
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 10
– A
nti-
Dis
crim
inat
ory
/ A
nti-
Bia
s P
ract
ice
Crit
eria
Des
crip
tion
Evid
ence
of c
riter
ia m
etcr
iteria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2G
ive
valid
rea
sons
for
carry
ing
out t
he in
vest
igat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E3D
escr
ibe
the
chos
en a
rea
of d
iscr
imin
atio
nY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4Id
entif
y th
e ef
fect
s th
at th
is ty
pe o
f dis
crim
inat
ion
can
have
on
child
ren
and
thei
r fa
milie
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5D
escr
ibe
brie
fly s
ome
of th
e im
porta
nt w
ritin
gs o
n th
e ar
ea o
f dis
crim
inat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E6Id
entif
y O
NE
piec
e of
cur
rent
legi
slat
ion
abou
t the
are
a of
dis
crim
inat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E7D
escr
ibe
how
you
car
ried
out y
our
inve
stig
atio
n Y
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E8P
rese
nt a
nd d
escr
ibe
the
resu
lts o
f you
r in
vest
igat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E9S
umm
aris
e th
e ke
y po
ints
of t
he r
esul
ts o
f you
r in
vest
igat
ion
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E10
Incl
ude
refe
renc
es a
nd b
iblio
grap
hy to
sup
port
your
wor
kY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
how
the
Chi
ld C
are
and
Educ
atio
n st
uden
t can
pro
mot
e an
ti-di
scrim
inat
ory
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
prac
tice
whi
le w
orki
ng o
n pl
acem
ent i
n th
e ea
rly y
ears
set
ting
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Dis
cuss
how
equ
ipm
ent,
imag
es a
nd ty
pes
of p
lay
may
be
used
to p
rom
ote
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
anti-
disc
rimin
ator
y pr
actic
e
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
the
role
of t
he q
ualif
ied
Chi
ld C
are
and
Educ
atio
n w
orke
r in
pro
mot
ing
the
right
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
oof
chi
ldre
n an
d th
eir
fam
ilies
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
impa
ct th
at th
e re
view
of l
itera
ture
and
legi
slat
ion
has
on p
rom
otin
gY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
oan
ti-di
scrim
inat
ory
prac
tice
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
171
Section 5
CACHE Level 3 Diploma in Child Care andEducation
Unit 10 Assignment – Anti-Discriminatory/Anti-BiasPractice
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 canhave on children and their families.
4. Review of literature – Discuss briefly some of the recent research on the area ofdiscrimination 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
© CACHE 2007 Version 8172
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
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 shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
173
Section 5
COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION
CACHE Level 3 Diploma in Child Care and EducationUnit Submission FormYou must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.
Candidate DeclarationUnit 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:
Candidate
Name:
PIN:
Site/Centre No:
Grade awarded:
Tutor's Signature: Date:
IM Signature: Date:(if chosen for sample)
Signatures
Word CountTo be filled in by the candidate –
Number of words used in the assignment:
Tutor Feedback
CACHE,Beaufort House, 23 Grosvenor Road, St Albans, Herts, AL1 3AWTel: 0845 347 2123Fax: 01727 818613Web: www.cache.org.uk
© CACHE 2007 Version 8174
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
Uni
t 11
– W
orki
ng w
ith p
aren
tsC
riter
iaD
escr
iptio
nEv
iden
ce o
f crit
eria
met
Crit
eria
met
?Re
subm
issi
on o
r upg
rade
Can
dida
teIn
tern
al M
arke
rIn
tern
alIn
tern
alcr
iteria
met
?
Pag
e N
o.P
age
No.
Mar
ker
Mod
erat
orM
arke
rM
oder
ator
E1C
ompl
ete
the
assi
gnm
ent t
ask
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
E2S
tate
the
chos
en s
ettin
gY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E3D
escr
ibe
the
lega
l res
pons
ibilit
y on
set
tings
to w
ork
in p
artn
ersh
ip w
ith p
aren
tsY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E4D
escr
ibe
the
prin
cipl
es o
f goo
d co
mm
unic
atio
n w
ith p
aren
tsY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E5D
escr
ibe
the
role
of t
he C
hild
Car
e an
d Ed
ucat
ion
wor
ker
in r
elat
ion
to p
aren
tsY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E6D
escr
ibe
how
the
setti
ng v
alue
s an
d re
spec
ts a
ll pa
rent
sY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E7S
how
an
unde
rsta
ndin
g of
ant
i-dis
crim
inat
ory/
anti-
bias
pra
ctic
eY
es /
No
Yes
/ N
oY
es /
No
Yes
/ N
o
E8In
clud
e re
fere
nces
and
bib
liogr
aphy
to s
uppo
rt yo
ur w
ork
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
E A
CH
IEVE
DE
/ R
EFER
D1
Expl
ain
the
impo
rtanc
e of
rec
ogni
sing
and
val
uing
diff
eren
t par
entin
g st
yles
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
D A
CH
IEVE
DD
C1
Expl
ain
poss
ible
bar
riers
to p
rom
otin
g po
sitiv
e w
orki
ng r
elat
ions
hips
with
par
ents
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
C A
CH
IEVE
DC
B1
Ana
lyse
met
hods
of o
verc
omin
g ba
rrier
s, w
hich
may
affe
ct r
elat
ions
hips
with
par
ents
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
B A
CH
IEVE
DB
A1
Eval
uate
the
impo
rtanc
e of
pos
itive
rela
tions
hips
with
par
ents
Yes
/ N
oY
es /
No
Yes
/ N
oY
es /
No
CIR
CLE
IF C
RIT
ERIA
FO
R G
RA
DE
A A
CH
IEVE
DA
Sig
natu
re o
f I.M
. (if
sam
pled
): ...
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
......
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
175
Section 5
CACHE Level 3 Diploma in Child Care andEducation
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 shouldinclude references and a bibliography to support your work. References and quotationswithin the text are not included in the word limit.
© CACHE 2007 Version 8176
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Section 5
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
177
Annex A
Annex A
Record of Grades Table
© CACHE 2007 Version 8178
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex A
This page is intentionally blank.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
179
Annex A
The
over
all g
rade
for t
heP
rofe
ssio
nal P
ract
ice
of th
eC
AC
HE
Leve
l 3 D
iplo
ma
inC
hild
Car
e an
d Ed
ucat
ion
isde
term
ined
by
the
num
ber o
fpo
ints
gai
ned
from
Uni
t 1 +
2an
d w
ithin
the
rang
es s
how
n.
Can
dida
tes
mus
t ach
ieve
to g
ain
over
all G
rade
40 p
oint
sA
32 –
39
poin
tsB
24 –
31
poin
tsC
16 –
23
poin
tsD
8 –
15 p
oint
sE
Can
dida
te R
ecor
d of
the
Gra
des
achi
eved
for
the
CA
CH
E Le
vel 3
Dip
lom
a in
Chi
ld C
are
and
Educ
atio
n
Des
crip
tion
of U
nit
Hou
rsN
o of
Gra
deP
oint
sG
rade
Poi
nts
Gra
deP
oint
sG
rade
Poi
nts
Gra
deP
oint
s
per
Uni
tIn
crem
ents
Valu
eVa
lue
Valu
eVa
lue
Valu
e
Gra
des
achi
eved
Uni
t Gra
deU
nit G
rade
Uni
t Gra
deU
nit G
rade
Uni
t Gra
de
Gra
de A
Gra
de B
Gra
de C
Gra
de D
Gra
de E
The
over
all g
rade
for
the
Theo
ry c
ompo
nent
of t
heC
AC
HE
Leve
l 3 D
iplo
ma
inC
hild
Car
e an
d Ed
ucat
ion
isde
term
ined
by
the
num
ber
ofpo
ints
gai
ned
with
in th
era
nges
sho
wn:
Can
dida
tes
mus
t ach
ieve
to g
ain
over
all G
rade
95 –
115
poi
nts
A74
– 9
4 po
ints
B53
– 7
3 po
ints
C32
– 5
2 po
ints
D23
– 3
1 po
ints
E
No
of In
crem
ents
x G
rade
Val
ue =
Poi
nts
for
unit
assi
gnm
ent
To a
chie
ve th
e C
AC
HE
Leve
l 3 D
iplo
ma
in C
hild
Car
e an
d Ed
ucat
ion
cand
idat
es m
ust a
chie
ve a
min
imum
of G
rade
Efo
r ea
ch u
nit,
Gra
de E
for
the
Dip
lom
a Te
st P
aper
and
be
asse
ssed
as
prac
tical
ly a
nd p
rofe
ssio
nally
com
pete
nt th
roug
h th
e P
ERs
and
the
PD
Ps.
UN
IT 1
–O
bser
vatio
n an
d A
sses
smen
t12
04
520
416
312
28
14
UN
IT 2
–W
ork
with
You
ng C
hild
ren
120
45
204
163
122
81
4
UN
IT 3
–Fo
unda
tions
to C
arin
g90
35
154
123
92
61
3
UN
IT 4
–Th
e D
evel
opin
g C
hild
903
515
412
39
26
13
UN
IT 5
–H
ealth
and
Com
mun
ity C
are
903
515
412
39
26
13
UN
IT 6
–P
lay,
Cur
ricul
um a
nd E
arly
Lea
rnin
g90
35
154
123
92
61
3
UN
IT 7
–W
ork
with
Bab
ies
in th
e Fi
rst Y
ear
301
55
44
33
22
11
of L
ife
UN
IT 8
–P
repa
ratio
n fo
r Em
ploy
men
t30
15
54
43
32
21
1
UN
IT 9
–Th
e P
rovi
sion
of S
ervi
ces
and
the
602
510
48
36
24
12
Pro
tect
ion
of C
hild
ren
UN
IT 1
0 –
Ant
i-dis
crim
inat
ory/
anti-
bias
60
25
104
83
62
41
2pr
actic
e
UN
IT 1
1 –
Wor
king
with
Par
ents
301
55
44
33
22
11
UN
IT 1
2 –
Pra
ctic
al T
rain
ing
(Mus
t be
succ
essf
ully
com
plet
ed to
achi
eve
a pa
ss)
Dip
lom
a Te
st P
aper
4
520
416
312
28
14
Tota
l num
ber
of p
oint
s ac
hiev
ed:
Poi
nts
achi
eved
per
unit
ProfessionalPractice Grade
Theory Grade
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8180
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex A
Des
crip
tion
of U
nit
Hou
rsN
o of
Gra
deP
oint
sG
rade
Poi
nts
Gra
deP
oint
sG
rade
Poi
nts
Gra
deP
oint
s
per
Uni
tIn
crem
ents
Valu
eVa
lue
Valu
eVa
lue
Valu
e
UN
IT 1
–O
bser
vatio
n an
d A
sses
smen
t12
04
520
416
312
28
14
UN
IT 2
–W
ork
with
You
ng C
hild
ren
120
45
204
163
122
81
4
UN
IT 3
–Fo
unda
tions
to C
arin
g
UN
IT 4
–Th
e D
evel
opin
g C
hild
903
515
412
39
26
13
UN
IT 5
–H
ealth
and
Com
mun
ity C
are
903
515
412
39
26
13
UN
IT 6
–P
lay,
Cur
ricul
um a
nd E
arly
Lea
rnin
g90
35
154
123
92
61
3
UN
IT 8
–P
repa
ratio
n fo
r Em
ploy
men
t30
15
54
43
32
21
1
UN
IT 9
–Th
e P
rovi
sion
of S
ervi
ces
and
the
602
510
48
36
24
12
Pro
tect
ion
of C
hild
ren
UN
IT 1
0 –
Anti-
disc
rimin
ator
y/an
ti-bi
as p
ract
ice
602
510
48
36
24
12
UN
IT 1
2 –
Pra
ctic
al T
rain
ing
(Mus
t be
succ
essf
ully
com
plet
ed to
achi
eve
a pa
ss)
Dip
lom
a Te
st P
aper
4
520
416
312
28
14
UN
IT 7
– W
ork
with
Bab
ies
in th
e Fi
rst
301
55
44
33
22
11
Yea
r of
Life
OR
UN
IT 1
1 –
Wor
king
with
Par
ents
Tota
l num
ber
of p
oint
s ac
hiev
ed:
Poi
nts
achi
eved
per
unit
This
Can
dida
te R
ecor
d of
Gra
des
is fo
r C
andi
date
s en
terin
g Y
ear
2 w
ith a
CA
CH
E Le
vel 2
Cer
tific
ate
in C
hild
Car
e an
d Ed
ucat
ion.
Can
dida
tes
ente
ring
with
any
oth
er q
ualif
icat
ion
shou
ldco
ntac
t CA
CH
E fo
r an
app
ropr
iate
Can
dida
te R
ecor
d of
Gra
des
Can
dida
tes
ente
ring
with
the
CA
CH
E Le
vel 2
cer
tific
ate
in C
hild
Car
e an
d Ed
ucat
ion
may
be
give
n ac
cred
itatio
n of
prio
r le
arni
ng fo
r ei
ther
Uni
t 7 o
r U
nit 1
1 de
pend
ent o
n th
e D
iplo
ma
in C
hild
Car
e an
dEd
ucat
ion
Opt
ion
Com
plet
ed.
(Ple
ase
indi
cate
whe
ther
Uni
t 7 o
r 11
has
bee
n un
derta
ken)
Ove
rall
Gra
din
g f
or
the
CA
CH
E L
evel
3 D
iplo
ma
in C
hild
Car
e an
d Ed
ucat
ion
– d
irect
ent
rant
s to
Yea
r 2
Acc
redi
tatio
n of
Prio
r A
chie
vem
ent (
AP
A) f
or d
irect
ent
rant
s
Gra
des
achi
eved
Gra
de A
Gra
de B
Gra
de C
Gra
de D
Gra
de E
The
over
all g
rade
for t
heP
rofe
ssio
nal p
ract
ice
of th
eC
AC
HE
Leve
l 3 D
iplo
ma
inC
hild
Car
e an
d Ed
ucat
ion
isde
term
ined
by
the
num
ber o
fpo
ints
gai
ned
from
Uni
t 1 +
2an
d w
ithin
the
rang
es s
how
n.
Can
dida
tes
mus
t ach
ieve
to g
ain
over
all G
rade
40 p
oint
sA
32 –
39
poin
tsB
24 –
31
poin
tsC
16 –
23
poin
tsD
8 –
15 p
oint
sE
The
over
all g
rade
for
the
Theo
ry c
ompo
nent
of t
heC
AC
HE
Leve
l 3 D
iplo
ma
inC
hild
Car
e an
d Ed
ucat
ion
isde
term
ined
by
the
num
ber
ofpo
ints
gai
ned
with
in th
era
nges
sho
wn:
Can
dida
tes
mus
t ach
ieve
to g
ain
over
all G
rade
79 –
95
poin
tsA
62 –
78
poin
tsB
45 –
61
poin
tsC
28 –
44
poin
tsD
19 –
27
poin
tsE
No
of In
crem
ents
x G
rade
Val
ue =
Poi
nts
for
unit
assi
gnm
ent
To a
chie
ve th
e C
AC
HE
Leve
l 3 D
iplo
ma
in C
hild
Car
e an
d Ed
ucat
ion,
dire
ct e
ntry
can
dida
tes
to Y
ear
2 m
ust a
chie
ve a
min
imum
of G
rade
E fo
r un
its
1, 2
, 4,
5,
6, 7
, 8
,9 a
nd 1
0, G
rade
E fo
r th
e D
iplo
ma
Test
Pap
er a
nd b
e as
sess
ed a
s pr
actic
ally
and
pro
fess
iona
lly c
ompe
tent
thro
ugh
the
PER
s an
d th
e P
DP
s.
ProfessionalPractice Grade
Theory Grade
CA
CH
E,B
eauf
ort H
ouse
, 23
Gro
sven
or R
oad,
S
t Alb
ans,
Her
ts,
AL1
3A
WTe
l: 08
45 3
47 2
123
Fax:
017
27 8
1861
3W
eb:
ww
w.c
ache
.org
.uk
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
181
Annex B
Annex B
About CACHE
© CACHE 2007 Version 8182
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183
Annex B
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 andeducation and in playwork. Its courses and qualifications (shown on the back cover) providethe underpinning knowledge and practical training for child care and education practitionerswho work with children and families in a wide range of settings. The settings includechildminding, play groups, crèches, nursery, infant or primary schools or classes, daynurseries, family Centres, play settings, hospitals within the public, private and voluntarysectors. CACHE also awards Key Skills, Assessor and Verifier Awards, NVQs in Early YearsCare and Education, NVQs in Playwork, NVQs for Teaching Assistants and NVQs in Carefor those involved in working with children, families and young people in the voluntary, publicor private sectors.
2 CACHE Mission Statement‘To raise the professional standards of children and young people’s care and education, andto offer the best quality courses and qualifications as a service to children and their families.’
3 CACHE's Equality and Diversity PolicyCACHE and its Board of Trustees value diversity. We believe that a variety of backgroundsenriches all aspects of life.
CACHE fully believes that all individuals should be treated fairly, with respect and dignity intheir employment and in their learning.
CACHE requires its approved Centres to have their own Diversity/Equality Policy. We willencourage Centres to create a positive environment for candidates and those who haveresponsibility 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. Thisincludes curricula, publications, training and assessment procedures.
CACHE is committed to complying fully with current and future legislation and requirementsfrom 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 andthis will be reflected in all policies and procedures.
© CACHE 2007 Version 8184
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex B
4 CACHE Statement of ValuesThis statement of values should underpin the content and delivery of the syllabus for thisqualification 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 andother 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 itsdisclosure is required by law or is in the best interest of the child.
© CACHE 2007 Version 8
Level 3 Diploma in Child Care and Education Candidate Handbook 2007
185
Annex C
Annex C
The CACHE website:
www.cache.org.uk
© CACHE 2007 Version 8186
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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 forCACHE qualifications
• Assignment Guidance supports tutors and candidates with the assessmentrequirements of CACHE unit assignments
© CACHE 2007 Version 8188
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© CACHE 2007 Version 8
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Annex D
Annex D
The Links between the Diploma
Programme and the National
Occupational Standards
© CACHE 2007 Version 8190
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191
Annex D
Annex D – The Links between the DiplomaProgramme and the NationalOccupational Standards
CACHE's Diploma in Child Care and Education aims to provide an qualification that isclosely related to the National Vocational Qualification (NVQ) at Level 3 in Early Years Careand Education. It is designed, firstly, to provide the underpinning knowledge andunderstanding which supports competent performance and, secondly, to offer training inmany of the practical skills and competencies defined in the National OccupationalStandards.
Details concerning the relationship between the units within the Diploma and the units withinthe NVQ scheme are shown in the table.
Units in the NVQ Level 3 in Early NVQ Level 3,Diploma Years Care and Children’s Care,
Education Units Learning andDevelopmentImplemented from (November 2005)
1 Observation & Assessment C16
2 Work with Young Children M7 M8 309, 310
3 Foundations to Caring C2 E3 302, 306, 307
4 The Developing Child C3 C5 C7 C10 308, 337C11
5 Health and Community Care C2 302, 306, 307
6 Play, Curriculum and Early C10 C24 C25 345, 346Learning
7 Work with Babies in the First C14 312, 314Year of Life
8 Preparation for Employment MC1 C4 311, 338
© CACHE 2007 Version 8192
Level 3 Diploma in Child Care and Education Candidate Handbook 2007Annex D
Units in the NVQ Level 3 in Early NVQ Level 3,Diploma Years Care and Children’s Care,
Education Units Learning andDevelopmentImplemented from (November 2005)
9 The Provision of Services and C15 326the Protection of Children
10 Anti-Discriminatory/Anti-Bias C17 C18 plus 305, 321Practice statement of underlying
principles
11 Working with Parents P2 317
12 Practical Training: Practice Evidence Records/Professional Development Profiles