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Specification
Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice) (QCF)
Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (QCF)
For first registration January 2011
Edexcel NVQ/competence-based qualifications
Edexcel, a Pearson company, is the UK’s largest awarding organisation offering vocational and academic qualifications and testing, to employers, training providers, colleges, schools, and other places of learning in the UK, and in over 85 countries worldwide.
Our specialist suite of qualifications include NVQs, Apprenticeships, WorkSkills, Functional Skills, Foundation Learning, as well as our exclusive range of BTECs, from entry level right through to Higher National Diplomas.
References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Roger Beard Prepared by Temi Adesina/Jeni Dixon
Publications Code NO26024
All the material in this publication is copyright © Edexcel Limited 2011
Contents
Qualification titles covered by this specification 1
Key features of the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice and Management) 3
What is the purpose of these qualifications? 3
Who are these qualifications for? 3
What are the benefits of these qualifications to the learner and employer? 3
What are the potential job roles for those working towards these qualifications? 3
What progression opportunities are available to learners who achieve these qualifications? 4
What is the qualification structure for the Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice) and (Management) (QCF)? 5
Summary of the qualification structure for the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice) (QCF) 5
Qualification structure for the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (QCF) 6
Core mandatory units 6
Qualification structure for the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice) (QCF) 8
Optional units 8
Group B 8
Group C 12
What is the qualification structure for the Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (QCF)? 13
Summary of the qualification structure for the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (QCF) 13
Qualification structure for the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (QCF) 14
Core mandatory units 14
Qualification structure for the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Management) (QCF) 16
Group B 16
Group C 18
How are the qualifications graded and assessed? 20 Assessment Principles 20
Types of evidence (to be read in conjunction with the assessment strategy) 21
Centre recognition and approval 22 Centre recognition 22
Approvals agreement 22
Quality assurance 22
What resources are required? 22
Unit content 23
Unit format 25
Units 27 Unit 1: Support Children’s Care, Learning and Development in the
Early Years 29
Unit 2: Understand Children and Young Person’s Development 35
Unit 3: Lead Practice that Supports Positive Outcomes for Child and Young Person’s Development 43
Unit 4: Develop and Implement Policies and Procedures to Support the Safeguarding of Children and Young People 51
Unit 5: Professional Practice in Children’s Care, Learning and Development 57
Unit 6: Develop Health and Safety and Risk Management Policies, Procedures and Practices in Health and Social Care or Children and Young People’s Settings 63
Unit 7: Work in Partnership in Health and Social Care or Children and Young People’s Settings 71
Unit 8: Use and Develop Systems that Promote Communication 79
Unit 9: Promote Professional Development 85
Unit 10: Champion Equality, Diversity and Inclusion 91
Unit 11: Lead and Manage a Team within a Health and Social Care or Children and Young People’s Setting 97
Unit 12: Develop Professional Supervision Practice in Health and Social Care or Children and Young People’s Work Settings 105
Unit 13: Leading Provision for Babies and Young Children 109
Unit 14: Develop Provision for Family Support 113
Unit 15: Lead Support for Disabled Children and Young People and their Carers 117
Unit 16: Support Others to Promote Children’s Communication in an Early Years Setting 121
Unit 17: Support Others to Promote Children’s Mathematical Development and Problem Solving Skills in an Early Years Setting 125
Unit 18: Support Others to Promote Children’s Knowledge and Understanding of the World in an Early Years Setting 129
Unit 19: Support Others to Promote Children’s Physical Development in an Early Years Settings 133
Unit 20: Develop the Environment for Children and Young People 137
Unit 21: Undertake a Research Project within Services for Health and Social Care or Children and Young People 141
Unit 22: Promote Creativity and Creative Learning in Young Children 145
Unit 23: Support the Use of Assistive Technology 151
Unit 24: Explore Models of Disability 155
Unit 25: Develop and Evaluate Operational Plans for Own Area of Responsibility 159
Unit 26: Manage Physical Resources 161
Unit 27: Develop Procedures and Practice to Respond to Concerns and Complaints 165
Unit 28: Recruitment and Selection Within Health and Social Care or Children and Young People’s Settings 169
Unit 29: Facilitate the Development of Effective Group Practice in Health and Social Care or Children and Young People’s Settings 173
Unit 30: Facilitate Coaching and Mentoring in Health and Social Care or Children and Young People’s Settings 177
Unit 31: Manage Induction in Health and Social Care or Children and Young People’s Settings 181
Unit 32: Facilitate Change in Health and Social Care or Children and Young People’s Settings 187
Unit 33: Manage an Inter-Professional Team in a Health and Social Care or Children and Young People’s Setting 193
Unit 34: Manage Finance within own area of Responsibility in Health and Social Care or Children and Young People’s Settings 199
Unit 35: Manage Quality in Health and Social Care or Children and Young People’s Settings 205
Unit 36: Support Positive Practice with Children and Young People with Speech, Language and Communication Needs 209
Unit 37: Work with Parents, Families and Carers to Support their Children’s Speech, Language and Communication Development 213
Unit 38: Understand the Speech, Language and Communication Needs of Children and Young People with Behavioural, Social and Emotional Difficulties 217
Unit 39: Promote Children in Early Years Settings Acquiring a New Language through Immersion 223
Further information 227
Useful publications 227 How to obtain National Occupational Standards 227
Professional development and training 228
Annexe A: Progression pathways 229 The Edexcel qualification framework for the Children’s Care, Learning and Development sector 229
Annexe B: Quality assurance 231 Key principles of quality assurance 231
Quality assurance processes 231
Annexe C: Centre certification and registration 233 What are the access arrangements and special considerations for the qualifications in this specification? 233
Annexe D: Assessment Principles 235
Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title 237
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
1
Qua
lific
atio
n ti
tles
cov
ered
by
this
spe
cifi
cati
on
This
spec
ific
atio
n g
ives
you t
he
info
rmation y
ou n
eed t
o o
ffer
the
Edex
cel Le
vel 5 D
iplo
mas
in L
eader
ship
for
Child
ren’s
Car
e,
Lear
nin
g a
nd D
evel
opm
ent
(Adva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QCF)
:
Qu
alifi
cati
on
tit
le
Qu
alifi
cati
on
N
um
ber
(QN
) A
ccre
dit
ati
on
st
art
date
Edex
cel Le
vel 5 D
iplo
ma
in L
eader
ship
for
Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent
(Adva
nce
d p
ract
ice)
(Q
CF)
501/2
250/2
01/0
1/2
011
Edex
cel Le
vel 5 D
iplo
ma
in L
eader
ship
for
Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent
(Man
agem
ent)
(Q
CF)
501/2
251/4
01/0
1/2
011
Thes
e qual
ific
atio
ns
hav
e bee
n a
ccre
dited
within
the
Qual
ific
ations
and C
redit F
ram
ework
(Q
CF)
and a
re e
ligib
le for
public
fu
ndin
g a
s det
erm
ined
by
the
Dep
artm
ent
for
Educa
tion (
DfE
) under
Sec
tion 9
6 o
f th
e Le
arnin
g a
nd S
kills
Act
2000.
The
qual
ific
atio
n t
itle
s lis
ted a
bove
fea
ture
in t
he
fundin
g lis
ts p
ublis
hed
annual
ly b
y th
e D
fE a
nd t
he
regula
rly
updat
ed w
ebsi
te.
They
will
als
o a
ppea
r on t
he
Learn
ing A
ims
Dat
abase
(LA
D),
wher
e re
leva
nt.
You s
hould
use
the
QCF
Qualif
icat
ion N
um
ber
(Q
N),
when
you w
ish t
o s
eek
public
fundin
g f
or
your
lear
ner
s. E
ach
unit w
ithin
a
qual
ific
ation w
ill a
lso h
ave
a u
niq
ue
QC
F re
fere
nce
num
ber
, w
hic
h is
liste
d in t
his
spec
ific
ation.
The
QCF
qual
ific
atio
n t
itle
and u
nit r
efer
ence
num
ber
s w
ill a
ppea
r on t
he
lear
ner
s’ f
inal
cer
tifica
tion d
ocu
men
t. L
earn
ers
nee
d t
o
be
made
aw
are
of th
is w
hen
they
are
rec
ruited
by
the
centr
e an
d r
egis
tere
d w
ith E
dex
cel.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
2 Thes
e titles
rep
lace
the
follo
win
g q
ual
ific
atio
ns
from
Jan
uar
y 2011:
Qu
alifi
cati
on
tit
le
Qu
alifi
cati
on
N
um
ber
(QN
) A
ccre
dit
ati
on
st
art
date
A
ccre
dit
ati
on
en
d d
ate
Edex
cel Le
vel 4 N
VQ
in C
hild
ren’s
Care
, Le
arnin
g a
nd D
evel
opm
ent
100/5
520/4
01/0
9/2
005
31/1
2/2
010
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
3
Key features of the Edexcel Level 5 Diploma in Leadership for Children’s Care, Learning and Development (Advanced Practice and Management)
These qualifications:
• are nationally recognised
• are based on the Children’s Care, Learning and Development National Occupational Standards (NOS). The NOS, assessment requirements/strategy and qualification structure(s) are owned by Skills for Care and Development.
What is the purpose of these qualifications?
These qualifications aim to guide and assess development of knowledge, understanding and skills in Advanced Practice and Management within Children’s Care, Learning and Development. These qualifications confirm competence in these areas and serve as the required qualifications for registration and regulatory requirements in the sector where appropriate in Wales and Northern Ireland
Who are these qualifications for?
These qualifications are for all learners aged 19 and above who are capable of reaching the required standards.
Edexcel’s policy is that the qualifications should:
• be free from any barriers that restrict access and progression
• ensure equality of opportunity for all wishing to access the qualification(s).
What are the benefits of these qualifications to the learner and employer?
These qualifications replace the current Level 4 NVQ in Children’s Care, Learning and Development
What are the potential job roles for those working towards these qualifications?
• Day Care Manager
• NCMA Network Coordinator
• Nursery Manager
• Nursery Practitioner
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
4
What progression opportunities are available to learners who achieve these qualifications?
These qualifications will be the accepted qualification for registration and regulation where appropriate and can demonstrate continuing professional development.
Further information is available in Annexe A.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
5
Wha
t is
the
qua
lific
atio
n st
ruct
ure
for
the
Leve
l 5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
(Adv
ance
d Pr
acti
ce)
and
(Man
agem
ent)
(Q
CF)?
Indiv
idual
units
can b
e fo
und in t
he
Units
sect
ion.
The
QCF
leve
l an
d c
redit v
alu
e are
giv
en o
n t
he
firs
t page
of ea
ch u
nit.
Sum
mar
y of
the
qua
lific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd
Dev
elop
men
t (A
dvan
ced
Prac
tice
) (Q
CF)
Lear
ner
s m
ust
gai
n a
min
imum
of 80 c
redits
to a
chie
ve t
he
Edex
cel Le
vel 5 D
iplo
ma
in L
eader
ship
for
Child
ren’s
Car
e, L
earn
ing
and D
evel
opm
ent
(Adva
nce
d P
ract
ice)
(Q
CF)
. To d
o t
his
, th
ey m
ust
com
ple
te 5
2 c
redits
from
Man
dat
ory
Gro
up A
and t
he
rem
ainin
g 2
8 c
redits
from
Gro
ups
B a
nd C
.
Ove
rvie
w:
qual
ific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd
Dev
elop
men
t (Q
CF)
Man
dato
ry u
nit
s:
Learn
ers
co
mp
lete
th
e 1
0 m
an
dato
ry u
nit
s
To
tal
cred
it f
or
man
dato
ry u
nit
s: 5
2
Op
tio
nal
un
its
Th
ere
is
no
set
nu
mb
er
of
un
its
to b
e c
om
ple
ted
fr
om
th
e o
pti
on
al
un
it G
rou
p B
. Learn
ers
mu
st
com
ple
te a
maxim
um
of
6 C
red
its
fro
m G
rou
p C
. Learn
ers
mu
st t
hen
ch
oo
se o
pti
on
al
un
its
fro
m
gro
up
B t
hat
pro
vid
e t
he m
inim
um
nu
mb
er
of
cred
its
for
these
gro
up
s.
To
tal
min
imu
m c
red
it f
or
op
tio
nal
un
its:
28
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
6
Qua
lific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
(Man
agem
ent)
(Q
CF)
Core
man
dato
ry u
nits
The
10 u
nits
liste
d in t
he
table
bel
ow
are
man
dat
ory
for
all le
arner
s under
taki
ng t
his
qual
ific
atio
n.
Lear
ner
s m
ust
com
ple
te a
ll of
the
follo
win
g u
nits:
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Man
dato
ry u
nit
tit
le
Cre
dit
Level
GLH
CCLD
MU
5.1
K/6
02/3
463
1
Support
Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent
in t
he
Ear
ly Y
ears
8
6
57
CCLD
MU
5.2
F/
601/9
449
2
Under
stan
d C
hild
ren a
nd Y
oung P
eople
’s
Dev
elopm
ent
6
5
30
CCLD
MU
5.3
J/
601/9
369
3
Lead
Pra
ctic
e th
at S
upport
s Po
sitive
Outc
om
es
for
child
and Y
oung P
erso
n D
evel
opm
ent
6
5
36
CCLD
MU
5.4
A/6
01/9
370
4
Dev
elop a
nd I
mple
men
t Po
licie
s an
d
Pro
cedure
s to
Support
the
Saf
eguar
din
g o
f Child
ren a
nd Y
oung P
eople
6
5
26
CCLD
MU
5.6
R/6
02/3
456
5
Profe
ssio
nal
Pra
ctic
e in
Child
ren’s
Care
, Le
arnin
g a
nd D
evel
opm
ent
6
5
42
M1
K/6
02/3
172
6
Dev
elop H
ealth a
nd S
afet
y an
d R
isk
Man
agem
ent
Polic
ies,
Pro
cedure
s an
d P
ract
ices
in
Hea
lth a
nd S
oci
al C
are
of Child
ren a
nd
Young P
eople
’s S
ettings
5
5
33
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
7
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Man
dato
ry u
nit
tit
le
Cre
dit
Level
GLH
M2C
A/6
02/3
189
7
Work
in P
art
ner
ship
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
ettings
4
4
26
SH
C 5
1
F/602/2
335
8
Use
and D
evel
op S
yste
ms
that
Pro
mote
Com
munic
atio
n
3
5
24
SH
C 5
2
L/602/2
578
9
Prom
ote
Pro
fess
ional
Dev
elopm
ent
4
4
33
SH
C 5
3
Y/6
02/3
183
10
Cham
pio
n E
qual
ity,
Div
ersi
ty a
nd I
ncl
usi
on
4
5
34
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
8
Qua
lific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
(Adv
ance
d Pr
acti
ce)
(QCF
)
Opt
iona
l uni
ts
The
lear
ner
must
choose
optional
units
from
Gro
ups
B a
nd C
that
will
enable
the
ach
ieve
men
t of a m
inim
um
of 12 c
redits.
Ther
e is
no s
et n
um
ber
of units
to b
e co
mple
ted f
rom
the
optional
unit G
roup B
. A m
axim
um
of 6 c
redits
from
Gro
up C
can
be
counte
d t
ow
ards
the
qual
ific
ation.
Gro
up B
Ther
e is
no s
et n
um
ber
of units
to b
e co
mple
ted f
rom
the
optional
unit G
roup B
.
Ed
exce
l Level
5 D
iplo
ma f
or
Ch
ild
ren
’s C
are
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
LM1c
H/6
02/3
171
11
Lead
and M
anag
e a
Tea
m w
ithin
a H
ealth a
nd
Soci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s
Set
ting
7
6
46
LM2c
M/6
02/3
187
12
Dev
elop P
rofe
ssio
nal
Super
visi
on P
ract
ice
in
Hea
lth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung
People
’s W
ork
Set
tings
5
5
39
CCLD
OP
5.1
1
J/602/3
065
13
Lead
ing P
rovi
sion for
Bab
ies
and Y
oung C
hild
ren
6
5
32
CCLD
OP
5.1
2
K/6
02/3
074
14
Dev
elop P
rovi
sion for
Fam
ily S
upport
5
5
33
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
9
Ed
exce
l Level
5 D
iplo
ma f
or
Ch
ild
ren
’s C
are
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
CCLD
OP
5.1
3
M/6
02/2
380
15
Lead
Support
for
Dis
able
d C
hild
ren a
nd Y
oung
People
and t
hei
r Car
ers
8
6
57
CCLD
OP
5.1
5
F/602/2
383
16
Support
Oth
ers
to P
rom
ote
Child
ren’s
Com
munic
atio
n in a
n E
arly
Yea
rs S
etting
8
6
54
CCLD
OP
5.1
6
A/6
02/2
138
17
Support
Oth
ers
to P
rom
ote
Child
ren’s
M
athem
atica
l D
evel
opm
ent
and P
roble
m S
olv
ing
Ski
lls in a
n E
arly
Yea
rs S
etting
7
5
46
CCLD
OP
5.1
7
A/6
02/2
141
18
Support
Oth
ers
to P
rom
ote
Child
ren’s
Know
ledge
and U
nder
stan
din
g o
f th
e W
orld in a
n E
arly
Yea
rs
Set
ting
7
5
46
CCLD
OP
5.1
8
L/602/2
435
19
Support
Oth
ers
to P
rom
ote
Child
ren’s
Phys
ical
D
evel
opm
ent
in a
n E
arly
Yea
rs S
etting
7
5
46
CCLD
OP
5.2
1
A/6
02/2
415
20
Dev
elop t
he
Envi
ronm
ent
for
Child
ren a
nd Y
oung
People
4
4
28
CCLD
OP
5.2
5
J/602/3
499
21
Under
take
a R
esea
rch P
roje
ct w
ithin
Ser
vice
s fo
r H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung
People
10
5
80
CYPO
P 7
A/6
01/0
135
22
Prom
ote
Cre
ativ
ity
and C
reat
ive
Lear
nin
g in
Young C
hild
ren
5
4
35
SS 5
.3
H/6
01/5
250
23
Support
the
Use
of
Ass
istive
Tec
hnolo
gy
4
5
31
SS 5
.4
K/6
01/5
251
24
Exp
lore
Model
s of D
isab
ility
5
5
32
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
10
Ed
exce
l Level
5 D
iplo
ma f
or
Ch
ild
ren
’s C
are
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
B1
Y/6
00/9
588
25
Dev
elop a
nd E
valu
ate
Oper
atio
nal
Pla
ns
for
Ow
n
Are
a of
Res
ponsi
bili
ty
6
5
25
E8
K/6
00/9
711
26
Man
age
Phys
ical
Res
ourc
es
3
4
25
O1
J/602/2
336
27
Dev
elop P
roce
dure
s and P
ract
ice
to R
espond t
o
Conce
rns
and C
om
pla
ints
6
5
40
O16
R/6
02/2
338
28
Rec
ruitm
ent
and S
elec
tion w
ithin
Hea
lth a
nd
Soci
al C
are
of Child
ren a
nd Y
oung P
eople
’s
Set
tings
3
4
26
O20c
Y/6
02/2
339
29
Faci
litat
e th
e D
evel
opm
ent
of ef
fect
ive
Gro
up
Pra
ctic
e in
Hea
lth a
nd S
oci
al C
are
or
Child
ren a
nd
Young P
eople
’s S
ettings
6
5
42
O30c
L/602/2
547
30
Faci
litat
e C
oac
hin
g a
nd M
ento
ring in H
ealth a
nd
Soci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s
Set
tings
6
5
43
O35
T/6
02/2
574
31
Man
age
Induct
ion in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
ettings
3
4
21
O40
F/602/2
612
32
Faci
litat
e C
han
ge
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
etting
6
5
42
O41
L/602/2
743
33
Man
age
an I
nte
r-pro
fess
ional
Tea
m in a
Hea
lth
and S
oci
al Car
e or
Child
ren a
nd Y
oung P
eople
’s
Set
ting
7
6
48
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
11
Ed
exce
l Level
5 D
iplo
ma f
or
Ch
ild
ren
’s C
are
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
O42
T/6
02/2
753
34
Man
age
Finan
ce w
ithin
ow
n A
rea
of Res
ponsi
bili
ty
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung
People
’s S
ettings
4
4
31
O43
R/6
02/2
758
35
Man
age
Qual
ity
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
ettings
5
5
36
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
12
Gro
up C
Lear
ner
s m
ust
com
ple
te a
maxi
mum
of
6 C
redits
from
Gro
up C
.
Ed
exce
l Level
5 D
iplo
ma f
or
Ch
ild
ren
’s C
are
, Learn
ing
an
d D
evelo
pm
en
t (A
dvan
ced
Pra
ctic
e)
(QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
CYPO
P 1
5
L/601/2
861
36
Support
Posi
tive
Pra
ctic
e w
ith C
hild
ren a
nd Y
oung
People
with S
pee
ch,
Languag
e an
d
Com
munic
atio
n N
eeds
4
3
28
CYPO
P 2
1
Y/6
01/2
877
37
Work
with P
aren
ts,
Fam
ilies
and C
arer
s to
Support
thei
r Child
ren’s
Spee
ch,
Languag
e an
d
Com
munic
atio
n D
evel
opm
ent
3
3
23
CYPO
P 2
2
M/6
01/2
884
38
Under
stan
d t
he
Spee
ch,
Language
and
Com
munic
atio
n N
eeds
of Child
ren a
nd Y
oung
People
with B
ehavi
oura
l, S
oci
al an
d E
motional
D
ifficu
ltie
s
3
3
25
CYPO
P 4
6
K/6
01/3
225
39
Prom
ote
Child
ren in E
arly
Yea
rs S
ettings
Acq
uirin
g a
New
Lan
guag
e th
rough I
mm
ersi
on
4
3
29
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
13
Wha
t is
the
qua
lific
atio
n st
ruct
ure
for
the
Leve
l 5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
(Man
agem
ent)
(Q
CF)?
Indiv
idual
units
can b
e fo
und in t
he
Units
sect
ion.
The
QCF
leve
l an
d c
redit v
alu
e are
giv
en o
n t
he
firs
t page
of ea
ch u
nit.
Sum
mar
y of
the
qua
lific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd
Dev
elop
men
t (M
anag
emen
t) (
QCF
)
Lear
ner
s m
ust
gai
n a
min
imum
of 90 c
redits
to a
chie
ve t
he
Edex
cel Le
vel 5 D
iplo
ma
in L
eader
ship
for
Child
ren’s
Car
e, L
earn
ing
and D
evel
opm
ent
(Man
agem
ent)
Wale
s and N
ort
her
n I
rela
nd (
QCF)
. To d
o t
his
, th
ey m
ust
com
ple
te a
ll 12 m
andato
ry u
nits
from
G
roup A
, to
ach
ieve
64 c
redits,
plu
s a m
inim
um
of
12 c
redits
from
Gro
up B
and 1
4 c
redits
from
Gro
up C
.
Ove
rvie
w:
qual
ific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd
Dev
elop
men
t (M
anag
emen
t) (
QCF
)
Man
dato
ry u
nit
s:
Learn
ers
co
mp
lete
th
e 1
2
man
dato
ry u
nit
s
To
tal
cred
it f
or
man
dato
ry
un
its:
64
Gro
up
B
Th
ere
is
no
set
nu
mb
er
of
un
its
to b
e c
om
ple
ted
fr
om
th
e o
pti
on
al
un
it
gro
up
bu
t le
arn
ers
mu
st
com
ple
te a
min
imu
m o
f 1
2 C
red
its
fro
m t
his
g
rou
p.
To
tal
min
imu
m c
red
it f
or
Gro
up
B:
12
Gro
up
C
Th
ere
is
no
set
nu
mb
er
of
un
its
to b
e c
om
ple
ted
fr
om
th
e o
pti
on
al
un
it
gro
up
bu
t le
arn
ers
mu
st
cho
ose
op
tio
nal
un
its
that
pro
vid
e t
he
min
imu
m n
um
ber
of
cred
its
for
this
gro
up
. To
tal
min
imu
m c
red
it f
or
Gro
up
C:
14
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
14
Qua
lific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
(Man
agem
ent)
(Q
CF)
Core
man
dato
ry u
nits
The
12 u
nits
liste
d in t
he
table
bel
ow
are
man
dat
ory
for
all le
arner
s under
taki
ng t
his
qual
ific
atio
n.
Lear
ner
s m
ust
com
ple
te a
ll of
the
follo
win
g u
nits:
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (M
an
ag
em
en
t) (
QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Man
dato
ry u
nit
tit
le
Cre
dit
Level
GLH
CCLD
MU
5.1
K/6
02/3
463
1
Support
Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent
in t
he
Ear
ly Y
ears
8
6
57
CCLD
MU
5.2
F/
601/9
449
2
Under
stan
d C
hild
ren a
nd Y
oung P
eople
’s
Dev
elopm
ent
6
5
30
CCLD
MU
5.3
J/
601/9
369
3
Lead
Pra
ctic
e th
at S
upport
Posi
tive
Outc
om
es
for
Child
and Y
oung P
erso
n D
evel
opm
ent
6
5
36
CCLD
MU
5.4
A/6
01/9
370
4
Dev
elop a
nd I
mple
men
t Po
licie
s an
d
Pro
cedure
s to
Support
the
Saf
eguar
din
g o
f Child
ren a
nd Y
oung P
eople
6
5
26
CCLD
MU
5.6
R/6
02/3
456
5
Profe
ssio
nal
pra
ctic
e in
Child
ren’s
Care
, Le
arnin
g a
nd D
evel
opm
ent
6
5
42
M1
K/6
02/3
172
6
Dev
elop H
ealth a
nd S
afet
y an
d R
isk
Man
agem
ent
Polic
ies,
Pro
cedure
s an
d P
ract
ices
in
Hea
lth a
nd S
oci
al C
are
of Child
ren a
nd
Young P
eople
’s S
ettings
5
5
33
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
15
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (M
an
ag
em
en
t) (
QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Man
dato
ry u
nit
tit
le
Cre
dit
Level
GLH
M2C
A/6
02/3
189
7
Work
in P
art
ner
ship
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
ettings
4
4
26
SH
C 5
1
F/602/2
335
8
Use
and D
evel
op S
yste
ms
that
Pro
mote
Com
munic
atio
n
3
5
24
SH
C 5
2
L/602/2
578
9
Prom
ote
Pro
fess
ional
Dev
elopm
ent
4
4
33
SH
C 5
3
Y/6
02/3
183
10
Cham
pio
n E
qual
ity,
Div
ersi
ty a
nd I
ncl
usi
on
4
5
34
LM1c
H/6
02/3
171
11
Lead
and M
anag
e a
Tea
m w
ithin
a H
ealth a
nd
Soci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s
Set
ting
7
6
46
LM2c
M/6
02/3
187
12
Dev
elop P
rofe
ssio
nal
Super
visi
on P
ract
ice
in
Hea
lth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung
People
’s W
ork
Set
tings
5
5
39
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
16
Qua
lific
atio
n st
ruct
ure
for
the
Edex
cel L
evel
5 D
iplo
ma
in L
eade
rshi
p fo
r Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
(Man
agem
ent)
(Q
CF)
Gro
up B
Lear
ner
s m
ust
choose
optional
units
from
Gro
up B
that
will
enab
le t
he
ach
ieve
men
t of a
min
imum
of
12 c
redits:
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (M
an
ag
em
en
t) (
QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
B1
Y/6
00/9
588
25
Dev
elop a
nd E
valu
ate
Oper
atio
nal
Pla
ns
for
Ow
n
Are
a of
Res
ponsi
bili
ty
6
5
25
E8
K/6
00/9
711
26
Man
age
Phys
ical
Res
ourc
es
3
4
25
O1
J/602/2
336
27
Dev
elop P
roce
dure
s and P
ract
ice
to R
espond t
o
Conce
rns
and C
om
pla
ints
6
5
40
O16
R/6
02/2
338
28
Rec
ruitm
ent
and S
elec
tion w
ithin
Hea
lth a
nd
Soci
al C
are
of Child
ren a
nd Y
oung P
eople
’s
Set
tings
3
4
26
O20c
Y/6
02/2
339
29
Faci
litat
e th
e D
evel
opm
ent
of ef
fect
ive
Gro
up
Pra
ctic
e in
Hea
lth a
nd S
oci
al C
are
or
Child
ren a
nd
Young P
eople
’s S
ettings
6
5
42
O30c
L/602/2
547
30
Faci
litat
e C
oac
hin
g a
nd M
ento
ring in H
ealth a
nd
Soci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s
Set
tings
6
5
43
O35
T/6
02/2
574
31
Man
age
Induct
ion in H
ealth,
Soci
al C
are
and
Child
ren a
nd y
oung P
eople
’s W
ork
Set
tings
3
4
21
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
17
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (M
an
ag
em
en
t) (
QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Man
dato
ry u
nit
tit
le
Cre
dit
Level
GLH
O40
F/602/2
612
32
Faci
litat
e C
han
ge
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
etting
6
5
42
O41
L/602/2
743
33
Man
age
an I
nte
r-pro
fess
ional
Tea
m in a
Hea
lth
and S
oci
al Car
e or
Child
ren a
nd Y
oung P
eople
’s
Set
ting
7
6
48
O42
T/6
02/2
753
34
Man
age
Finan
ce w
ithin
ow
n A
rea
of Res
ponsi
bili
ty
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung
People
’s S
ettings
4
4
31
O43
R/6
02/2
758
35
Man
age
Qual
ity
in H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung P
eople
’s S
ettings
5
5
36
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
18
Gro
up C
Lear
ner
s m
ust
choose
optional
units
from
Gro
up C
that
will
enab
le t
he
ach
ieve
men
t of a
min
imum
of
14 c
redits:
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (M
an
ag
em
en
t) (
QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Op
tio
nal
un
it t
itle
C
red
it
Level
GLH
CCLD
OP
5.1
1
J/602/3
065
13
Lead
ing P
rovi
sion for
Bab
ies
and Y
oung C
hild
ren
6
5
32
CCLD
OP
5.1
2
K/6
02/3
074
14
Dev
elop P
rovi
sion for
Fam
ily S
upport
5
5
33
CCLD
OP
5.1
3
M/6
02/2
380
15
Lead
Support
for
Dis
able
d C
hild
ren a
nd Y
oung
People
and t
hei
r Car
ers
8
6
57
CCLD
OP
5.1
5
F/602/2
383
16
Support
Oth
ers
to P
rom
ote
Child
ren’s
Com
munic
atio
n in a
n E
arly
Yea
rs S
etting
8
6
54
CCLD
OP
5.1
6
A/6
02/2
138
17
Support
Oth
ers
to P
rom
ote
Child
ren’s
M
athem
atica
l D
evel
opm
ent
and P
roble
m S
olv
ing
Ski
lls in a
n E
arly
Yea
rs S
etting
7
5
46
CCLD
OP
5.1
7
A/6
02/2
141
18
Support
Oth
ers
to P
rom
ote
Child
ren’s
Know
ledge
and U
nder
stan
din
g o
f th
e W
orld in a
n E
arly
Yea
rs
Set
ting
7
5
46
CCLD
OP
5.1
8
L/602/2
435
19
Support
Oth
ers
to P
rom
ote
Child
ren’s
Phys
ical
D
evel
opm
ent
in a
n E
arly
Yea
rs S
etting
7
5
46
CCLD
OP
5.2
1
A/6
02/2
415
20
Dev
elop t
he
Envi
ronm
ent
for
Child
ren a
nd Y
oung
People
4
4
28
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
19
Ed
exce
l Level
5 D
iplo
ma i
n L
ead
ers
hip
fo
r C
hil
dre
n’s
Care
, Learn
ing
an
d D
evelo
pm
en
t (M
an
ag
em
en
t) (
QC
F)
SS
C u
nit
re
fere
nce
U
nit
re
fere
nce
n
o
Ed
exce
l u
nit
re
fere
nce
Man
dato
ry u
nit
tit
le
Cre
dit
Level
GLH
CCLD
OP
5.2
5
J/602/3
499
21
Under
take
a R
esea
rch P
roje
ct w
ithin
Ser
vice
s fo
r H
ealth a
nd S
oci
al C
are
or
Child
ren a
nd Y
oung
People
10
5
80
CYPO
P 7
A/6
01/0
135
22
Prom
ote
Cre
ativ
ity
and C
reat
ive
Lear
nin
g in
Young C
hild
ren
5
4
35
SS 5
.3
H/6
01/5
250
23
Support
the
Use
of
Ass
istive
Tec
hnolo
gy
4
5
31
SS 5
.4
K/6
01/5
251
24
Exp
lore
Model
s of D
isab
ility
5
5
32
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
20
How are the qualifications graded and assessed?
The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.
To pass a unit the learner must:
• achieve all the specified learning outcomes
• satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
• show that the evidence is their own.
The qualifications are designed to be assessed:
• in the workplace or
• in conditions resembling the workplace, as specified in the assessment requirements/strategy for the sector, or
• as part of a training programme.
Assessment Principles
The assessment principles for these qualifications have/has been included in Annexe D. They have been developed by Skills for Care and Development in partnership with employers, training providers, awarding organisations and the regulatory authorities. The assessment strategy includes details on:
• assessment requirements for knowledge-based and competence-based units
• roles and occupational competence of assessors, expert witnesses, internal verifiers and standards verifiers
• quality control of assessment
• evidence requirements.
Evidence of competence may come from:
• current practice where evidence is generated from a current job role
• a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace
• the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification
• a combination of these.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
21
It is important that the evidence is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Types of evidence (to be read in conjunction with the assessment strategy)
To successfully achieve a unit the learner must gather evidence which shows that they have met the required standard in the assessment criteria. Evidence can take a variety of different forms including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible.
• direct observation of the learner’s performance by their assessor (O)
• outcomes from oral or written questioning (Q&A)
• products of the learner’s work (P)
• personal statements and/or reflective accounts (RA)
• outcomes from simulation, where permitted by the assessment strategy (S)
• professional discussion (PD)
• assignment, project/case studies (A)
• authentic statements/witness testimony (WT)
• expert witness testimony (EPW)
• evidence of Recognition of Prior Learning (RPL).
The abbreviations may be used for cross-referencing purposes.
Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.
Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
22
Centre recognition and approval
Centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for and be granted centre recognition as part of the process for approval to offer individual qualifications. New centres must complete both a centre recognition approval application and a qualification approval application.
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres already holding Edexcel approval are able to gain qualification approval for a different level or different sector via Edexcel online.
Approvals agreement
All centres are required to enter into an approvals agreement which is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel will act to protect the integrity of the awarding of qualifications, if centres do not comply with the agreement. This could result in the suspension of certification or withdrawal of approval.
Quality assurance
Detailed information on Edexcel’s quality assurance processes is given in Annexe B.
What resources are required?
Each qualification is designed to support learners working in the Children’s Care, Learning and Development sector. Physical resources need to support the delivery of the qualifications and the assessment of the learning outcomes and must be of industry standard. Centres must meet any specific resource requirements outlined in Annexe D: Assessment principles. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
23
Unit content
As this is a competency based qualification unit content is not a requirement. However unit content has been included for the mandatory units and where unit content has been previously developed for other specifications it has been included in this specification.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
24
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
25
Unit format
Each unit in this specification contains the following sections.
Unit title:
Unit code:
Unit reference number:
QCF level:
Credit value:
Guided learning hours:
Unit summary:
Assessment requirements/evidence requirements:
Assessment methodology:
Learning outcomes:
Assessment criteria:
Evidence type:
Portfolio reference:
Date:
The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
This is the unit owner’s reference number for the specified unit.
This code is a unique reference number for the unit.
All units and qualifications within the QCF have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the QCF level descriptors and, where appropriate, the NOS and/or other sector/professional.
All units have a credit value. The minimum credit value is one, and credits can only be awarded in whole numbers. Learners will be awarded credits when they achieve the unit.
A notional measure of the substance of a qualification. It includes an estimate of the time that might be allocated to direct teaching or instruction, together with other structured learning time, such as directed assignments, assessments on the job or supported individual study and practice. It excludes learner-initiated private study.
This provides a summary of the purpose of the unit.
The assessment/evidence requirements are determined by the SSC. Learners must provide evidence for each of the requirements stated in this section.
Learning outcomes state exactly what a learner should know, understand or be able to do as a result of completing a unit.
The assessment criteria of a unit specify the standard a learner is expected to meet to demonstrate that a learning outcome, or a set of learning outcomes, has been achieved.
Learners must reference the type of evidence they have and where it is available for quality assurance purposes. The learner can enter the relevant key and a reference. Alternatively, the learner and/or centre can devise their own referencing system.
This provides a summary of the assessment methodology to be used for the unit.
The learner should use this box to indicate where the evidence can be obtained eg portfolio page number.
The learner should give the date when the evidence has been provided.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
26
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
27
Units
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
28
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
29
Unit 1: Support Children’s Care, Learning and Development in the Early Years
Unit code: K/602/3463
Unit reference number: CCLD MU 5.1
QCF level: 6
Credit value: 8
Guided learning hours: 57
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to lead provision that promotes and supports the care, learning and development of children in the early years.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
30
Content
1 Understand the impact of early years curriculum models on the application of theoretical perspectives of children’s care, learning and development
Early Years Curriculum Models: understand the links between theory and curriculum models and their application eg historical influences: Froebel, Isaacs, McMillan, Morrison, Steiner. Psychological influences eg High Scope (USA), Gardner (1993). Skills based influences eg Curtis (1986), Reggio Emilia. Self-directed approaches eg Montessori. Holistic approaches e.g. Birth to Three Matters review of literature (DfES 2003), which underpins the curriculum in England.
UK Overview: understand the differences in the home countries provision and development of early years curricula e.g. the holistic approach developed in Wales by the Department for Children, Education, Lifelong Learning & Skills (DELLS); the “Framework for Children’s Learning for 3-7 year olds in Wales” based on the Seven Core Aims for Children & Young People distilled from the United Nations Convention on the Rights of the Child (UNCROC) and adopted by the Welsh Assembly Government (WAG) to underpin all activities of DELLS. Understand how the curriculum in Northern Ireland differs, with a school starting age of 4 years and the Foundation stage covering Years 1 and 2, in addition to the similarities with England and Wales eg attainment targets, planning, assessment and observation. Know the differences in entitlement and variations in early years provision across the UK eg that children’s services in Northern Ireland are part of joint Health and Social Services provision. Understand the importance of additional curricula that support national culture, language and identity eg Curriculum Cymreig (Wales) and the availability of curriculum materials in the Irish medium through CCEA
2 Be able to lead the implementation of the early years curriculum
Develop procedures and practices to implement the curriculum: eg use a working knowledge of national and local frameworks (statutory and non-statutory) to develop policies and integrate practice that supports inclusion, safe working and safeguarding (including bullying), accidents and first aid, safety and risk assessment, promotion of health (eg medicine policy, immunisation requirements, infection control), promotion of equality and antidiscrimination, personal care and hygiene. Know how to meet the regulatory requirements for staffing ratios, qualifications and conduct
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
31
Organise resources: eg to ensure that sufficient and appropriate equipment is available to support the curriculum requirements, that it is safe, accessible and able to meet the developmental needs of all the children within the setting; ensure there are staff, policies and procedures to manage financial arrangements (eg income and outgoings, wages, tax, National Insurance and PAYE) and maintain an audit trail. Ensure that responsibilities for food and kitchen management are appropriately delegated; ensure that the environment is safe, secure and maintained
Support practitioners to implement the curriculum: eg through the use of observations and assessments, the planning of activities and routines, through delegating specific responsibilities (eg outings). Provide guidance and support on adapting activities and provision to meet children’s individual needs, including for additional support, and where necessary provide one-to-one support for staff, such as mentoring to demonstrate specific practice eg how to achieve a balance between child-initiated play and adult-led activities and why this is important developmentally or the importance of providing regular, enhanced and focused activities that stimulate the child’s interest, motivating them to explore
Evaluate process and outcomes; eg carrying out regular curriculum reviews with staff, to ensure the outcomes for children are evident, obtaining regular feedback from parents and carers, ascertaining what the children enjoy and making adaptations to the curriculum to ensure best practice
3 Be able to promote provision that facilitates communication which supports children’s learning and development
Analyse the role of responsive communication: eg how communication needs to be adapted to be effective when communicating with children, young people, colleagues, other professionals, parents and the ways in which this can be achieved. Assess the importance of active listening, the extent to which it is used in your setting and how to promote and develop communication skills in self and others
Support practitioners with communication: eg how to assist staff to evaluate and improve their communication skills though reflective practice; the importance of listening skills and the manner in which interaction takes place to the development of trustful, respectful and supportive relationships with children; how to manage difficult conversations eg with parents or when children disclose; how to manage communication with children who may have developmental issues eg reactive attachment disorder, learning disability or developmental delay; the importance of communication in supporting learning and development and key issues to consider eg the importance of using accurate terminology and avoiding slang and jargon. How to support children when learning their home language and the resources available to assist this
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
32
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
early
year
s cu
rric
ulu
m
model
s on t
he
applic
ation
of th
eore
tica
l per
spec
tive
s of
child
ren’s
car
e, lea
rnin
g
and d
evel
opm
ent
1.1
O
utlin
e ea
rly
year
s cu
rric
ulu
m m
odel
s su
pport
ing
child
ren’s
car
e, lea
rnin
g a
nd d
evel
opm
ent
1.2
Eva
luat
e th
e re
lationsh
ip b
etw
een t
heo
retica
l per
spec
tive
s an
d e
arly
year
s cu
rric
ulu
m m
odel
s
2
Be
able
to lea
d t
he
imple
men
tation o
f th
e ea
rly
year
s cu
rric
ulu
m
2.1
Support
the
dev
elopm
ent
of
pro
cedure
s and
pra
ctic
es u
sed t
o im
ple
men
t th
e ea
rly
year
s cu
rric
ulu
m
2.2
Support
pra
ctitio
ner
s to
ass
ess
child
ren’s
ca
pab
ilities
and r
eadin
ess
to lea
rn
2.3
Support
pra
ctitio
ner
s to
use
ass
essm
ents
to p
lan
the
envi
ronm
ent,
act
ivitie
s an
d r
outines
to m
eet
child
ren’s
indiv
idual
nee
ds
2.4
O
rgan
ise
reso
urc
es t
o e
nab
le a
ll ch
ildre
n t
o t
ake
par
t in
act
ivitie
s ac
cord
ing t
o t
hei
r ca
pab
ilities
and
read
ines
s
2.5
Support
pra
ctitio
ner
s to
be
able
to a
dap
t pro
visi
on
to m
eet
indiv
idual
child
ren’s
nee
ds
2.6
Fa
cilit
ate
the
pro
visi
on o
f an
y id
entified
additio
nal
support
req
uirem
ents
2.7
Exp
lain
how
to a
chie
ve t
he
bala
nce
of
child
-initia
ted
pla
y an
d a
dult-l
ed a
ctiv
itie
s
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
33
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2.8
Fa
cilit
ate
the
use
of
continuous,
enhan
ced a
nd
focu
sed a
ctiv
itie
s in
an e
nvi
ronm
ent
that
inte
rest
s an
d m
otiva
tes
child
ren’s
lea
rnin
g a
nd d
evel
opm
ent
2.9
Eva
luat
e th
e pro
cedure
s an
d p
ract
ices
use
d t
o
imple
men
t th
e cu
rric
ulu
m f
or
child
ren’s
lea
rnin
g
and d
evel
opm
ent
3
Be
able
to p
rom
ote
pro
visi
on t
hat
faci
litat
es
com
munic
atio
n w
hic
h
support
s ch
ildre
n’s
le
arnin
g a
nd d
evel
opm
ent
3.1
Anal
yse
the
role
of
resp
onsi
ve c
om
munic
ation in
pro
moting c
hild
ren’s
car
e, lea
rnin
g a
nd
dev
elopm
ent
3.2
Support
pra
ctitio
ner
s to
dev
elop r
espec
tful an
d
support
ive
rela
tionsh
ips
with c
hild
ren
3.3
Support
work
ers
to c
om
munic
ate
with c
hild
ren in
way
s th
at p
rom
ote
lea
rnin
g a
nd d
evel
opm
ent
in t
he
early
year
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
34
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
35
Unit 2: Understand Children and Young Person’s Development
Unit code: CCLD MU 5.2
Unit reference number: F/601/9449
QCF level: 5
Credit value: 6
Guided learning hours: 30
Unit summary
This unit provides knowledge and understanding of how children and young people from birth to 19 years develop. The unit also explores actions which should be taken when differences in development are identified and the potential effects of transitions on children and young people’s development.
Assessment requirements
This unit needs to be assessed in line with Skills for care and development QCF Assessment Principles.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
36
Content
1 Understand the pattern of development that would normally be expected for children and young people from birth–19 yrs
The sequence and rate of each aspect of development that would normally be expected in children and young people from birth–19 years: definition of development; physical development (gross motor skills, fine motor skills, sensory development); speech and language (receptive, expressive, articulation); intellectual/cognitive development eg concept, understanding, reasoning, imagination, creativity, perception; social development eg bonding and attachment, developing positive relationships; emotional/behavioural eg feeling valued, self-identity; emotional boundaries, feelings, sexual development; confidence; moral development eg concept of right and wrong, values, respect
The difference between sequence of development and rate of development and why the distinction is important: development follows a sequence from simple to complex and from head to toe; inner to outer, general to specific; interrelationship between aspects of development; links between development of the brain and emotional wellbeing (Goleman); variations in the way children pass through sequences of development; normal ranges; strengths and weaknesses of a biological approach to development (Gesell’s theory of maturation); optimum periods for development; differences in rate/speed of development; growth spurts; puberty; identifying developmental delay; the need for a holistic approach
The reasons why children and young people’s development may not follow the pattern normally expected: genetic and biological influences eg disability, health, gender; needs eg physical, social, learning; socio-economic factors eg family circumstances, community, education, culture, employment/income, education, access to health and care services; environmental eg pollution, housing, access to leisure facilities; communication difficulties eg speech and language delay, English as an additional language; emotional reasons
2 Understand the factors that impact on children and young people’s development
How children and young people’s development is influenced by a range of personal factors: health status eg chronic illness, mental illness; disability (congenital, developmental, illness or accident); children with complex needs; sensory impairment (sight and/or hearing); specific learning difficulties eg literacy, numeracy; giftedness; emotional difficulties; genetic factors; predisposition; effects of personal or common transition; attachment; effects of using illegal substances
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
37
How children and young people’s development is influenced by a range of external factors: the effects of poverty and deprivation; abuse (sexual, physical, emotional, neglect); family environment and background eg family structure, parenting styles; culture, housing, community; pre conceptual care; antenatal care; social exclusion; behaviour of mother during pregnancy eg smoking, nutrition, drugs or alcohol intake, diet; personal choices eg diet, exercise, rest and sleep, leisure activities, media, safe sex; looked after/care status eg foster care, residential care; children as carers; effects of crime; lack of stimulation; educational opportunities; compensatory education
How theories of development and frameworks to support development influence current practice: cognitive development theories; learning dispositions; behaviourist approach (Pavlov, Skinner, Watson); constructivist approach (Piaget, Vygotsky, Bruner); information processing; psychoanalytic (Freud, Erikson); humanist theory (Maslow, Rogers); social learning theory (Bandura); attachment theories (Winnicott, Bowlby, Rutter); constructivist approach (Donaldson, Athey); language development theories (Chomsky, Trevarthen); ecological systems theory (Bronfenbremer); curriculum approaches (Te Whāriki); Kohlberg’s levels of moral development; social pedagogy; Early Years Foundation Stage (EYFS)
Influence on practice: child-centred approach; behaviour strategies; curriculum approaches eg Reggio Emilia, High Scope; teaching and learning strategies; personalised learning programmes; inclusive practice; use of observation; role of key workers
3 Understand the benefits of early intervention to support the development of children and young people
Importance of early identification of development delay: identification eg neo-natal tests, health checks, growth charts, screening programmes (hearing, sight), observation; improving outcomes in all areas of development; prevention of harm; timely coordination of services; providing support for families or communities; removal of barriers; provision of targeted and/or specialist services; improving quality of life; reducing the likelihood of behaviour problems
The potential risks of late recognition of development delay: delay in identifying services and putting interventions into place; children and young people not meeting their full potential; outcomes not being met; effecting/causing delay in other areas of development; affects on self-esteem; reducing potential for independent living
How multi-agency teams work together to support all aspects of development in children and young people: Every Child Matters, 2005; Childcare Act 2006; multi-agency working eg multi-agency panels, multi-agency teams, integrated services; commissioning of services; role of lead professionals; child-centred approaches; common assessment framework, coordinated planning, delivery and review, Aiming High for Disabled Children – National Service Framework; sharing information; shared resources; parents as partners
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
38
How play and leisure activities can be used to support all aspects of development of children and young people: role of play (Bruce, Moyles) value of play (Froebel, Steiner, Isaacs, Montessori); value of freely chosen play; types of play and leisure activities eg physical, creative, fantasy, role play, games with rules, sport (team and individual), music; specialist play activities eg therapeutic play, multi-sensory play; importance of challenge; mastery of skills; promotion of health and fitness; cognitive development eg problem solving, creativity, language; physical development (gross and fine motor skills); emotional and social development eg confidence, self-awareness, interpersonal skills, resilience
4 Understand the potential effects of transition on children and young people’s development
How different types of transitions can affect children and young people’s development: common transition eg transferring to primary or secondary school; physiological eg stages of growth and development; puberty; long-term or medical conditions; particular or personal transition eg ill health, disability, family breakdown, reconstituted family, change of carer, physical move to new home/locality, from one activity to another, between carers; effects (positive and negative); effects on social and emotional development eg ability to form relationships, anxiety, phobias, depression, self-esteem; effects on cognitive development eg new experiences and development of concepts, academic achievement; emotional transitions affected by personal experience eg bereavement, entering or leaving care; physical transitions eg moving from pre-school to primary
The importance of children and young people having positive relationships through periods of transition: support networks eg family, friends, mentors, health and educational professionals, play workers; role of key worker; buddy system; listening to worries and concerns; reassuring; promoting resilience; supporting individuality; identifying needs, preferences and interests; understanding culture and religious needs
The effectiveness of positive relationships on children and young people’s development: the application of coping strategies; the level of resilience of child or young person; positive attitudes; application of self-help skills; level of independence; development of ‘can do’ attitudes; meeting developmental norms; meeting full potential; self-esteem; feeling valued; development of own interests and pursuits
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
39
5 Understand how assessing, monitoring and recording the development of children and young people informs the use of interventions
Different methods of assessing, recording and monitoring children and young people’s development: routine screening; common assessment framework (CAF); observation eg narrative, time sampling, event sampling, checklist, longitudinal study, diagrammatic (graphs, charts, sociogram), video recording; photographs; assessment for learning; standard measurements; centile charts; information from others (parents, carers, children and young people, professionals, colleagues); Leuven Involvement Scale
Different methods for assessing, recording and monitoring children and young people’s development in the work setting: assessment on entry to setting; individual profile eg health needs, learning needs, preferences; regular and ongoing assessments to record progress; records of discussions with children and young people, parents, colleagues and professionals; reviews of progress; assessment in response to concerns; methods of recording eg formal, informal, diary, reports, electronic
How different types of interventions can promote positive outcomes for children and young people where development is not following the pattern normally expected: intervention provided by specialist services eg social workers, psychologists, psychiatrists, physiotherapists, nurse specialists, health visitors, speech and language therapists; youth offending teams; residential social workers; foster carers; respite care; palliative care; assistive technology eg voice input or output devices, communication boards, hearing aids; mobility aids
Evaluate the importance of accurate documentation regarding the development of children and young people: registration and inspection frameworks; legal requirements (principles of the Data Protection Act 1998); policy and procedures of setting; importance of accuracy and objectivity; ethical guidelines; bias; confidentiality
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
40
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
pat
tern
of
dev
elopm
ent
that
would
norm
ally
be
expec
ted for
child
ren a
nd y
oung p
eople
fr
om
bir
th-1
9 y
rs
1.1
Exp
lain
the
sequen
ce a
nd r
ate
of ea
ch a
spec
t of
dev
elopm
ent
that
would
norm
ally
be
expec
ted in
child
ren a
nd y
oung p
eople
fro
m b
irth
-19 y
ears
1.2
Anal
yse
the
diffe
rence
bet
wee
n s
equen
ce o
f dev
elopm
ent
and r
ate
of dev
elopm
ent
and w
hy
the
dis
tinct
ion is
import
ant
1.3
Anal
yse
the
reaso
ns
why
child
ren a
nd y
oung
peo
ple
’s d
evel
opm
ent
may
not
follo
w t
he
pat
tern
norm
ally
exp
ecte
d
2
Under
stan
d t
he
fact
ors
th
at im
pac
t on c
hild
ren
and y
oung p
eople
’s
dev
elopm
ent
2.1
Anal
yse
how
child
ren a
nd y
oung p
eople
’s
dev
elopm
ent
is influen
ced b
y a
range
of
per
sonal
fact
ors
2.2
Anal
yse
how
child
ren a
nd y
oung p
eople
’s
dev
elopm
ent
is influen
ced b
y a
range
of
exte
rnal
fact
ors
2.3
Exp
lain
how
theo
ries
of dev
elopm
ent
and
fram
ework
s to
support
dev
elopm
ent
influen
ce
curr
ent
pra
ctic
e
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d t
he
ben
efits
of
early
inte
rven
tion t
o
support
the
dev
elopm
ent
of
child
ren a
nd y
oung
peo
ple
3.1
Anal
yse
the
import
ance
of
early
iden
tifica
tion o
f dev
elopm
ent
del
ay
3.2
Exp
lain
the
pote
ntial ri
sks
of la
te r
ecognitio
n o
f dev
elopm
ent
del
ay
3.3
Eva
luat
e how
multi–
agen
cy t
eam
s w
ork
toget
her
to
support
all
aspec
ts o
f dev
elopm
ent
in c
hild
ren a
nd
young p
eople
3.4
Exp
lain
how
pla
y an
d lei
sure
act
ivitie
s ca
n b
e use
d
to s
upport
all
asp
ects
of dev
elopm
ent
of
child
ren
and y
oung p
eople
4
Under
stan
d t
he
pote
ntial
ef
fect
s of tr
ansi
tion o
n
child
ren a
nd y
oung
peo
ple
’s d
evel
opm
ent
4.1
Exp
lain
how
diffe
rent
types
of tr
ansi
tions
can a
ffec
t ch
ildre
n a
nd y
oung p
eople
’s d
evel
opm
ent
4.2
Exp
lain
the
import
ance
of
child
ren a
nd y
oung
peo
ple
hav
ing p
osi
tive
rel
atio
nsh
ips
thro
ugh
per
iods
of
tran
sition
4.3
Eva
luat
e th
e ef
fect
iven
ess
of posi
tive
rel
ationsh
ips
on c
hild
ren a
nd y
oung p
eople
’s d
evel
opm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Under
stan
d h
ow
as
sess
ing,
monitoring a
nd
reco
rdin
g t
he
dev
elopm
ent
of ch
ildre
n
and y
oung p
eople
info
rms
the
use
of
inte
rven
tions
5.1
Exp
lain
diffe
rent
met
hods
of as
sess
ing,
reco
rdin
g
and m
onitoring c
hild
ren a
nd y
oung p
eople
’s
dev
elopm
ent
5.2
Exp
lain
how
and in w
hat
cir
cum
stan
ces
diffe
rent
met
hods
are
use
d f
or
asse
ssin
g,
reco
rdin
g a
nd
monitoring c
hild
ren a
nd y
oung p
eople
’s
dev
elopm
ent
in t
he
work
set
ting
5.3
Exp
lain
how
diffe
rent
types
of in
terv
entions
can
pro
mote
posi
tive
outc
om
es f
or
child
ren a
nd y
oung
peo
ple
wher
e dev
elopm
ent
is n
ot
follo
win
g t
he
pat
tern
norm
ally
exp
ecte
d
5.4
Eva
luat
e th
e im
port
ance
of acc
ura
te d
ocu
men
tation
regar
din
g t
he
dev
elopm
ent
of
child
ren a
nd y
oung
peo
ple
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
43
Unit 3: Lead Practice that Supports Positive Outcomes for Child and Young Person’s Development
Unit code: CCLD MU 5.3
Unit reference number: J/601/9369
QCF level: 5
Credit value: 6
Guided learning hours: 36
Unit summary
The purpose of this unit is to provide learners with the knowledge, understanding and skills to lead practice that supports positive outcomes for child and young person development.
Assessment requirements
This unit need to be assessed in line with Skills for Care and Development’s QCF Assessment Principles.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
44
Content
1 Understand theoretical approaches to child and young person development
Theories and frameworks of child and young person development: cognitive development theory (Piaget, Vygotsky, Bruner); psychoanalytic (Freud, Erikson); humanist theory (Maslow, Rogers); social learning theory (Bandura); behaviourist approaches (Pavlov, Skinner, Watson); information-processing approach; attachment theories (Winnicott, Bowlby, Rutter); Kohlberg’s levels of moral development; social pedagogy; constructivist approach (Donaldson, Athey); language development theories (Brofenbremer); personalised learning programmes; curriculum approaches (Te Whāriki)
The potential impact on service provision of different theories and approaches: child-centred approach; behaviour policies and strategies; curriculum approaches eg Reggio Emilia, High Scope; teaching and learning strategies; use of observation; role of key workers; inclusive practice
The move towards outcomes-based services for children and young people: Every Child Matters Outcomes Framework (2008); The Children’s Plan (2007); Outcomes Based Accountability (OBA) approach; focus on results rather than service input; increasing engagement with community, families, children and young people
2 Be able to lead and support developmental assessment of children and young people
Methods of developmental assessment and recording for children and young people: role of lead professional; assessment frameworks; observation eg narrative, time sampling, event sampling, checklist, longitudinal study, diagrammatic (graphs, charts, sociogram), video recording, photographs; assessment for learning; standard measurements; centile charts; information from others (parents, carers, children and young people, professionals, colleagues); Leuven Involvement Scale; neonatal tests eg Apgar Score, Barlow’s test; Common Assessment Framework; screening programmes eg sight, hearing tests; health surveillance; health records; developmental reviews
Partnership work with other professionals in assessing development of children and young people: other professionals eg health, children’s social care, youth justice; public, private and third sector services; models of multi-agency working (multi-agency panel, multi-agency teams, integrated services); commissioning services; information sharing; shared language, values and systems; early intervention strategies
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
45
Strategies to encourage child or young person and carers’ participation in developmental assessment: carers eg families, paid carers; building partnerships with families/carers; involving in decision making; listening to children and young people; demonstrating respect; use of advocates; supporting children, young people and parents to make informed choices; parental rights and responsibilities; building trust, building and maintaining relationships; breaking down barriers eg physical access, communication, language; sharing information/observations; home visits; knowledge of culture, language, religion; workshops/parenting programmes; providing coherent/transparent policies and services; SEAL Programme (Social and Emotional Aspects of Learning) promotes whole school approach to encourage learners to develop social and emotional skills
Measuring the effectiveness of strategies: level of involvement, evidence from feedback, willingness to share information; outcomes (wellbeing of child and young person); reaching priority groups eg young unsupported parents, socially isolated, those in poor housing conditions
3 Be able to develop and implement programmes with children or young people requiring developmental support
Assessments to develop programmes of support: holistic assessment; involvement of child, young person and family; importance of identifying strengths and needs; taking into account preferences and family circumstances; advocacy; identifying services to support
Circumstances where referrals to other agencies may be required: developmental delay; failure to thrive; learning difficulties; concerns about harm or abuse or likelihood of harm or abuse; changes in behaviour; antisocial or offending behaviour; concerns raised by parent/carer/colleague; lack of progress following intervention; communication difficulties; health concerns; risk factors eg poverty, attitudes towards education, lack of bonding/attachment
How referrals to other agencies are managed: legislation affecting information sharing (Data Protection Act 1998, Freedom of Information Act 2000); Government guidelines eg information-sharing toolkit; Codes of practice, policy and procedures of setting; Caldicott Principles (1997); shared IT systems; Contact Point (CP); Common Assessment Framework (CAF); explicit informed consent and implied consent; concept of ‘capacity to consent’
Early interventions to promote positive outcomes for children and young people’s development: Children’s National Service Framework; Child Health Promotion Programme including developmental screening and immunisation; family support services eg family centres, Sure Start programme; healthy schools programme; early diagnosis of health conditions; mental health assessments; pre-conception and neonatal care; assistive technology; mobility aids; health promotion eg mental and sexual health; diet and nutrition
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
46
The implementation of a personalised programme of support for children or young people: programmes of support eg Individual Education Plans (IEP), behaviour support plans, transition to adult services, child protection plans, Youth Inclusion Programme (YIP), Early Support Programme for children with disabilities and their family; leading on assessment and target setting; being receptive to new ideas and innovative working practice; liaising with others eg children, parents, professionals; monitoring the implementation of programmes; evaluating outcomes; methods of recording implementation
4 Be able to evaluate programmes for children or young people requiring developmental support
Reviewing programmes of developmental support: as a continuous cycle; monitoring and reviewing quality of outcomes; use of specific, measurable, achievable, realistic and timed (SMART) targets; seeking feedback from children, young people and carers; liaising with colleagues and professionals; appropriateness of targets and goals
Strategies for improvement for programmes of development support: collaborative and team approach; drawing on specialist expertise; removing barriers which prevent successful outcomes eg communication, physical, attitudinal; problem–solving strategies; identify training needs
5 Be able to lead and promote support for children experiencing transitions
Evidence-based practice to support children or young people experiencing transition: common transition eg transferring to primary or secondary school; physiological transitions eg stages of growth and development, puberty; particular or personal transition eg ill health, disability, family breakdown, reconstituted family, change of carer, physical move to new home/locality; research evidence eg Ofsted 2004, Barnardo’s 2004; systematic observations; reflecting on current policies and procedures; professional knowledge and expertise
Implement evidence-based practice to support children and young people experiencing transition: child-centred practice eg needs and preferences; seeking feedback from children, young people and families; preparing for and supporting during transition; promoting coping strategies; building trusting relationships; promoting a supportive ethos; giving praise and encouragement; finding opportunities to discuss concerns and effects of transition with children; showing respect; use of reflective listening skills
Evaluate the implementation of evidence-based practice to support children and young people experiencing transition: listening to children and young people and families; comparison of outcomes with expectations/objectives; identifying benefits; identifying changes or improvements to be made
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
47
6 Be able to lead positive behaviour support
Evidence-based practice with children and young people to encourage positive behaviour: current research evidence eg Irvinct et all 2006, Waler, Cheney, Stage and Blum 2005, Oswald, Safran and Johansan 2005; systematic observation; implications for practice; evidence-based policy making; monitoring progress/outcomes; professional expertise/discussion; reflective practice
Approaches to supporting positive behaviour: least restrictive principle; reinforcing positive behaviour; modeling/positive culture; child-centred approach eg understanding reasons for inappropriate behaviour and adapting responses; inclusive approach; implementing individual behaviour plans; phased stages; interventions; de-escalation and diversion strategies; containment; when restraint may be used; setting boundaries and negotiation; involving children to reflect on and manage own behaviour; inductive discipline; anti-bullying strategies including cyber-bullying
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
48
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
heo
retica
l ap
pro
ach
es t
o c
hild
and
young p
erso
n
dev
elopm
ent
1.1
Exp
lain
diffe
rent
theo
ries
and f
ram
ework
s of
child
an
d y
oung p
erso
n d
evel
opm
ent
1.2
Exp
lain
the
pote
ntial im
pact
on s
ervi
ce p
rovi
sion o
f diffe
rent
theo
ries
and a
ppro
aches
1.3
Critica
lly a
nal
yse
the
move
tow
ard
s outc
om
es-
bas
ed s
ervi
ces
for
child
ren a
nd y
oung p
eople
2
Be
able
to lea
d a
nd
support
dev
elopm
enta
l as
sess
men
t of
child
ren
and y
oung p
eople
2.1
Support
use
of diffe
rent
met
hods
of dev
elopm
enta
l as
sess
men
t an
d r
ecord
ing f
or
child
ren a
nd y
oung
peo
ple
2.2
W
ork
in p
art
ner
ship
with o
ther
pro
fess
ional
s in
as
sess
ing d
evel
opm
ent
of ch
ildre
n a
nd y
oung
peo
ple
2.3
D
evel
op s
trat
egie
s to
enco
ura
ge
child
or
young
per
son a
nd c
are
rs’ par
tici
pat
ion in d
evel
opm
enta
l as
sess
men
t
2.4
Eva
luat
e th
e ef
fect
iven
ess
of
stra
tegie
s to
en
coura
ge
child
or
young p
erso
n a
nd c
arer
s’
par
tici
pat
ion in d
evel
opm
enta
l as
sess
men
t
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
49
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to d
evel
op a
nd
imple
men
t pro
gra
mm
es
with c
hild
ren o
r yo
ung
peo
ple
req
uirin
g
dev
elopm
enta
l su
pport
3.1
Support
use
of
asse
ssm
ents
to d
evel
op
pro
gra
mm
es o
f su
pport
3.2
Exp
lain
cir
cum
stan
ces
wher
e re
ferr
als
to o
ther
ag
enci
es m
ay b
e re
quired
3.3
Exp
lain
how
ref
erra
ls t
o o
ther
agen
cies
are
m
anag
ed
3.4
Support
use
of ea
rly
inte
rven
tions
to p
rom
ote
posi
tive
outc
om
es for
child
ren a
nd y
oung p
eople
’s
dev
elopm
ent
3.5
Le
ad t
he
imple
men
tation o
f a
per
sonal
ised
pro
gra
mm
e of su
pport
for
child
ren o
r yo
ung p
eople
4
Be
able
to e
valu
ate
pro
gra
mm
es f
or
child
ren
or
young p
eople
req
uirin
g
dev
elopm
enta
l su
pport
4.1
Rev
iew
pro
gra
mm
es o
f dev
elopm
enta
l su
pport
4.2
Im
ple
men
t st
rate
gie
s fo
r im
pro
vem
ent
for
pro
gra
mm
es o
f dev
elopm
ent
support
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
50
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to lea
d a
nd
pro
mote
support
for
child
ren e
xper
ienci
ng
tran
sitions
5.1
Exp
lain
how
evi
den
ce-b
ased
pra
ctic
e ca
n b
e use
d t
o
support
child
ren a
nd y
oung p
eople
exp
erie
nci
ng
tran
sitions
5.2
Le
ad t
he
imple
men
tation o
f ev
iden
ce-b
ase
d
pra
ctic
e to
support
child
ren o
r yo
ung p
eople
ex
per
ienci
ng t
ransi
tion
5.3
Eva
luat
e th
e im
ple
men
tation o
f ev
iden
ce-b
ased
pra
ctic
e to
support
child
ren o
r yo
ung p
eople
ex
per
ienci
ng t
ransi
tions
6
Be
able
to lea
d p
osi
tive
beh
avio
ur
support
6.1
Support
use
of ev
iden
ce-b
ase
d p
ract
ice
with
child
ren a
nd y
oung p
eople
to e
nco
ura
ge
posi
tive
beh
avio
ur
6.2
Critica
lly e
valu
ate
diffe
rent
appro
aches
to
support
ing p
osi
tive
beh
avio
ur
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
51
Unit 4: Develop and Implement Policies and Procedures to Support the Safeguarding of Children and Young People
Unit code: CCLD MU 5.4
Unit reference number: A/601/9370
QCF level: 5
Credit value: 6
Guided learning hours: 26
Unit summary
This unit is designed to prepare learners to develop and implement policies and procedures for safeguarding children and young people.
Assessment requirements
This unit needs to be assessed in line with Skills for Care and Development’s QCF Assessment Principles.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
52
Content
1 Understand the impact of current legislation that underpins the safeguarding of children and young people
Legislation underpinning safeguarding: key requirements of legislation relevant to own setting eg Children Act 1989, relevant sections from United Nations Convention on the Rights of the Child (UNCROC) 1989, Education Act 2002, Children Act 2004, Childcare Act 2006, Children and Young Person’s Act 2008, Borders, Citizenship and Immigration Act 2009, Local Safeguarding Children Boards (Amendment) Regulations 2010, and the implications of these for work practice and policy
Key legislation in the relevant home country: eg Children (Scotland) Act 1995, Protection of Vulnerable Groups (Scotland) Act 2007; National Assembly for Wales (Legislative Competence) (Social Welfare and Other Fields) Order 2008, Safeguarding Vulnerable Groups (Northern Ireland) Order 2007, The Sexual Offences (Northern Ireland) Order 2008 and the implications for differences in policy and practice between the countries of the UK
Day-to-day work: eg childcare practice, child protection, risk assessment, ensuring voice of child or young person is heard (advocacy service), supporting children and young people and others who may be expressing concerns, working practices that protect practitioners and children/young people
National guidelines: statutory guidance eg Working Together to Safeguard Children 2010 (revised), Guidance for Safe Working Practice for the Protection of Children and Staff in Education Settings (DfES 2005), What to do if you think a child is being abused (2006), Safeguarding children and young people who may be affected by gang activity (2010), Vetting and Barring Scheme Guidance (HM Government 2009), Framework for the Assessment of Children in Need and their Parents (2000), Common Assessment Framework (England), Parenting and Family Support: Guidance for Local Authorities in England (2010) ; non-statutory guidance eg Think Family Toolkit (DCSF 2009), Positively Safe: a guide to developing safeguarding practices (National Council of Voluntary Child Care Organisations 2005), Safeguarding children and safer recruitment in education (2006); how statutory and non-statutory guidance is used to inform policy and practice in different settings and areas of responsibility, Every Child Matters: Change for Children (DCSF 2004)
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
53
Local guidelines: Local Authority Children’s Plan, Local Safeguarding Children Board safeguarding and referral policy in your area; Data protection and information handling including the Data Protection Act 1998, Freedom of Information Act 2000; how local arrangements for information sharing between agencies and individuals operate in your setting; day-to-day work with children and young people including how the policies, procedures and work practices in your setting comply with safeguarding legislation; national and local statutory and non-statutory guidelines in relation to risk assessment (including risk to staff), advocacy and representation for children and young people, child protection, support for staff and children involved in safeguarding incidents or procedures
2 Support the review of policies and procedures for safeguarding children and young people
Inquiries and serious case reviews: the purpose of reviews of child deaths eg DCSF Research Report: A biennial analysis of serious case reviews 2003–2005 eg the Victoria Climbié enquiry Report, report into death of Baby P; how these can be used to inform policy development and good practice in own area of responsibility.
Policies and procedures for safeguarding children and young people: general policies and procedures eg job/role descriptions indicating safeguarding responsibilities and clear lines of accountability, including reporting mechanisms and procedures; safe recruitment policies, including CRB/Barring and Vetting checks; record-keeping and confidentiality policies indicating the circumstances in which confidential information should be shared; attendance registers and individual records of children’s health and developmental progress, including next of kin, GP, multi-agency involvement, family profile and named persons authorised to collect or drop off children; first-aid policy; the purpose of such policies and the contribution they make to safeguarding; safeguarding policies and procedures eg staff training policy, including safeguarding procedures, timelines, assessment, Common Assessment Framework, referral criteria and procedures, inter-agency working; procedures for providing intimate care and for dealing with allegations against staff, procedures for logging referrals/cause for concern to other agencies and documenting follow-up, procedures for documenting and logging parental engagement; safe working practices eg safe and appropriate behaviour when dealing with children and young people’s personal care; professional responsibility eg role modelling, whistle blowing, duty of care during off-site visits, safe arrangements for photographic and video representation of children and young people
Monitoring and review: timetable for monitoring policy eg in line with national or local changes to legislation or guidance; mechanisms for evaluating and reviewing policy; liaising with other statutory, voluntary and community organisations supporting children and young people within the local area to inform review of policies, including Local Authority Social Services, Foster Care organisations, NSPCC, health visiting and school/specialist community nursing service, GP, teaching and support services staff in school, psychology services, police and probation services
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
54
3 Implement policies and procedures for safeguarding children and young people
Implementing safeguarding policies and procedures: eg ensuring copies of safeguarding policies and procedures are available to staff; the importance of leading by example; training and mentoring staff; raising awareness of possible physical, emotional and social indicators suggesting abuse or neglect; working with parents and other agencies involved with individual children
Supporting other practitioners: arranging and delivering training; observing, coaching and mentoring practitioners; raising awareness of best practice and ensuring policies and procedures are understood and followed; being aware of alternative approaches and the importance of keeping self and others up to date with new and emerging practice
4 Lead practice in supporting children and young people’s wellbeing and resilience
Promoting wellbeing and resilience: understanding and showing others how children and young people demonstrate wellbeing and resilience; the actions that can be taken by childcare practitioners to encourage and promote the development of resilience; the importance of taking opportunities to demonstrate to others how resilience and emotional wellbeing are supported through daily interactions with children and young people and why this is important to safeguarding by helping children and young people protect themselves
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
55
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
curr
ent
legis
lation t
hat
under
pin
s th
e sa
feguar
din
g o
f ch
ildre
n
and y
oung p
eople
1.1
O
utlin
e th
e cu
rren
t le
gis
lation t
hat
under
pin
s th
e sa
feguar
din
g o
f ch
ildre
n a
nd y
oung p
eople
within
ow
n U
K h
om
e nat
ion
1.2
Eva
luat
e how
nat
ional an
d loca
l guid
elin
es,
polic
ies
and p
roce
dure
s fo
r sa
feguar
din
g a
ffec
t day-
to-d
ay
work
with c
hild
ren a
nd y
oung p
eople
1.3
Exp
lain
how
the
pro
cess
es u
sed b
y ow
n w
ork
se
ttin
g c
om
ply
with leg
isla
tion t
hat
cove
rs d
ata
pro
tect
ion,
info
rmat
ion h
andlin
g a
nd s
har
ing
2
Be
able
to s
upport
the
revi
ew o
f polic
ies
and
pro
cedure
s fo
r sa
feguar
din
g c
hild
ren a
nd
young p
eople
2.1
In
vest
igat
e w
hy
inquirie
s an
d s
erio
us
case
rev
iew
s ar
e re
quired
and h
ow
shar
ing o
f findin
gs
aff
ects
pra
ctic
e
2.2
Id
entify
the
polic
ies
and p
roce
dure
s re
quired
in t
he
work
set
ting for
safe
guar
din
g c
hild
ren a
nd y
oung
peo
ple
2.3
D
evel
op t
he
pro
cess
for
revi
ewin
g t
he
pro
cess
for
safe
guar
din
g p
olic
ies
and p
roce
dure
s
2.4
Eva
luat
e th
e im
pac
t of a c
hild
/young p
erso
n–
centr
ed a
ppro
ach t
o s
afeg
uar
din
g o
n p
olic
ies
and
pro
cedure
s
2.5
Li
aise
with d
iffe
rent
org
anis
ations
as
part
of th
e dev
elopm
ent
or
revi
ew p
roce
ss o
f polic
ies
and
pro
cedure
s fo
r sa
feguar
din
g c
hild
ren a
nd y
oung
peo
ple
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
56
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to im
ple
men
t polic
ies
and p
roce
dure
s fo
r sa
feguar
din
g c
hild
ren
and y
oung p
eople
3.1
Support
the
imple
men
tation o
f polic
ies
and
pro
cedure
s fo
r sa
feguar
din
g c
hild
ren a
nd y
oung
peo
ple
3.2
M
ento
r an
d s
upport
oth
er p
ract
itio
ner
s to
dev
elop
the
skill
s to
safe
guard
child
ren a
nd y
oung p
eople
4
Be
able
to lea
d p
ract
ice
in
support
ing c
hild
ren a
nd
young p
eople
’s w
ellb
eing
and r
esili
ence
4.1
Ju
stify
how
pro
moting w
ellb
eing a
nd r
esili
ence
su
pport
s th
e sa
feguard
ing o
f ch
ildre
n a
nd y
oung
peo
ple
4.2
Rev
iew
how
child
ren o
r yo
ung p
eople
’s r
esili
ence
an
d w
ellb
eing a
re s
upport
ed in o
wn w
ork
set
ting
4.3
Support
oth
ers
to u
nder
stan
d t
he
import
ance
of
wel
lbei
ng a
nd r
esili
ence
in t
he
conte
xt o
f sa
feguar
din
g
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
57
Unit 5: Professional Practice in Children’s Care, Learning and Development
Unit code: CCLD MU 5.6
Unit reference number: R/602/3456
QCF level: 5
Credit value: 6
Guided learning hours: 42
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required in the development of professional practice in children’s care, learning and development.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
58
Content
1 Understand the values, principles and statutory frameworks that underpin service provision in children’s care, learning and development
Analyse values and principles: eg the links between the values and principles embedded in the National Occupational Standards (NOS) for Children’s Care, Learning & Development, including the paramountcy principle; the Seven Core Aims for Children and Young People distilled from the United Nations Convention on the Rights of the Child (UNCROC) and adopted by the Welsh Assembly Government (WAG) to underpin all work with children and young people in Wales; how the UNCROC also applies in Northern Ireland; the relevant 10– year childcare strategies in the home countries of the UK
Statutory Frameworks: eg the relationships between the National Minimum Standards for childcare and the National Service Frameworks for Children and Maternity Services; how childcare is regulated and inspected eg Care and Social Services Inspectorate, Wales (CSSIW), the Early Years Teams within Northern Ireland Health and Social Care Trusts, Ofsted and the relevant legislation that underpins these inspection regimes
2 Be able to implement values, principles and statutory frameworks that underpin service provision in children’s care, learning and development
Methods of implementation: eg how to develop policies that implement safeguarding arrangements in the different home countries such as the role of the Local Area Safeguarding Boards in England and their equivalent Trusts Gateway Teams in Northern Ireland, how and when they should be contacted and by whom; how to align policies and practice with eg the Standards for Child Protection Services (NI), best practice guidelines eg Children Order Advisory Committee (COAC), the All Wales Child Protection Procedures. Policies relating to inclusion, health and safety, risk assessment, safe recruiting eg Choosing Well – a guide to safe recruitment (Care Council for Wales), Rights in Action: Implementing Children and Young People’s Rights in Wales
Curriculum frameworks: eg how to deliver the Early Years Curriculum Framework and country–specific curricula such as the Framework for Children’s Learning for 3–7 year olds in Wales; National Curriculum Foundation Stage Northern Ireland
Supporting others: eg how to identify where colleagues and childcare practitioners can improve their practice by implementing values and principles in their everyday work with children, modelling different approaches and sharing best practice during regular staff evaluation and reflective practice sessions or supervision
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
59
3 Be able to implement policies and procedures for sharing information
Developing and using policies and procedures: eg how to agree the principles for sharing information and best practice with other organisations, developing joint policies to support integrated and multi-agency working and why this is necessary, knowing how to develop policies that implement key aspects of legislation in line with local area agreements relating to information sharing and childcare provision. Knowing how to use research, reports, case studies and information to develop policies, sharing skills, sources and best practice with colleagues and others; understanding the key features of an effective policy
Evaluating and modifying policies and procedures: eg how to develop and use evaluation criteria for policies and procedures, including a schedule for review and under what circumstances the schedule should be overridden eg unforeseen incidents. How to ensure that procedures for information sharing are followed eg by incorporating review into personal development plans and supervision
4 Be able to engage others in reflective practice
Models of reflective practice: eg the difference between reflection in action and reflection on action (Edgar Schon; Atkins & Murphy 1994), Stage based model (Gibbs 6 stage Framework) and Borton’s Framework Guiding Reflective Activities (1970); the similarities between them revealing core activities for reflective practice
Using and supporting reflective practice in the setting: eg how to encourage colleagues to engage with reflective practice eg through co-working and supervision; encouraging descriptive accounts and narrative, considering actions and responses and ways of modifying behaviours to achieve desired outcomes; methods of capturing reflective practice to use as a learning tool eg written accounts/narratives, audio documentation, guided discussions, reflective diaries
5 Be able to evaluate own professional practice in children’s care, learning and development
Evaluation tools: how to use standards and objective criteria to assess own performance and practice eg occupational standards, best practice guidelines (Social Care Institute of Excellence SCIE), professional standards and guidelines, professional supervision. How to use the outcomes of reflective practice to inform evaluation; how to develop a plan for evaluation
Influencing outcomes: how use children’s records and your own reflective practice log to evaluate the extent to which your professional performance influences the outcomes for children eg making the links between work activities such as planning, observation, interaction with children and parents and children’s developmental progress
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
60
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
valu
es,
princi
ple
s an
d s
tatu
tory
fr
amew
ork
s th
at
under
pin
se
rvic
e pro
visi
on in
child
ren’s
car
e, lea
rnin
g
and d
evel
opm
ent
1.1
Anal
yse
how
val
ues
, princi
ple
s an
d s
tatu
tory
fr
amew
ork
s under
pin
ser
vice
pro
visi
on in c
hild
ren’s
ca
re,
lear
nin
g a
nd d
evel
opm
ent
in U
K h
om
e nat
ion
2
Be
able
to im
ple
men
t va
lues
, princi
ple
s an
d
stat
uto
ry fra
mew
ork
s th
at
under
pin
ser
vice
pro
visi
on
in c
hild
ren’s
car
e, lea
rnin
g
and d
evel
opm
ent
2.1
Im
ple
men
t in
ow
n s
etting,
valu
es a
nd p
rinci
ple
s th
at u
nder
pin
ser
vice
pro
visi
on
2.2
Im
ple
men
t in
ow
n s
etting,
stat
uto
ry f
ram
ework
s th
at u
nder
pin
ser
vice
pro
visi
on
2.3
Support
oth
ers
to im
ple
men
t va
lues
and p
rinci
ple
s th
at u
nder
pin
ser
vice
pro
visi
on
3
Be
able
to im
ple
men
t polic
ies
and p
roce
dure
s fo
r sh
arin
g info
rmat
ion
3.1
Exp
lain
how
polic
ies
and p
roce
dure
s fo
r sh
arin
g
info
rmat
ion a
re d
evel
oped
3.2
Eva
luat
e th
e ef
fect
iven
ess
of polic
ies
and
pro
cedure
s fo
r sh
aring info
rmation
3.3
M
ake
reco
mm
endat
ions
for
chan
ges
to p
olic
ies
and
pro
cedure
s fo
r sh
aring info
rmation
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
61
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to e
ngag
e oth
ers
in r
efle
ctiv
e pra
ctic
e 4.1
Anal
yse
the
use
of m
odel
s of re
flec
tive
pra
ctic
e in
ow
n s
etting
4.3
M
odel
the
use
of:
–
Ref
lect
ion o
n p
ract
ice
–
Ref
lect
ion in p
ract
ice
4.3
Contr
ibute
to a
culture
that
nurt
ure
s re
flec
tive
pra
ctic
e
4.4
Support
oth
ers
to e
ngag
e in
ref
lect
ive
pra
ctic
e
5
Be
able
to e
valu
ate
ow
n
pro
fess
ional
pra
ctic
e in
ch
ildre
n’s
car
e, lea
rnin
g
and d
evel
opm
ent
5.1
Eva
luat
e how
ow
n p
rofe
ssio
nal
pra
ctic
e has
influen
ced o
utc
om
es for
child
ren
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
62
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
63
Unit 6: Develop Health and Safety and Risk Management Policies, Procedures and Practices in Health and Social Care or Children and Young People’s Settings
Unit code: M1
Unit reference number: K/602/3172
QCF level: 5
Credit value: 5
Guided learning hours: 33
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for Health and Safety and Risk Management, including the development of policies, procedures and practices in health and social care or children and young people’s settings.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
64
Content
1 Understand the current legislative framework and organisational health, safety and risk management policies, procedures and practices that are relevant to health and social care or children and young people’s settings
The legislative framework for health and safety: understanding the framework; the difference between acts and regulations and the roles and responsibilities of the Health and Safety Executive (HSE); role of service managers and team leaders, employees and service users under the law eg Health and Safety at Work Act 1974 and the Management of Health and Safety Regulations 1999 (amended 2003); RIDDOR 1995; COSHH 1994 (amended 2002); Manual Handling Operations 1992; Food Safety Act 1990 and Food Hygiene Regulations 2006; Regulatory Reform (Fire Safety) Order (FSO) 2005
The contribution of policies, procedures and practices to health and safety: how organisational policies support the implementation of the legislation; how work practices are influenced by the legislation and how the way in which procedures are developed is influenced by legislation in own work setting in relation to health, safety and risk management
2 Be able to implement and monitor compliance with health, safety and risk management requirements in health and social care or children and young people’s settings
Supporting compliance: the importance of being a role model for health and safety compliance and what this means for practice
Supporting others: supporting colleagues and practitioners, individuals and their carers/significant others, and visitors to the setting, including inspectors and regulators to comply with health and safety requirements, including policies, practices and procedures through advising, mentoring, coaching, training
Monitoring compliance: how to identify non-compliance and the correct action to take in different circumstances eg what to do when observing a colleague failing to follow food hygiene policy or failing to place hazard notices during cleaning procedures
Completing records: how to develop and implement reporting procedures in line with legislation and the requirements of the organisation
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
65
3 Be able to lead the implementation of policies, procedures and practices to manage risk to individuals and others in health and social care or children and young people’s settings
Developing and implementing risk assessment and risk management policies: implementing the five steps to planning a risk assessment; understanding how risk assessment is used in the development of policies, procedures and practices in health and social care or childcare services, including the relationship to safeguarding
Working with individuals and others to assess and manage potential risks and hazards: working with a range of other people and organisations to assess potential risks, identify hazards and develop policies to manage risk in your area of responsibility eg individuals accessing care or support, workers/practitioners, carers, significant others, visitors to the work setting, Local Area Safeguarding Boards or equivalent, carers and domiciliary workers, personal assistants
4 Be able to promote a culture where needs and risks are balanced with health and safety practice in health and social care or children and young people’s settings
Balancing management of risks with individual rights: understanding how to raise awareness of the importance of risk taking to the development of independence, health and wellbeing of individuals in own setting; understanding how to identify opportunities to promote independence and develop a culture where individuals can take calculated risks while remaining safe
Working with individuals and others: taking action to help others understand the importance of a balance between risks and individual rights, including the concept of calculated risk (risk assessment)
Evaluating own practice: through reflective action; analysing the benefits for improved practice of supporting colleagues and others to assess and manage risk
Supporting others: encouraging others to reflect on their practice in relation to risk management
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
66
5 Be able to improve health, safety and risk management policies, procedures and practices in health and social care or children and young people’s settings
Obtaining feedback: eg from staff, individuals, carers, significant others, domiciliary workers
Evaluating policies: setting up an evaluation cycle for health and safety policy review
Identifying improvements: keeping up to date with health and safety issues, identifying methods of updating staff
Recommending changes: recommending changes to policies, procedures or practice in the context of new and emerging health, safety and risk management issues eg staff changes
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
67
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
curr
ent
legis
lative
fra
mew
ork
and
org
anis
atio
nal
hea
lth,
safe
ty a
nd r
isk
man
agem
ent
polic
ies,
pro
cedure
s and p
ract
ices
th
at a
re r
elev
ant
to
hea
lth,
and s
oci
al ca
re o
r ch
ildre
n a
nd y
oung
peo
ple
’s s
ettings
1.1
Exp
lain
the
legis
lative
fra
mew
ork
for
hea
lth,
safe
ty
and r
isk
man
agem
ent
in t
he
work
set
ting
1.2
Anal
yse
how
polic
ies,
pro
cedure
s an
d p
ract
ices
in
ow
n s
etting m
eet
hea
lth,
safe
ty a
nd r
isk
man
agem
ent
requirem
ents
2
Be
able
to im
ple
men
t an
d
monitor
com
plia
nce
with
hea
lth,
safe
ty a
nd r
isk
man
agem
ent
requirem
ents
in h
ealth
and s
oci
al ca
re o
r ch
ildre
n
and y
oung p
eople
’s
sett
ings
2.1
D
emonst
rate
com
plia
nce
with h
ealth,
safe
ty a
nd
risk
man
agem
ent
pro
cedure
s
2.2
Support
oth
ers
to c
om
ply
with leg
isla
tive
and
org
anis
atio
nal
hea
lth,
safe
ty a
nd r
isk
man
agem
ent
polic
ies,
pro
cedure
s and p
ract
ices
rel
evan
t to
thei
r w
ork
2.3
Exp
lain
the
actions
to t
ake
when
hea
lth,
safe
ty a
nd
risk
man
agem
ent,
pro
cedure
s and p
ract
ices
are
not
bei
ng c
om
plie
d w
ith
2.4
Com
ple
te r
ecord
s an
d r
eport
s on h
ealth,
safe
ty a
nd
risk
man
agem
ent
issu
es a
ccord
ing t
o leg
isla
tive
an
d o
rgan
isat
ional
req
uirem
ents
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
68
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to lea
d t
he
imple
men
tation o
f polic
ies,
pro
cedure
s and
pra
ctic
es t
o m
anag
e risk
to
indiv
idual
s an
d o
ther
s in
hea
lth a
nd s
oci
al ca
re
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
3.1
Contr
ibute
to d
evel
opm
ent
of polic
ies,
pro
cedure
s an
d p
ract
ices
to iden
tify
, ass
ess
and m
anage
risk
to
indiv
idual
s an
d o
ther
s
3.2
W
ork
with indiv
idual
s an
d o
ther
s to
ass
ess
pote
ntial
risk
s an
d h
azar
ds
3.3
W
ork
with indiv
idual
s an
d o
ther
s to
man
age
pote
ntial
ris
ks a
nd h
aza
rds
4
Be
able
to p
rom
ote
a
culture
wher
e nee
ds
and
risk
s ar
e bal
ance
d w
ith
hea
lth a
nd s
afe
ty p
ract
ice
in h
ealth a
nd s
oci
al ca
re
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
4.1
W
ork
with indiv
idual
s to
bal
ance
the
man
agem
ent
of risk
with indiv
idual rights
and t
he
view
s of oth
ers
4.2
W
ork
with indiv
idual
s an
d o
ther
s to
dev
elop a
bal
ance
d a
ppro
ach
to r
isk
man
agem
ent
that
take
s in
to a
ccount
the
ben
efits
for
indiv
idual
s of risk
ta
king
4.3
Eva
luat
e ow
n p
ract
ice
in p
rom
oting a
bal
ance
d
appro
ach
to r
isk
man
agem
ent
4.4
Anal
yse
how
hel
pin
g o
ther
s to
under
stan
d t
he
bal
ance
bet
wee
n r
isk
and r
ights
im
pro
ves
pra
ctic
e
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
69
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to im
pro
ve h
ealth,
safe
ty a
nd r
isk
man
agem
ent
polic
ies,
pro
cedure
s and p
ract
ices
in
hea
lth a
nd s
oci
al ca
re
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
5.1
O
bta
in fee
dbac
k on h
ealth,
safe
ty a
nd r
isk
man
agem
ent
polic
ies,
pro
cedure
s an
d p
ract
ices
fr
om
indiv
idual
s an
d o
ther
s
5.2
Eva
luat
e th
e hea
lth,
safe
ty a
nd r
isk
man
agem
ent
polic
ies,
pro
cedure
s and p
ract
ices
within
the
work
se
ttin
g.
5.3
Id
entify
are
as o
f polic
ies,
pro
cedure
s an
d p
ract
ices
th
at n
eed im
pro
vem
ent
to e
nsu
re s
afe
ty a
nd
pro
tect
ion in t
he
work
set
ting
5.4
Rec
om
men
d c
han
ges
to p
olic
ies,
pro
cedure
s an
d
pra
ctic
es t
hat
ensu
re s
afe
ty a
nd p
rote
ctio
n in t
he
work
set
ting
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
70
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
71
Unit 7: Work in Partnership in Health and Social Care or Children and Young People’s Settings
Unit code: M2C
Unit reference number: A/602/3189
QCF level: 4
Credit value: 4
Guided learning hours: 26
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to implement and promote effective partnership working.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in the work setting.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
72
Content
1 Understand partnership working
Effective partnership working: placing individuals accessing care or services at the centre; shared purpose and vision; common purpose to improve individuals’ lives; other features eg trust, empathy, respect for the skills and contribution of colleagues, communication, realistic expectations, clear objectives, honesty; working to agreed practices; maintenance of balance between task and relationship orientation; effective listening skills; Team Role Theory, (Belbin 1970s), avoidance of groupthink, (Janis, 1960), avoidance of social loafing; supportive approach
Importance of partnership working: importance for improved outcomes for individuals accessing services; maintenance of trust; promotion of the communication cycle; achievement of objectives; maximum utilisation of expertise; reduced duplication of tasks and services; shared responsibilities; meeting common objectives; integrated workforce agenda; shared skills and knowledge; colleagues eg social care support workers, nurses, managers; other types of staff within the setting eg kitchen workers, domestic staff; other professionals eg workers from other agencies or organisations, advocates, independent visitors; others eg individuals, children and young people, families, carers, friends of the individual, advocates
Effects on outcomes: improved quality of support for users of services; dissemination of good practice; a coordinated approach to service delivery; reduced duplication of services; reduced professional isolation; minimisation of barriers to communication; delivery of flexible services centred on individual needs
Overcoming barriers: shared goals and objectives; recognition of shared aims; continuing communication; involving individuals in key decisions; early intervention; sharing of information; understanding of respective roles, responsibilities and expertise; shared use of language/ terminology; clear rationale for joint working; commitment to partnership; joint training; agreed joint protocols; informal meetings, networking and team-building activities; recognition of the contribution of others
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73
2 Be able to establish and maintain working relationships with colleagues
Own role when working with colleagues: maintenance of professional approach; upholding sector principles and values; willingness to share concerns; recognition of own limitations; sharing relevant information; completion of own tasks; reporting concerns to colleagues, managers, others; Tuckman’s stages
Common objectives: negotiation; compromise; clear communication; setting goals and targets; users of services at the centre of planning; open approach
Evaluation of own working relationship: self-appraisal; acceptance of feedback; measurement against set targets; review of objectives
Dealing with conflict: openness and honesty; identification of issues; establishment of common ground; formulation of points of agreement; equalisation of power; pursuance of common goals; use of third parties to aid negotiation; non-judgemental approach; self-appraisal
3 Be able to establish and maintain working relationships with other professionals
Own role and responsibilities: other professionals eg workers from other agencies or organisations, advocates, independent visitors; upholding sector principles and values; maintenance of a professional approach; providing flexible services centred on individual; sharing of information; respect for the skills, roles and responsibilities of other professionals; recognition of limits of own role; adherence to protocols, procedures and practices; effective recording and storing of information; avoidance of jargon/acronyms; proactive initiation of necessary actions; confidence to challenge where appropriate; stating own judgements assertively; know requirements of own role and responsibilities; sharing relevant information; timely communication
Procedures for effective working relationships: establishment of common objectives, goals and targets; use of established tools, processes and procedures
Agree common objectives: use of SMART, (Specific, Measurable, Achievable, Realistic, Time) objectives; realistic approach; maintain standards; clarify understanding; avoidance of jargon/acronyms; recognition of boundaries of own role and responsibilities; clear communication
Dealing with conflict: identification of issues; establishment of common ground; equalisation of power where appropriate; use of third parties to aid negotiation; appropriate challenge; listening skills, empathy; self-appraisal
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
74
4 Be able to work in partnership with others
Importance of working in partnership with others: others, eg individuals, children and young people, families, carers, friends of the individual, advocates; user of services at the centre of the process; use of information from the individual’s social circle; person-centred approach to care and support; recognition of individual within their community; promotion of the individual’s wellbeing; holistic approaches
Procedures for effective working relationships: establishing a shared understanding; setting boundaries eg confidentiality, involvement in delivery of support and care; promotion of problem solving; mechanisms for managing potential areas of conflict; regular communication; recording and storing of information; individual at the centre of the process
Agree common objectives: use of SMART objectives; individual at the centre of the process; recognition of boundaries of own role and responsibilities; reference to objectives and guidelines for setting objectives; recording of information; agreed agendas
Evaluate procedures: monitor and review process; measured against set outcomes; impact on individuals
Dealing with conflict: identification of issues; establishment of common ground; non-judgemental approach; self-appraisal; equalisation of power where appropriate; formulation of points of agreement; listening skills; empathy; use of third parties for arbitration
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
75
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d p
artn
ersh
ip
work
ing
1.1
Id
entify
the
featu
res
of ef
fect
ive
par
tner
ship
w
ork
ing
1.2
Exp
lain
the
import
ance
of
par
tner
ship
work
ing w
ith
–
colle
agues
–
oth
er p
rofe
ssio
nal
s
–
oth
ers
1.3
Anal
yse
how
par
tner
ship
work
ing d
eliv
ers
bet
ter
outc
om
es
1.4
Exp
lain
how
to o
verc
om
e barr
iers
to p
art
ner
ship
w
ork
ing
2
Be
able
to e
stab
lish a
nd
mai
nta
in w
ork
ing
rela
tionsh
ips
with
colle
agues
2.1
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
in w
ork
ing
with c
olle
agues
2.2
D
evel
op a
nd a
gre
e co
mm
on o
bje
ctiv
es w
hen
w
ork
ing w
ith c
olle
agues
2.3
Eva
luat
e ow
n w
ork
ing r
elat
ionsh
ips
with c
olle
agues
2.4
D
eal co
nst
ruct
ivel
y w
ith a
ny
conflic
t th
at m
ay a
rise
w
ith c
olle
agues
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
76
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to e
stab
lish a
nd
mai
nta
in w
ork
ing
rela
tionsh
ips
with o
ther
pro
fess
ional
s
3.1
Exp
lain
ow
n r
ole
and r
esponsi
bili
ties
in w
ork
ing
with o
ther
pro
fess
ional
s
3.2
D
evel
op p
roce
dure
s fo
r ef
fect
ive
work
ing
rela
tionsh
ips
with o
ther
pro
fess
ionals
3.3
Agre
e co
mm
on o
bje
ctiv
es w
hen
work
ing w
ith o
ther
pro
fess
ional
s w
ithin
the
boundaries
of ow
n r
ole
and
resp
onsi
bili
ties
3.4
Eva
luat
e pro
cedure
s fo
r w
ork
ing w
ith o
ther
pro
fess
ional
s
3.5
D
eal co
nst
ruct
ivel
y w
ith a
ny
conflic
t th
at m
ay a
rise
w
ith o
ther
pro
fess
ional
s
4
Be
able
to w
ork
in
par
tner
ship
with o
ther
s
4.1
Anal
yse
the
import
ance
of w
ork
ing in p
artn
ersh
ip
with o
ther
s
4.2
D
evel
op p
roce
dure
s fo
r ef
fect
ive
work
ing
rela
tionsh
ips
with o
ther
s
4.3
Agre
e co
mm
on o
bje
ctiv
es w
hen
work
ing w
ith
oth
ers
within
the
boundar
ies
of ow
n r
ole
and
resp
onsi
bili
ties
4.4
Eva
luat
e pro
cedure
s fo
r w
ork
ing w
ith o
ther
s
4.5
D
eal co
nst
ruct
ivel
y w
ith a
ny
conflic
t th
at m
ay a
rise
w
ith o
ther
s
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
77
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
78
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
79
Unit 8: Use and Develop Systems that Promote Communication
Unit code: SHC 51
Unit reference number: F/602/2335
QCF level: 5
Credit value: 3
Guided learning hours: 24
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to develop communication systems for meeting individual outcomes and promoting partnership working. The unit explores the challenges and barriers to communication and the importance of effective management of information.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 1, 2, 3 and 4 must be assessed in the work setting.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
80
Content
1 Be able to address the range of communication requirements in own role
Groups and individuals: clients; families; advocates; internal staff; liaising with external agencies eg Care Quality Commission, health professionals, social services
Methods of communication: verbal; non-verbal eg signs, pictorial, written, electronic, assisted; personal; organisational; formal; informal; promotional; informative
Support: empowerment; promotion of rights; maintaining confidentiality; personalisation
Barriers and challenges: type of communication eg difficult, complex, sensitive; language needs/preferences; disability; personality; environment; time; self-esteem and self-image of others; anxiety; depression; assumptions; cultural differences; value and belief systems; stereotypes; use and abuse of power; attitude; assertiveness, aggressiveness, submissiveness; responses to behaviour; effects on identity
2 Be able to improve communication systems and practices that support positive outcomes for individuals
Communication systems: internal eg records, handovers, client files, staff meetings; external eg multi-agency working, shared records, email, electronic files, fax, face to face
Effectiveness of existing communication systems and practices: maintaining confidentiality; complying with legal requirements eg Essential Standards for Safety and Quality; meeting organisational requirements
Propose improvements to communication systems and practices to address any shortcomings: proposals in meetings through written or oral communication; shortcomings eg in shared access with multi-agency working; who can have access and when this is appropriate; maintaining accurate records eg ensuring all information is documented in full and accurately
Lead the implementation of revised communication systems and practices: communicating with staff on change through team meetings; involving and listening to ideas and problems; finding solutions; being able to compromise; alleviating anxieties of others; designating new roles, responsibilities and practices
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
81
3 Be able to improve communication systems to support partnership working
Use communication systems to promote partnership working: shared records eg electronic, written, email, fax, face to face; working effectively together with people eg professionals, agencies and organisations to enhance the wellbeing of people and support positive and improved outcomes
Compare the effectiveness of different communications systems for partnership working: computerised systems; shared records and access; power issue eg who has access and who is excluded; faster response and retrieval of information; increased frequency with which information is collected and shared; standardisation across partnership working
Propose improvements to communication systems for partnership working: proposals in meetings through written or oral communication; liaising with external partners through meetings; involving and listening to ideas and problems; finding solutions; being able to compromise; alleviating anxieties of others
4 Be able to use systems for effective information management
Explain legal and ethical tensions between maintaining confidentiality and sharing information: Data Protection Act 1998; CQC Essential Standards on Safety and Quality; ethical issues when to share information; who to share with; when to maintain confidentiality
Analyse the essential features of information-sharing agreements within and between organisations: who can access records and who is excluded; circumstances for sharing information; boundaries to agreement
Demonstrate use of information management systems that meet legal and ethical requirements: Data Protection Act 1998; CQC Essential Standards on Safety and Quality; maintenance of records; positive promotion of individual rights; advocacy; work practices; putting the patient/service user at the heart of service provision
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
82
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to a
ddre
ss t
he
range
of
com
munic
atio
n
requirem
ents
in o
wn r
ole
1.1
Rev
iew
the
range
of
gro
ups
and indiv
idual
s w
hose
co
mm
unic
atio
n n
eeds
must
be
addre
ssed
in o
wn
job r
ole
1.2
Exp
lain
how
to s
upport
effec
tive
com
munic
atio
n
within
ow
n job r
ole
1.3
Anal
yse
the
bar
rier
s an
d c
halle
nges
to
com
munic
atio
n w
ithin
ow
n job r
ole
1.4
Im
ple
men
t a
stra
tegy
to o
verc
om
e co
mm
unic
atio
n
bar
rier
s
1.5
U
se d
iffe
rent
mea
ns
of
com
munic
atio
n t
o m
eet
diffe
rent
nee
ds
2
Be
able
to im
pro
ve
com
munic
atio
n s
yste
ms
and p
ract
ices
that
support
posi
tive
outc
om
es for
indiv
idual
s
2.1
M
onitor
the
effe
ctiv
enes
s of co
mm
unic
atio
n
syst
ems
and p
ract
ices
2.2
Eva
luat
e th
e ef
fect
iven
ess
of ex
isting
com
munic
atio
n s
yste
ms
and p
ract
ices
2.3
Pr
opose
im
pro
vem
ents
to c
om
munic
atio
n s
yste
ms
and p
ract
ices
to a
ddre
ss a
ny
short
com
ings
2.4
Le
ad t
he
imple
men
tation o
f re
vise
d c
om
munic
atio
n
syst
ems
and p
ract
ices
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
83
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to im
pro
ve
com
munic
atio
n s
yste
ms
to
support
part
ner
ship
w
ork
ing
3.1
U
se c
om
munic
atio
n s
yste
ms
to p
rom
ote
par
tner
ship
work
ing
3.2
Com
par
e th
e ef
fect
iven
ess
of diffe
rent
com
munic
atio
ns
syst
ems
for
par
tner
ship
work
ing
3.3
Pr
opose
im
pro
vem
ents
to c
om
munic
atio
n s
yste
ms
for
par
tner
ship
work
ing
4
Be
able
to u
se s
yste
ms
for
effe
ctiv
e in
form
ation
man
agem
ent
4.1
Exp
lain
leg
al a
nd e
thic
al t
ensi
ons
bet
wee
n
mai
nta
inin
g c
onfiden
tial
ity
and s
har
ing info
rmat
ion
4.2
Anal
yse
the
esse
ntial
fea
ture
s of in
form
atio
n
shar
ing a
gre
emen
ts w
ithin
and b
etw
een
org
anis
atio
ns
4.3
D
emonst
rate
use
of
info
rmation m
anag
emen
t sy
stem
s th
at m
eet
legal
and e
thic
al r
equirem
ents
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
84
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
85
Unit 9: Promote Professional Development
Unit code: SHC 52
Unit reference number: L/602/2578
QCF level: 4
Credit value: 4
Guided learning hours: 33
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in the work setting.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
86
Content
1 Understand principles of professional development
Improving professional development: understanding the meaning of professional practice and the need to continually improve; barriers to professional development – personal (intellectual, social, emotional), time pressures (family or other commitments), financial barriers, organisational barriers and work pressures; how these might be managed and overcome
Sources and systems of support: information sources eg books, internet; formal learning opportunities eg mentoring, appraisal and formal supervision; informal learning opportunities eg support from work colleagues; organisational support for personal development that links with business plans/organisational goals; how to recognise the most relevant sources of information and the most supportive approaches including partnership organisations
Factors to consider: how to assess the relevance of sources and systems of support in relation to personal, professional and organisational goals eg relevant journals; methods of evaluating information sources eg peer review, research, (Social Care Institute for Excellence (SCIE), National Institute for Health and Clinical Excellence (NICE), Cochrane library, NHS Information centre)
2 Prioritise goals and targets for professional development
Evaluate own knowledge and practice: how to assess own performance and how to benchmark own current practice using professional standards and operational benchmarks including codes of practice, regulations, minimum/essential standards and National Occupational Standards (NOS) eg by undertaking a personal skills inventory; how to identify personal goals and targets for improvement; how to identify and prioritise targets to meet standards eg gaps in own knowledge, skills practice; personal goals eg career progression and aspirations; personal development eg how to critically review own beliefs and values
3 Produce a personal development plan
Developing a professional development plan: how to select formal and informal learning opportunities to meet identified goals, targets and objectives for personal development eg being mentored or coached, shadowing, secondment, accredited and non-accredited courses; how to identify and consider own preferred learning style and recognise this within the plan; how to evaluate own plan eg developing a timeframe, monitoring and review of plan, collecting evidence of achievement and performance, self-assessment against targets, validating plan with chosen mentor, colleague or manager
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
87
4 Improve performance through reflective practice
Models of reflective practice: eg Schon D, Moon, J, Gibbs reflective cycle, Johns model of reflection, Atkins and Murphy’s model of reflection; feedback from others, importance of objectivity and how to achieve this; identifying reflection in practice and reflection on practice and when to use these, how reflective practice improves performance
Importance of reflective practice: links between theory and practice; how reflective practice influences future performance; reflective writing eg storyboards, diaries, tape recordings, documenting achievements and mistakes; how you can influence others through learned theories applied to practice
Evaluation: formal and informal evaluation – self-assessment using personal documentation; assessment by others eg supervisors, peer evaluation; ongoing evaluation using own criteria eg milestone assessment, against personal development plan (PDP); feeding results of evaluation into PDP to establish cycle of continuous improvement
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
88
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d p
rinci
ple
s of
pro
fess
ional
dev
elopm
ent
1.1
Exp
lain
the
import
ance
of
continual
ly im
pro
ving
know
ledge
and p
ract
ice
1.2
Anal
yse
pote
ntial
bar
rier
s to
pro
fess
ional
dev
elopm
ent
1.3
Com
par
e th
e use
of
diffe
rent
sourc
es a
nd s
yste
ms
of
support
for
pro
fess
ional
dev
elopm
ent
1.4
Exp
lain
fact
ors
to c
onsi
der
when
sel
ecting
opport
unitie
s an
d a
ctiv
itie
s fo
r ke
epin
g k
now
ledge
and p
ract
ice
up t
o d
ate
2
Be
able
to p
riori
tise
goal
s an
d t
arget
s fo
r ow
n
pro
fess
ional
dev
elopm
ent
2.1
Eva
luat
e ow
n k
now
ledge
and p
erfo
rman
ce a
gai
nst
st
andar
ds
and b
ench
mar
ks
2.2
Pr
ioritise
dev
elopm
ent
goals
and t
arget
s to
mee
t ex
pec
ted s
tandar
ds
3
Be
able
to p
repar
e a
pro
fess
ional
dev
elopm
ent
pla
n
3.1
Sel
ect
lear
nin
g o
pport
unitie
s to
mee
t dev
elopm
ent
obje
ctiv
es a
nd r
efle
ct p
erso
nal
lea
rnin
g s
tyle
3.2
Pr
oduce
a p
lan f
or
ow
n p
rofe
ssio
nal
dev
elopm
ent,
usi
ng a
n a
ppro
priat
e so
urc
e of
support
3.3
Est
ablis
h a
pro
cess
to e
valu
ate
the
effe
ctiv
enes
s of
the
pla
n
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
89
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to im
pro
ve
per
form
ance
thro
ugh
reflec
tive
pra
ctic
e
4.1
Com
par
e m
odel
s of
reflec
tive
pra
ctic
e
4.2
Exp
lain
the
import
ance
of
reflec
tive
pra
ctic
e to
im
pro
ve p
erfo
rman
ce
4.3
U
se r
efle
ctiv
e pra
ctic
e an
d f
eedbac
k fr
om
oth
ers
to
impro
ve p
erfo
rman
ce
4.4
Eva
luat
e how
pra
ctic
e has
bee
n im
pro
ved t
hro
ugh:
–
reflec
tion o
n b
est
pra
ctic
e
–
reflec
tion o
n failu
res
and m
ista
kes
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
90
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
91
Unit 10: Champion Equality, Diversity and Inclusion
Unit code: SHC 53
Unit reference number: Y/602/3183
QCF level: 5
Credit value: 4
Guided learning hours: 34
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required for a whole systems approach to equality, diversity and inclusion. The unit explores models of practice and requires demonstration of skills and understanding of systems and processes.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2 and 4 must be assessed in the work setting.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
92
Content
1 Understand diversity, equality and inclusion in own area of responsibility
Models of practice that underpin equality, diversity and inclusion in own area of responsibility: eg egalitarianism, equity, equality of opportunity, rights, privacy, individuality, independence, dignity, respect, partnerships respecting diversity, empowerment, equality of care, individual rights, individual choice, acceptance, confidentiality, redress, person-centred practice, wishes and needs, supporting privacy and dignity, allocating resources, current codes of practice, partnership working, quality assurance systems, protection from abuse and harm, support and attention for individuals, family, friends, carers, groups and communities, the European Union, local government, unions, meeting national minimum standards, responding to national initiatives, complaint procedures
Potential effects of barriers to equality and inclusion in own area of Responsibility: the law and effects on organisation when barriers exist eg breaking the law and outcomes, self-esteem, self-concept, mental health, physical health, unsafe environment, harm and abuse; critical reflection; the cycle of oppression; learned helplessness; disempowerment, diminished life chance; social exclusion; being marginalised; poor interpersonal interactions and communication; risk assessment and case for action; new organisational structures and systems; lack of group cohesiveness; differing personalities; the media; prejudice; implications of non-compliance eg financial, legal, moral, health
The impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility: as relevant eg Every Child Matters, Rights to Action, The Equal Pay Act 1975, The Disability Discrimination Act 1995, Race Relations Act 1976, The Children Act 1989, The Children Act 2004, The NHS and Community Care Act 1990, The Data Protection Act 1984, The Mental Health Act 1983, Sex Discrimination Acts 1975 and 1986, Care Standards Act 2000, Care Homes Regulations 2001, European Convention on Human Rights and Fundamental Freedoms 1950, The Convention on the Rights of the Child 1989, Human Rights Act 1998, The Disability Discrimination Act 2005, codes of practice eg Code of Practice for Social care Workers and Code of Practice for Employers of Social Care Workers, charters, Organisational Policies, The Patient’s Charter; changes to practice, development and improvement needs; inter-professional working; how legislation impacts/shapes practice through own policies and codes of practice
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
93
2 Be able to champion diversity, equality and inclusion
Promote equality, diversity and inclusion in policy and practice: articulating own values and beliefs regarding eg embracing diversity, recognising equality, respect and tolerance, non-judgemental attitudes, anti-discriminatory practice, the importance of challenging overt and covert discrimination; use of legislation; codes of practice; charters; staff training and CPD; keeping up to date with new developments; supervision; roles and accountability; quality assurance systems; record keeping; monitoring and evaluating processes; auditing; inspecting the workplace; management structure; meetings; workshops; principles of good practice; record keeping; enforcement and compliance; activities and opportunities for promotion
Challenging discrimination and exclusion in policy and practice – providing others with information about the effects of discrimination: positive and negative effects; short - and long-term effects eg health problems, unemployment, inequality; policy and practice reforms; roles and responsibilities; reduced productivity; reduced client numbers; redress
The impact of inclusion: eg self-esteem, self concept, health, equality, respect, valued; improvements eg health, recovery rate, future progress, increased productivity, effective team and partnership working, increased client numbers, successful business
The value of diversity: eg increased knowledge of other cultures, religions, age, gender, sexuality; increased opportunities; enterprise
Support others to challenge discrimination and exclusion: eg positive culture, training and CPD opportunities, own and others’ contributions, responsibilities for management of practice, a safe environment, monitor and review; dilemmas eg risk-benefit analysis, risk to self and others, resource implications, differing priorities between stakeholders/partners; promoting principles of good practice; reviewing practice; updating of policies and procedures, SWOT analysis
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
94
3 Understand how to develop systems and processes that promote diversity, equality and inclusion
How systems and processes can promote equality and inclusion or reinforce discrimination and exclusion: using relevant legislation; anti-discriminatory practice to combat eg racism, ageism, sexism; in-house policies and codes of practice; audit of practice; staff appraisals; client/family questionnaire; actions from questionnaire results; sharing good practice and partnership working
The effectiveness of systems and processes in promoting equality, diversity and inclusion in own area of responsibility: specific improvements to individual client/staff eg health, self-esteem, self-concept, staff happiness and productivity, timescales; effective communication of others’ evaluations and use of for reforms in processes and systems
Propose improvements to address gaps or shortfalls in systems and processes: plans; team meeting; roles and responsibilities; timescales; audit; policy reform; allocation of resources
4 Be able to manage the risks presented when balancing individual rights and professional duty of care
Ethical dilemmas that may arise in own area of responsibility when balancing individual rights and duty of care: confidentiality versus disclosure; protection issues relating to individuals and to communities; sharing data between professionals; conflicts between principles of good practice and the values of others; rights and responsibilities of users of the service versus care workers and others; challenging behaviour; conflict; facilitator; advocate; adviser; counsellor; mentor; personal values and beliefs; legal responsibilities of disclosure
The principle of informed choice: eg professional, family, individual, child, the elderly; enabling environment; supporting others to make informed choices about the services they receive; making an informed choice; implementing an informed choice; decision making for both short term and long term; culture; values; views; unbiased information; evidence-based information; options
Issues of individual capacity may affect informed choice: eg physical health, mental health, the law, social class, culture, religion, age, ability, gender, location, family support, carer support, social mobility, communication and interpersonal skills
Propose a strategy to manage risks when balancing individual rights and duty of care in own area of responsibility: risk assessment and appropriate procedures; action plans; team meetings; monitoring and review; relevant legislation; roles and responsibilities; partnership working to include family and friends
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
95
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d d
iver
sity
, eq
ual
ity
and incl
usi
on in
ow
n a
rea o
f re
sponsi
bili
ty
1.1
Exp
lain
model
s of pra
ctic
e th
at u
nder
pin
equal
ity,
div
ersi
ty a
nd incl
usi
on in o
wn a
rea
of re
sponsi
bili
ty
1.2
Anal
yse
the
pote
ntial ef
fect
s of
bar
rier
s to
equal
ity
and incl
usi
on in o
wn a
rea
of
resp
onsi
bili
ty
1.3
Anal
yse
the
impac
t of le
gis
lation a
nd p
olic
y in
itia
tive
s on t
he
pro
motion o
f eq
ual
ity,
div
ersi
ty
and incl
usi
on in o
wn a
rea
of
resp
onsi
bili
ty
2
Be
able
to c
ham
pio
n
div
ersi
ty,
equal
ity
and
incl
usi
on
2.1
Pr
om
ote
equal
ity,
div
ersi
ty a
nd incl
usi
on in p
olic
y an
d p
ract
ice
2.2
Chal
lenge
dis
crim
inat
ion a
nd e
xclu
sion in p
olic
y an
d
pra
ctic
e
2.3
Pr
ovi
de
oth
ers
with info
rmation a
bout:
–
the
effe
cts
of
dis
crim
inat
ion
–
the
impac
t of in
clusi
on
–
the
valu
e of div
ersi
ty
2.4
Support
oth
ers
to c
hal
lenge
dis
crim
inat
ion a
nd
excl
usi
on
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
96
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to
dev
elop s
yste
ms
and
pro
cess
es t
hat
pro
mote
div
ersi
ty,
equal
ity
and
incl
usi
on
3.1
Anal
yse
how
sys
tem
s an
d p
roce
sses
can
pro
mote
eq
ual
ity
and incl
usi
on o
r re
info
rce
dis
crim
inat
ion
and e
xclu
sion
3.2
Eva
luat
e th
e ef
fect
iven
ess
of
syst
ems
and
pro
cess
es in p
rom
oting e
qualit
y, d
iver
sity
and
incl
usi
on in o
wn a
rea
of re
sponsi
bili
ty
3.3
Pr
opose
im
pro
vem
ents
to a
ddre
ss g
aps
or
short
falls
in
sys
tem
s an
d p
roce
sses
4
Be
able
to m
anag
e th
e risk
s pre
sente
d w
hen
bal
anci
ng indiv
idual
rig
hts
an
d p
rofe
ssio
nal duty
of
care
4.1
D
escr
ibe
ethic
al d
ilem
mas
that
may
ari
se in o
wn
area
of
resp
onsi
bili
ty w
hen
bal
anci
ng indiv
idual
rights
and d
uty
of ca
re
4.2
Exp
lain
the
princi
ple
of in
form
ed c
hoic
e
4.3
Exp
lain
how
iss
ues
of
indiv
idual ca
pac
ity
may
affec
t in
form
ed c
hoic
e
4.4
Pr
opose
a s
trat
egy
to m
anag
e ri
sks
when
bal
anci
ng
indiv
idual
rig
hts
and d
uty
of ca
re in o
wn a
rea
of
resp
onsi
bili
ty
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
97
Unit 11: Lead and Manage a Team within a Health and Social Care or Children and Young People’s Setting
Unit code: LM1c
Unit reference number: H/602/3171
QCF level: 6
Credit value: 7
Guided learning hours: 46
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to lead and manage a team in a health and social care or children and young people’s setting.
Forbidden combination
This unit must not be taken with Unit 31: Understand how to Manage a Team (LM1a, D/602/3170).
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4, 5 and 6 must be assessed in the work setting.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
98
Content
1 Understand the features of effective team performance within a health and social care or children and young people’s setting
Team performance: Syer and Connolly Cycle of developing team working skills; Tuckman’s team dynamics; induction; retention of staff; allocation of workloads; Belbin’s team roles
Challenges: challenges experienced by developing teams – new members, induction, recruitment and appointment, establishing team objectives/goals, establishing team roles; challenges experienced by established teams – resistance to change, practice becomes routine; methods of overcoming challenges – listening to team members, shared responsibilities, delegating roles and responsibilities, changing workload
Management styles: Mintzberg; situational leadership; leading by example; leading by direction; democratic; laissez-faire; autocratic; consultative
Maintaining trust and accountability: use of supervision, team meetings, shared goals, delegation and allocation of roles and responsibilities; analysing methods used eg comparing outcomes to objectives/goals
Conflict: causes of conflict eg workload, lack of communication, perceived lack of appreciation, personal grievances; addressing conflict eg gathering and sharing information, listening to team members, agreeing problems, reaching consensus, building trust
2 Be able to support a positive culture within the team for a health and social care or children and young people’s setting
Positive culture: shared methods of working; communication; values and beliefs; closer working methods between organisations; valuing contribution from others; inclusiveness and openness
Own practice: sharing information; communicating; listening to others; making sure team works to common goal/objectives
Systems and processes: shared records; team meetings; supervisions and appraisals; induction and staff training
Creative and innovative methods of working: strengths and weaknesses eg problems with inter-agency working; potential issues eg communication problems, time, shared notes; advantages eg dynamic approach, person-centred care, integrated workforce agenda, urgency and priorities, co-working arrangements, rota systems, challenging routine practices
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
99
3 Be able to support a shared vision within the team for a health and social care or children and young people’s setting
Vision and strategic direction: transformational leadership; shared values; empowerment; developing other people; openness; honesty; strategic planning
Communication: through meetings; supervision and appraisals; open channels of communication; verbal; written; relationship with others
Working with others: others eg carers, significant others, other professionals, people who use services; effective communication eg listening to others, allowing input into team decisions, establishing agreed goals/objectives; motivating staff eg praise, encouragement, recognition of achievement, providing clear goals, providing learning and development opportunities
Evaluation methods: audits; reports; self-assessment of teams; team performance; feedback from individuals, families, other professionals,
4 Be able to develop a plan with team members to meet agreed objectives for a health and social care or children and young people’s setting
Team objectives: shared goals; agreed plans; access to information for all team
Skills, interests, knowledge and expertise: Honey and Mumford; use of supervision; staff development opportunities; utilisation of staff in work allocation
Planning process: involvement of individual; family; team; external agencies; agreeing plan; implementation; obtaining feedback
Sharing skills and knowledge: through mentoring; shadowing; supervision and appraisals; team meetings; effective and open communication
Agreeing roles and responsibilities: based on individual strengths; expertise; knowledge; needs of the team; needs of the service user; through meetings; supervision and appraisals
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
100
5 Be able to support individual team members to work towards agreed objectives in a health and social care or children and young people’s setting
Set personal objectives: based upon learning needs and staff development, through supervision and appraisals; comparing skills and requirements; setting SMART objectives (specific, measurable, achievable, realistic, time); realistic number of objectives
Opportunities for development and growth: personal and professional development; Continuing Professional Development; advancement of career; development of roles within the team; growth and expansion of the team
Advice and support: mentoring; shadowing; supervision and appraisal; personal development plans
Solution-focused approach: effective communication; methods to overcome challenges eg communication, participation, involvement, training, extra resources, agreement, reviewing, allocation of responsibilities, revising plans, reassessing priorities; effective use of resources, effective use of time, effective use of personnel
6 Be able to manage team performance in a health and social care or children and young people’s setting
Monitor and evaluate processes: through observation of practices; outcomes compared against objectives; feedback from service users, families, external agencies, team members
Feedback to individual: eg one-to-one meetings, supervision and appraisals, using positive and negative critique, self-assessment, reflection
Feedback to teams: types eg verbal, written, informal and formal, meetings, use of reports and audits, positive and negative critique, ensuring shared responsibility
Recognition of achievements: positive reinforcement, recognition, praise, encouragement
Performance not meeting requirements: use of constructive criticism; identifying limitation or gaps in performance; use of mentoring; supervision; identifying personal training needs; staff development; encouraging self-reflection and self-critiquing; engaging in continuous professional development
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
101
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
featu
res
of
effe
ctiv
e te
am
per
form
ance
within
a
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
etting
1.1
Exp
lain
the
featu
res
of ef
fect
ive
team
per
form
ance
1.2
Id
entify
the
challe
nges
exp
erie
nce
d b
y dev
elopin
g
team
s
1.3
Id
entify
the
challe
nges
exp
erie
nce
d b
y es
tablis
hed
te
ams
1.4
Exp
lain
how
chal
lenges
to e
ffec
tive
tea
m
per
form
ance
can
be
ove
rcom
e
1.5
Anal
yse
how
diffe
rent
man
agem
ent
styl
es m
ay
influen
ce o
utc
om
es o
f te
am p
erfo
rman
ce
1.6
Anal
yse
met
hods
of
dev
elopin
g a
nd m
ainta
inin
g:
–
trust
–
acco
unta
bili
ty
1.7
Com
par
e m
ethods
of ad
dre
ssin
g c
onflic
t w
ithin
a
team
2
Be
able
to s
upport
a
posi
tive
culture
within
the
team
for
a h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
etting
2.1
Id
entify
the
com
ponen
ts o
f a p
osi
tive
culture
within
ow
n t
eam
2.2
D
emonst
rate
how
ow
n p
ract
ice
support
s a p
osi
tive
cu
lture
in t
he
team
2.3
U
se s
yste
ms
and p
roce
sses
to s
upport
a p
osi
tive
cu
lture
in t
he
team
2.4
Enco
ura
ge
crea
tive
and innova
tive
way
s of w
ork
ing
within
the
team
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
102
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to s
upport
a
shar
ed v
isio
n w
ithin
the
team
for
a h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
etting
3.1
Id
entify
the
fact
ors
that
influen
ce t
he
visi
on a
nd
stra
tegic
direc
tion o
f th
e te
am
3.2
Com
munic
ate
the
visi
on a
nd s
trat
egic
direc
tion t
o
team
mem
ber
s
3.3
W
ork
with o
ther
s to
pro
mote
a s
har
ed v
isio
n w
ithin
th
e te
am
3.4
Eva
luat
e how
the
visi
on a
nd s
trat
egic
direc
tion o
f th
e te
am
influen
ces
team
pra
ctic
e
4
Be
able
to d
evel
op a
pla
n
with t
eam
mem
ber
s to
m
eet
agre
ed o
bje
ctiv
es f
or
a hea
lth a
nd s
oci
al ca
re o
r ch
ildre
n a
nd y
oung
peo
ple
’s s
etting
4.1
Id
entify
tea
m o
bje
ctiv
es
4.2
Anal
yse
how
the
skill
s, inte
rest
s, k
now
ledge
and
exper
tise
within
the
team
can
mee
t ag
reed
obje
ctiv
es
4.3
Fa
cilit
ate
team
mem
ber
s to
act
ivel
y par
tici
pat
e in
the
pla
nnin
g p
roce
ss
4.4
Enco
ura
ge
shar
ing o
f sk
ills
and k
now
ledge
bet
wee
n
team
mem
ber
s
4.5
Agre
e ro
les
and r
esponsi
bili
ties
with t
eam
mem
ber
s
5
Be
able
to s
upport
in
div
idual
tea
m m
ember
s to
work
tow
ards
agre
ed
obje
ctiv
es in a
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
etting
5.1
Set
per
sonal
work
obje
ctiv
es w
ith t
eam
mem
ber
s bas
ed o
n a
gre
ed o
bje
ctiv
es
5.2
W
ork
with t
eam
mem
ber
s to
iden
tify
opport
unitie
s fo
r dev
elopm
ent
and g
row
th
5.3
Pr
ovi
de
advi
ce a
nd s
upport
to t
eam
mem
ber
s to
m
ake
the
most
of id
entified
dev
elopm
ent
opport
unitie
s.
5.4
U
se a
solu
tion-f
ocu
sed a
ppro
ach t
o s
upport
tea
m
mem
ber
s to
addre
ss iden
tified
chal
lenges
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
103
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
6
Be
able
to m
anag
e te
am
per
form
ance
in a
hea
lth
and s
oci
al ca
re o
r ch
ildre
n
and y
oung p
eople
’s
sett
ing
6.1
M
onitor
and e
valu
ate
pro
gre
ss t
ow
ards
agre
ed
obje
ctiv
es
6.2
Pr
ovi
de
feed
bac
k on p
erfo
rman
ce t
o:
–
the
indiv
idual
–
the
team
6.3
Pr
ovi
de
reco
gnitio
n w
hen
indiv
idual
and t
eam
obje
ctiv
es h
ave
bee
n a
chie
ved
6.4
Exp
lain
how
tea
m m
ember
s ar
e m
anag
ed w
hen
per
form
ance
does
not
mee
t re
quirem
ents
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
104
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
105
Unit 12: Develop Professional Supervision Practice in Health and Social Care or Children and Young People’s Work Settings
Unit code: LM2c
Unit reference number: M/602/3187
QCF level: 5
Credit value: 5
Guided learning hours: 39
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to undertake professional supervision of others.
Forbidden combination
This unit must not be taken with Unit 32: Understanding Professional Supervision Practice (LM2a, H/602/3185).
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 3, 4, 5 and 6 must be assessed in the work setting.
Additional information
Agreed ways of working will include policies and procedures where these exist.
An Individual is someone accessing care or support.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
106
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
of
pro
fess
ional
super
visi
on in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
1.1
Anal
yse
the
princi
ple
s, s
cope
and p
urp
ose
of
pro
fess
ional
super
visi
on
1.2
O
utlin
e th
eories
and m
odel
s of
pro
fess
ional
super
visi
on
1.3
Exp
lain
how
the
requirem
ents
of le
gis
lation,
codes
of pra
ctic
e an
d a
gre
ed w
ays
of
work
ing influen
ce
pro
fess
ional
super
visi
on
1.4
Exp
lain
how
fin
din
gs
from
res
earc
h,
critic
al r
evie
ws
and inquirie
s ca
n b
e use
d w
ithin
pro
fess
ional
su
per
visi
on
1.5
Exp
lain
how
pro
fess
ional
super
visi
on c
an p
rote
ct
the:
–
indiv
idual
–
super
viso
r
–
super
vise
e
2
Under
stan
d h
ow
the
princi
ple
s of pro
fess
ional
su
per
visi
on c
an b
e use
d t
o
info
rm p
erfo
rmance
m
anag
emen
t in
hea
lth
and s
oci
al ca
re o
r ch
ildre
n
and y
oung p
eople
’s w
ork
se
ttin
gs
2.1
Exp
lain
the
per
form
ance
man
agem
ent
cycl
e
2.2
Anal
yse
how
pro
fess
ional
super
visi
on s
upport
s per
form
ance
2.3
Anal
yse
how
per
form
ance
indic
ators
can
be
use
d t
o
mea
sure
pra
ctic
e
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
107
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to u
nder
take
the
pre
par
ation for
pro
fess
ional
super
visi
on
with s
uper
vise
es in h
ealth
and s
oci
al ca
re o
r ch
ildre
n
and y
oung p
eople
’s w
ork
se
ttin
gs
3.1
Exp
lain
fact
ors
whic
h r
esult in a
pow
er im
bal
ance
in
pro
fess
ional
super
visi
on
3.2
Exp
lain
how
to a
ddre
ss p
ow
er im
bal
ance
in o
wn
super
visi
on p
ract
ice
3.3
Agre
e w
ith s
uper
vise
e co
nfiden
tial
ity,
boundar
ies,
ro
les
and a
ccounta
bili
ty w
ithin
the
pro
fess
ional
super
visi
on p
roce
ss
3.4
Agre
e w
ith s
uper
vise
e th
e fr
equen
cy a
nd loca
tion o
f pro
fess
ional
super
visi
on
3.5
Agre
e w
ith s
uper
vise
e so
urc
es o
f ev
iden
ce t
hat
can
be
use
d t
o info
rm p
rofe
ssio
nal
super
visi
on
3.6
Agre
e w
ith s
uper
vise
e ac
tions
to b
e ta
ken in
pre
par
ation for
pro
fess
ional
super
visi
on
4
Be
able
to p
rovi
de
pro
fess
ional
super
visi
on in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
4.1
Support
super
vise
es t
o r
efle
ct o
n t
hei
r pra
ctic
e
4.2
Pr
ovi
de
posi
tive
fee
dbac
k ab
out
the
ach
ieve
men
ts
of th
e su
per
vise
e
4.3
Pr
ovi
de
const
ruct
ive
feed
back
that
can
be
use
d t
o
impro
ve p
erfo
rman
ce
4.4
Support
super
vise
es t
o iden
tify
thei
r ow
n
dev
elopm
ent
nee
ds
4.5
Rev
iew
and r
evis
e pro
fess
ional
super
visi
on t
arget
s to
mee
t th
e id
entified
obje
ctiv
es o
f th
e w
ork
set
ting
4.6
Support
super
vise
es t
o e
xplo
re d
iffe
rent
met
hods
of
addre
ssin
g c
hal
lengin
g s
ituat
ions
4.7
Rec
ord
agre
ed s
uper
visi
on d
ecis
ions
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
108
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to m
anag
e co
nflic
t si
tuat
ions
during
pro
fess
ional
super
visi
on in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
5.1
G
ive
exam
ple
s fr
om
ow
n p
ract
ice
of
man
agin
g
conflic
t si
tuat
ions
within
pro
fess
ional
super
visi
on
5.2
Ref
lect
on o
wn p
ract
ice
in m
anagin
g c
onflic
t si
tuat
ions
exper
ience
d d
uring p
rofe
ssio
nal
su
per
visi
on p
roce
ss
6
Be
able
to e
valu
ate
ow
n
pra
ctic
e w
hen
conduct
ing
pro
fess
ional
super
visi
on in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
6.1
G
ather
fee
dbac
k fr
om
super
vise
e/s
on o
wn
appro
ach
to s
uper
visi
on p
roce
ss
6.2
Adap
t ap
pro
aches
to o
wn p
rofe
ssio
nal su
per
visi
on
in lig
ht
of
feed
bac
k fr
om
super
vise
es a
nd o
ther
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
109
Unit 13: Leading Provision for Babies and Young Children
Unit code: CCLD OP 5.11
Unit reference number: J/602/3065
QCF level: 5
Credit value: 6
Guided learning hours: 32
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills to be able to lead the provision for babies and young children.
Assessment requirements/evidence requirements
This unit needs to be assessed in accordance with Skills for Care and Development QCF Assessment Principles.
Learning Outcome 2, 3 and 4 must be assessed in a real work environment.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
110
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
legal
requirem
ents
gove
rnin
g
the
pro
visi
on for
babie
s an
d y
oung c
hild
ren in U
K
hom
e nat
ion
1.1
O
utlin
e th
e cu
rren
t le
gal
req
uirem
ents
gove
rnin
g
the
pro
visi
on for
babie
s an
d y
oung c
hild
ren in U
K
hom
e nat
ion
1.2
Anal
yse
the
impac
t of cu
rren
t le
gal
req
uirem
ents
on
the
range
of pro
visi
on for
bab
ies
and y
oung
child
ren
2
Be
able
to lea
d p
rovi
sion
for
bab
ies
and y
oung
child
ren
2.1
Fa
cilit
ate
the
invo
lvem
ent
of
care
rs,
bab
ies
and
young c
hild
ren in t
he
pla
nnin
g o
f pro
visi
on
acco
rdin
g t
o t
hei
r ag
e, n
eeds
and a
bili
ties
2.2
Pr
ovi
de
det
aile
d,
fact
ual
and a
cces
sible
info
rmat
ion
to c
arer
s about
the
pro
visi
on
2.3
Ensu
re t
hat
div
ersi
ty is
valu
ed a
nd r
espec
ted a
nd is
reflec
ted in t
he
pro
visi
on
2.4
Ensu
re t
hat
info
rmation t
hat
will
be
shar
ed w
ith
oth
ers
is c
larified
with c
arer
s
2.5
Pr
ovi
de
bal
ance
d a
nd f
lexi
ble
pro
visi
on t
o m
eet
bab
ies
and y
oung c
hild
ren’s
indiv
idual
dev
elopm
enta
l nee
ds
2.6
Rev
iew
the
pro
visi
on w
ith c
arer
s an
d o
ther
s in
m
eeting t
he
indiv
idual nee
ds
of
bab
ies
and y
oung
child
ren
2.7
M
ake
reco
mm
endat
ions
for
chan
ges
to t
he
pro
visi
on t
o m
eet
the
nee
ds
of
bab
ies,
young
child
ren a
nd c
are
rs
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
111
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
anag
e al
l as
pec
ts o
f phys
ical
car
e fo
r bab
ies
and y
oung
child
ren
3.1
Pr
om
ote
the
use
of
polic
ies
and p
roce
dure
s th
at
gove
rn t
he
pra
ctic
e and p
rovi
sion o
f al
l as
pec
ts o
f phys
ical
care
of babie
s an
d y
oung c
hild
ren
3.2
M
onitor
work
ers'
pra
ctic
e in
the
pro
visi
on o
f al
l as
pec
ts o
f phys
ical
care
for
bab
ies
and y
oung
child
ren
3.3
Pro
vide
const
ruct
ive
feed
back
to w
ork
ers
on t
he
pro
visi
on o
f phys
ical
car
e to
babie
s an
d y
oung
child
ren
3.4
In
volv
e w
ork
ers
in t
he
revi
ew o
f polic
ies,
pro
cedure
s and p
ract
ice
in t
he
light
of
curr
ent
and
emer
gin
g t
hin
king
4
Be
able
to iden
tify
how
at
tach
men
t nee
ds
of
bab
ies
and y
oung c
hild
ren
info
rm p
rovi
sion
4.1
Exp
lain
the
theo
retica
l basi
s fo
r m
eeting t
he
atta
chm
ent
nee
ds
of
bab
ies
and y
oung c
hild
ren
4.2
Eva
luat
e th
e w
ays
in w
hic
h p
rovi
sion m
eets
the
atta
chm
ent
nee
ds
of
bab
ies
and y
oung c
hild
ren
4.3
U
se t
he
eval
uat
ion o
f pro
visi
on t
o info
rm futu
re
pra
ctic
e
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
112
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
113
Unit 14: Develop Provision for Family Support
Unit code: CCLD OP 5.12
Unit reference number: K/602/3074
QCF level: 5
Credit value: 5
Guided learning hours: 33
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to develop provision for family support.
Assessment requirements
This unit needs to be assessed in accordance with Skills for Care and Development QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real work environment.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
114
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
key
polic
ies
and leg
isla
tive
fr
amew
ork
s th
at
gove
rn
the
pro
visi
on o
f fa
mily
su
pport
in U
K h
om
e nat
ion
1.1
O
utlin
e th
e cu
rren
t ke
y polic
ies
and leg
isla
tive
fr
amew
ork
s th
at
gove
rn t
he
pro
visi
on for
fam
ily
support
1.2
Anal
yse
the
impac
t of ke
y polic
ies
and leg
isla
tive
fr
amew
ork
s on t
he
range
of pro
visi
on f
or
fam
ily
support
2
Be
able
to d
evel
op
pro
visi
on f
or
fam
ily
support
2.1
D
evel
op t
he
aim
s an
d p
urp
ose
of th
e pro
visi
on t
o
mee
t id
entified
nee
ds
2.2
Pl
an h
ow
the
aim
s an
d p
urp
ose
of th
e pro
visi
on w
ill
be
ach
ieve
d
2.3
Pr
ovi
de
det
aile
d,
fact
ual
and a
cces
sible
info
rmat
ion
to o
ther
s about
the
pro
visi
on
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
115
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to im
ple
men
t pro
visi
on f
or
fam
ily
support
3.1
W
ork
with f
amili
es a
nd o
ther
s to
iden
tify
the
spec
ific
pro
visi
on r
equired
to m
eet
thei
r nee
ds
3.2
Support
work
ers
to iden
tify
a r
ange
of
inte
rven
tions,
tools
and r
esourc
es a
vaila
ble
to m
eet
the
nee
ds
of
fam
ilies
3.3
M
onitor
work
ers
pra
ctic
e in
the
pro
visi
on o
f fa
mily
su
pport
3.4
Pr
ovi
de
const
ruct
ive
feed
back
to w
ork
ers
on
pra
ctic
e in
pro
visi
on o
f fa
mily
support
3.5
W
ork
with f
amili
es a
nd o
ther
s to
eva
luat
e how
thei
r nee
ds
hav
e bee
n m
et b
y pro
visi
on
3.6
Ensu
re t
hat
info
rmation t
hat
will
be
shar
ed w
ith
oth
ers
is c
larified
with fam
ilies
4
Be
able
to s
upport
oth
ers
to e
stab
lish p
osi
tive
re
lationsh
ips
with f
am
ilies
4.1
Exp
lain
the
princi
ple
s of es
tablis
hin
g p
osi
tive
re
lationsh
ips
with f
am
ilies
4.2
Support
work
ers
to u
se a
solu
tion focu
ssed
ap
pro
ach
to a
ddre
ss d
ifficu
ltie
s in
est
ablis
hin
g
rela
tionsh
ips
with f
am
ilies
4.3
Support
work
ers
to s
har
e bes
t pra
ctic
e in
rel
atio
n
to e
stab
lishin
g p
osi
tive
rel
atio
nsh
ips
with f
amili
es
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
116
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
117
Unit 15: Lead Support for Disabled Children and Young People and their Carers
Unit code: CCLD OP 5.13
Unit reference number: M/602/2380
QCF level: 6
Credit value: 8
Guided learning hours: 57
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills that are required to support others to lead service provision that supports disabled children and young people and their carers.
Assessment requirements
Assessment of this unit must comply with Skills for Care and Development QCF assessment principles.
Learning outcomes 2 and 3 must be assessed in the work setting.
Additional information
Others may include:
• workers/practitioners
• colleagues
• carers
• volunteers
• students
• other professionals
• advocates.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
118
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
le
gis
lation a
nd p
olic
y in
fluen
ces
pro
visi
on f
or
dis
able
d c
hild
ren a
nd
young p
eople
and t
hei
r ca
rers
1.1
Eva
luat
e how
em
ergen
t th
inki
ng a
nd r
esea
rch h
ave
in
fluen
ced leg
isla
tion a
nd p
olic
y ove
r tim
e
1.2
Eva
luat
e how
the
dev
elopm
ent
of le
gis
lation a
nd
polic
ies
has
influen
ced c
urr
ent
pro
visi
on
2
Under
stan
d t
he
pote
ntial
im
pac
t of
dis
abili
ty o
n
child
ren a
nd y
oung p
eople
an
d t
hei
r ca
rers
2.1
Res
earc
h t
he
pre
vale
nce
and c
ause
of
dis
abili
ties
in
child
ren a
nd y
oung p
eople
2.2
Exp
lain
how
dis
abili
ties
may
im
pac
t on c
hild
ren a
nd
young p
eople
2.3
Exp
lain
how
dis
abili
ties
exp
erie
nce
d b
y ch
ildre
n a
nd
young p
eople
may
im
pac
t on c
arer
s
2.4
Exp
lain
how
ear
ly inte
rven
tion is
linke
d t
o p
osi
tive
outc
om
es for
dis
able
d c
hild
ren a
nd y
oung p
eople
an
d t
hei
r ca
rers
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
119
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to lea
d c
hild
and
young p
erso
n-c
entr
ed
pro
visi
on
3.1
Exp
lain
the
featu
res
of
child
- and y
oung p
erso
n-
centr
ed p
rovi
sion
3.2
Pr
om
ote
an e
thos
that
focu
ses
on t
he
child
or
young p
erso
n r
ather
than
the
dis
abili
ty
3.3
Le
ad w
ork
with c
hild
ren a
nd y
oung p
eople
to
dev
elop a
cces
sible
info
rmat
ion a
bout
serv
ice
pro
visi
on
3.4
Le
ad c
hild
- an
d y
oung-p
erso
n-c
entr
ed a
sses
smen
ts
that
focu
s on s
tren
gth
s an
d a
bili
ties
to iden
tify
the
support
req
uired
3.5
W
ork
with o
ther
s to
pla
n p
rovi
sion t
hat
mee
ts t
he
iden
tified
nee
ds
of ch
ildre
n a
nd y
oung p
eople
3.6
Im
ple
men
t pro
visi
on t
hat
mee
ts t
he
iden
tified
nee
ds
of ch
ildre
n a
nd y
oung p
eople
3.7
Eva
luat
e w
ith c
hild
ren a
nd y
oung p
eople
and t
hei
r ca
rers
how
wel
l th
e se
rvic
e pro
visi
on m
eets
thei
r nee
ds
4
Be
able
to w
ork
in
par
tner
ship
with o
ther
s to
pro
mote
ser
vice
s fo
r ch
ildre
n a
nd y
oung p
eople
an
d t
hei
r ca
rers
4.1
Anal
yse
how
spec
ialis
t ag
enci
es a
nd o
ther
pro
fess
ional
s im
pact
on w
ider
opport
unitie
s fo
r ch
ildre
n a
nd y
oung p
eople
and t
hei
r ca
rers
4.2
Shar
e in
form
atio
n w
ith o
ther
s to
pro
mote
the
wel
lbei
ng a
nd p
osi
tive
outc
om
es for
child
ren,
young
peo
ple
and t
hei
r ca
rers
4.3
W
ork
in p
art
ner
ship
with o
ther
s to
obta
in a
dditio
nal
support
for
child
ren,
young p
eople
and t
hei
r ca
rers
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
120
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
121
Unit 16: Support Others to Promote Children’s Communication in an Early Years Setting
Unit code: CCLD OP 5.15
Unit reference number: F/602/2383
QCF level: 6
Credit value: 8
Guided learning hours: 54
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills that are required to support others to promote children’s communication in an early years setting.
Assessment requirements/evidence requirements
Assessment of this unit must comply with Skills for Care and Development QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
122
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
rese
arc
h o
n t
he
dev
elopm
ent
of ch
ildre
n's
co
mm
unic
atio
n s
kills
in
early
year
s se
ttin
gs
1.1
Anal
yse
how
res
earc
h h
as im
pac
ted o
n:
–
pro
visi
on f
or
child
ren’s
com
munic
atio
n,
languag
e an
d liter
acy
dev
elopm
ent
–
work
pla
ce p
roce
dure
s and p
ract
ices
–
ow
n p
rofe
ssio
nal pra
ctic
e
2
Be
able
to f
acili
tate
the
asse
ssm
ent
of
child
ren’s
co
mm
unic
atio
n,
languag
e an
d liter
acy
in e
arly
yea
rs
sett
ings
2.1
Id
entify
the
rele
vant
curr
iculu
m a
nd a
sses
smen
t fr
amew
ork
s ag
ain
st w
hic
h c
hild
ren’s
co
mm
unic
atio
n,
languag
e an
d liter
acy
dev
elopm
ent
will
be
mea
sure
d
2.2
Fa
cilit
ate
the
asse
ssm
ent
of
child
ren's
co
mm
unic
atio
n,
languag
e an
d liter
acy
skill
s
2.3
In
volv
e oth
ers
in t
he
dev
elopm
ent
and
imple
men
tation o
f as
sess
men
t pro
cess
es
2.4
Support
oth
ers
to r
ecognis
e an
d c
eleb
rate
ch
ildre
n’s
ach
ieve
men
t
2.5
Support
pra
ctio
ner
s to
rec
ognis
e an
d r
efer
iss
ues
an
d a
reas
of
conce
rn
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
123
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
anag
e an
envi
ronm
ent
in e
arly
ye
ars
sett
ings
that
pro
mote
s ch
ildre
n’s
co
mm
unic
atio
n,
languag
e an
d liter
acy
3.1
Eva
luat
e th
e su
itab
ility
of
the
envi
ronm
ent
and
reso
urc
es o
f ea
rly
year
s se
ttin
gs
to p
rom
ote
ch
ildre
n's
com
munic
atio
n,
languag
e an
d liter
acy
dev
elopm
ent
3.2
M
ake
reco
mm
endat
ions
for
impro
vem
ents
to t
he
envi
ronm
ent
and r
esourc
es o
f th
e ea
rly
year
s se
ttin
g t
o p
rom
ote
child
ren's
com
munic
ation,
languag
e and liter
acy
dev
elopm
ent
3.3
Support
oth
ers
to d
evel
op a
stim
ula
ting lea
rnin
g
envi
ronm
ent
to p
rom
ote
child
ren’s
com
munic
atio
n,
languag
e and liter
acy
dev
elopm
ent
4
Be
able
to lea
d o
ther
s in
en
gag
emen
t w
ith c
hild
ren
that
pro
mote
s co
mm
unic
atio
n,
languag
e an
d liter
acy
dev
elopm
ent
4.1
Ass
ess
the
qual
ity
of
inte
ract
ions
with c
hild
ren
4.2
Support
oth
ers
to m
ake
im
pro
vem
ents
to p
ract
ice
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
124
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to m
anag
e pro
gra
mm
es t
o s
upport
ch
ildre
n’s
com
munic
atio
n,
languag
e an
d liter
acy
dev
elopm
ent
in e
arly
ye
ars
sett
ings
5.1
Ensu
re t
he
pla
nnin
g a
nd d
evel
opm
ent
of
pro
gra
mm
es m
axim
ises
opport
unitie
s fo
r ch
ildre
n’s
co
mm
unic
atio
n,
languag
e an
d liter
acy
dev
elopm
ent
5.2
Support
oth
ers
to im
ple
men
t pro
gra
mm
es t
hat
dev
elop c
hild
ren's
com
munic
atio
n,
language
and
liter
acy
5.3
Support
oth
ers
to e
valu
ate
the
effe
ctiv
enes
s of
pro
gra
mm
es t
hat
dev
elop c
hild
ren's
co
mm
unic
atio
n,
languag
e an
d liter
acy
5.4
Support
pra
ctio
ner
s to
invo
lve
child
ren a
nd t
hei
r ca
rers
in e
valu
atin
g p
rogra
mm
es t
hat
dev
elop
child
ren's
com
munic
atio
n,
languag
e an
d liter
acy
5.5
M
ake
reco
mm
endat
ions
for
chan
ges
to p
rogra
mm
es
to d
evel
op c
hild
ren's
com
munic
atio
n,
languag
e an
d
liter
acy
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
125
Unit 17: Support Others to Promote Children’s Mathematical Development and Problem Solving Skills in an Early Years Setting
Unit code: A/602/2138
Unit reference number: CCLD OP 5.16
QCF level: 5
Credit value: 7
Guided learning hours: 46
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills that are required to support others to promote children’s mathematical development and problem solving skills in an early years setting.
Assessment requirements/evidence requirements
Assessment of this unit must comply with Skills for Care and Development QCF assessment principles.
Learning outcomes 2, 3, 4 must be assessed in the work setting.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
126
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
rese
arc
h o
n t
he
dev
elopm
ent
of ch
ildre
n's
m
athem
atica
l an
d
pro
ble
m-s
olv
ing s
kills
in
early
year
s se
ttin
gs
1.1
Anal
yse
how
res
earc
h h
as im
pac
ted o
n:
–
Provi
sion f
or
child
ren’s
mat
hem
atic
al an
d
pro
ble
m-s
olv
ing s
kills
–
work
pla
ce p
roce
dure
s and p
ract
ices
–
ow
n p
rofe
ssio
nal pra
ctic
e
2
Be
able
to f
acili
tate
the
asse
ssm
ent
pro
cess
of
child
ren’s
mat
hem
atica
l an
d p
roble
m-s
olv
ing s
kills
in
ear
ly y
ears
set
tings
2.1
Id
entify
the
rele
vant
curr
iculu
m a
nd a
sses
smen
t fr
amew
ork
s ag
ain
st w
hic
h c
hild
ren’s
mat
hem
atic
al
and p
roble
m-s
olv
ing s
kills
dev
elopm
ent
will
be
mea
sure
d
2.2
Fa
cilit
ate
the
asse
ssm
ent
of
child
ren's
m
athem
atica
l an
d p
roble
m-s
olv
ing s
kills
dev
elopm
ent
2.3
In
volv
e oth
ers
in t
he
dev
elopm
ent
and
imple
men
tation o
f as
sess
men
t pro
cess
es
2.4
Support
oth
ers
to r
ecognis
e an
d c
eleb
rate
ch
ildre
n’s
ach
ieve
men
t
2.5
Support
pra
ctitio
ner
s to
rec
ognis
e an
d r
efer
ap
pro
priat
ely
issu
es a
nd a
reas
of
conce
rn
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
127
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
anag
e an
envi
ronm
ent
in e
arly
ye
ars
sett
ings
that
pro
mote
s ch
ildre
n’s
m
athem
atica
l an
d
pro
ble
m-s
olv
ing s
kills
3.1
Eva
luat
e th
e su
itab
ility
of
the
envi
ronm
ent
and
reso
urc
es o
f ea
rly
year
s se
ttin
g t
o p
rom
ote
ch
ildre
n's
mat
hem
atica
l an
d p
roble
m-s
olv
ing s
kills
3.2
M
ake
reco
mm
endat
ions
for
impro
vem
ents
to t
he
envi
ronm
ent
and r
esourc
es o
f th
e ea
rly
year
s se
ttin
g t
o p
rom
ote
child
ren's
mat
hem
atic
al a
nd
pro
ble
m-s
olv
ing s
kills
dev
elopm
ent
3.3
Support
oth
ers
to d
evel
op a
stim
ula
ting lea
rnin
g
envi
ronm
ent
to p
rom
ote
child
ren’s
mat
hem
atic
al
and p
roble
m-s
olv
ing s
kills
4
Be
able
to m
anag
e pro
gra
mm
es t
o s
upport
ch
ildre
n’s
mat
hem
atica
l an
d p
roble
m-s
olv
ing s
kills
dev
elopm
ent
in e
arly
ye
ars
sett
ings
4.1
Ensu
re t
he
pla
nnin
g a
nd d
evel
opm
ent
of
pro
gra
mm
es m
axim
ises
opport
unitie
s fo
r ch
ildre
n’s
m
athem
atica
l an
d p
roble
m-s
olv
ing s
kills
dev
elopm
ent
4.2
Support
oth
ers
to im
ple
men
t pro
gra
mm
es t
hat
dev
elop c
hild
ren's
math
emat
ical
and p
roble
m-
solv
ing s
kills
4.3
Support
pra
ctitio
ner
s to
invo
lve
child
ren a
nd t
hei
r ca
rers
in e
valu
atin
g p
rogra
mm
es t
hat
dev
elop
child
ren’s
mat
hem
atica
l an
d p
roble
m-s
olv
ing s
kills
4.4
Support
oth
ers
to e
valu
ate
the
effe
ctiv
enes
s of
pro
gra
mm
es t
hat
dev
elop c
hild
ren’s
mat
hem
atic
al
and p
roble
m-s
olv
ing s
kills
4.5
M
ake
reco
mm
endat
ions
for
chan
ges
to p
rogra
mm
es
to d
evel
op m
athem
atic
al a
nd p
roble
m-s
olv
ing s
kills
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
128
Lear
ner
nam
e:__________________________________________
D
ate:
___________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
129
Unit 18: Support Others to Promote Children’s Knowledge and Understanding of the World in an Early Years Setting
Unit code: CCLD OP 5.17
Unit reference number: A/602/2141
QCF level: 5
Credit value: 7
Guided learning hours: 46
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills that are required to support others to promote children’s knowledge and understanding of the world in an early years setting.
Assessment requirements/evidence requirements
Assessment of this unit must comply with Skills for Care and Development QCF assessment principles.
Learning outcomes 2, 3, 4 must be assessed in the work setting.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
130
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
rese
arc
h o
n t
he
dev
elopm
ent
of ch
ildre
n's
kn
ow
ledge
and
under
stan
din
g o
f th
e w
orld in e
arly
year
sett
ings
1.1
Anal
yse
how
res
earc
h h
as im
pac
ted o
n:
–
pro
visi
on f
or
child
ren’s
know
ledge
and
under
stan
din
g o
f th
e w
orld
–
use
of
outd
oor
space
s w
ithin
loca
l en
viro
nm
ent
–
work
pla
ce p
roce
dure
s and p
ract
ices
–
ow
n p
rofe
ssio
nal pra
ctic
e
2
Be
able
to f
acili
tate
the
asse
ssm
ent
pro
cess
of
child
ren’s
know
ledge
and
under
stan
din
g o
f th
e w
orld in e
arly
years
se
ttin
gs
2.1
Id
entify
the
rele
vant
curr
iculu
m a
nd a
sses
smen
t fr
amew
ork
s ag
ain
st w
hic
h c
hild
ren’s
dev
elopm
ent
of
know
ledge
and u
nder
stan
din
g o
f th
e w
orld w
ill
be
mea
sure
d
2.2
Fa
cilit
ate
the
asse
ssm
ent
of
child
ren's
know
ledge
and u
nder
stan
din
g o
f th
e w
orld
2.3
In
volv
e oth
ers
in t
he
dev
elopm
ent
and
imple
men
tation o
f as
sess
men
t pro
cess
es
2.4
Support
oth
ers
to r
ecognis
e an
d c
eleb
rate
ch
ildre
n’s
ach
ieve
men
t
2.5
Support
pra
ctitio
ner
s to
rec
ognis
e an
d r
efer
iss
ues
an
d a
reas
of
conce
rn in r
elat
ion t
o c
hild
ren’s
kn
ow
ledge
and u
nder
stan
din
g o
f th
e w
orld
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
131
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
anag
e in
door
and o
utd
oor
envi
ronm
ents
in
ear
ly y
ears
set
tings
that
pro
mote
s ch
ildre
n’s
kn
ow
ledge
and
under
stan
din
g o
f th
e w
orld
3.1
Eva
luat
e th
e su
itab
ility
and s
afet
y of th
e in
door
envi
ronm
ent
and r
esourc
es o
f ea
rly
years
set
ting t
o
pro
mote
child
ren's
know
ledge
and u
nder
stan
din
g o
f th
e w
orld
3.2
Eva
luat
e th
e su
itab
ility
and s
afet
y of th
e outd
oor
envi
ronm
ent
and r
esourc
es o
f ea
rly
years
set
ting t
o
pro
mote
child
ren's
know
ledge
and u
nder
stan
din
g o
f th
e w
orld
3.3
Support
oth
ers
to d
evel
op a
stim
ula
ting lea
rnin
g
envi
ronm
ent
to p
rom
ote
child
ren’s
know
ledge
and
under
stan
din
g o
f th
e w
orld
3.4
Support
oth
ers
to u
tilis
e outd
oor
spac
es,
diffe
rent
loca
l la
ndsc
apes
and t
he
nat
ura
l en
viro
nm
ent
in
pro
moting c
hild
ren's
know
ledge
and u
nder
stan
din
g
of th
e w
orld
3.5
M
ake
reco
mm
endat
ions
for
impro
vem
ents
to t
he
envi
ronm
ent
and r
esourc
es o
f th
e ea
rly
year
s se
ttin
g t
o p
rom
ote
child
ren's
know
ledge
and
under
stan
din
g o
f th
e w
orld
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
132
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to m
anag
e pro
gra
mm
es t
o s
upport
ch
ildre
n’s
know
ledge
and
under
stan
din
g o
f th
e w
orld in e
arly
years
se
ttin
gs
4.1
Ensu
re t
he
pla
nnin
g a
nd d
evel
opm
ent
of
pro
gra
mm
es m
axim
ises
opport
unitie
s fo
r ch
ildre
n’s
dev
elopm
ent
of kn
ow
ledge
and u
nder
stan
din
g o
f th
e w
orld
4.2
Support
oth
ers
to im
ple
men
t pro
gra
mm
es t
hat
dev
elop c
hild
ren's
know
ledge
and u
nder
stan
din
g o
f th
e w
orld
4.3
Support
pra
ctitio
ner
s to
invo
lve
child
ren a
nd t
hei
r ca
rers
in e
valu
atin
g p
rogra
mm
es t
hat
dev
elop
child
ren's
know
ledge
and u
nder
stan
din
g o
f th
e w
orld
4.4
Support
oth
ers
to e
valu
ate
the
effe
ctiv
enes
s of
pro
gra
mm
es t
hat
dev
elop c
hild
ren's
know
ledge
and
under
stan
din
g o
f th
e w
orld
4.5
M
ake
reco
mm
endat
ions
for
chan
ges
to p
rogra
mm
es
to d
evel
op c
hild
ren's
know
ledge
and u
nder
stan
din
g
of th
e w
orld
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
133
Unit 19: Support Others to Promote Children’s Physical Development in an Early Years Settings
Unit code: CCLD OP 5.18
Unit reference number: L/602/2435
QCF level: 5
Credit value: 7
Guided learning hours: 46
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills that are required to support others to promote children’s physical development in an early years setting.
Assessment requirements/evidence requirements
Assessment of this unit must comply with Skills for Care and Development QCF assessment principles.
Learning outcomes 2, 3, 4 must be assessed in the work setting.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
134
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
impact
of
rese
arc
h o
n t
he
phys
ical
dev
elopm
ent
of ch
ildre
n in
early
year
s se
ttin
gs
1.1
Anal
yse
how
res
earc
h h
as im
pac
ted o
n:
–
pro
visi
on f
or
child
ren’s
phys
ical dev
elopm
ent
–
use
of
outd
oor
space
s w
ithin
loca
l en
viro
nm
ents
–
work
pla
ce p
roce
dure
s and p
ract
ices
–
ow
n p
rofe
ssio
nal pra
ctic
e
2
Be
able
to f
acili
tate
the
asse
ssm
ent
pro
cess
of
child
ren’s
phys
ical
dev
elopm
ent
in e
arly
ye
ars
sett
ings
2.1
Id
entify
the
rele
vant
curr
iculu
m a
nd a
sses
smen
t fr
amew
ork
s ag
ain
st w
hic
h c
hild
ren’s
phys
ical
dev
elopm
ent
will
be
mea
sure
d
2.2
Fa
cilit
ate
the
asse
ssm
ent
of
child
ren's
phys
ical
dev
elopm
ent
2.3
In
volv
e oth
ers
in t
he
dev
elopm
ent
and
imple
men
tation o
f as
sess
men
t pro
cess
es
2.4
Support
oth
ers
to r
ecognis
e an
d c
eleb
rate
ch
ildre
n’s
ach
ieve
men
t
2.5
Support
pra
ctitio
ner
s to
rec
ognis
e an
d r
efer
iss
ues
an
d a
reas
of
conce
rn in r
elat
ion t
o c
hild
ren’s
phys
ical
dev
elopm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
135
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
anag
e in
door
and o
utd
oor
envi
ronm
ents
th
at p
rom
ote
child
ren’s
phys
ical
dev
elopm
ent
in
early
year
s se
ttin
gs
3.1
Eva
luat
e th
e su
itab
ility
and s
afet
y of th
e in
door
envi
ronm
ent
and r
esourc
es o
f th
e ea
rly
year
s se
ttin
g t
o p
rom
ote
child
ren's
phys
ical
dev
elopm
ent
3.2
Eva
luat
e th
e su
itab
ility
and s
afet
y of th
e outd
oor
envi
ronm
ent
and r
esourc
es o
f th
e ea
rly
year
s se
ttin
g t
o p
rom
ote
child
ren's
phys
ical
dev
elopm
ent
3.3
M
ake
reco
mm
endat
ions
for
impro
vem
ents
to t
he
envi
ronm
ent
and r
esourc
es o
f th
e ea
rly
year
s se
ttin
g t
o p
rom
ote
child
ren's
phys
ical
dev
elopm
ent
3.4
Support
oth
ers
to d
evel
op a
stim
ula
ting lea
rnin
g
envi
ronm
ent
to p
rom
ote
child
ren’s
phys
ical
dev
elopm
ent
3.5
Support
oth
ers
to u
nder
stan
d t
he
import
ance
of
outd
oor
spac
es a
nd t
he
nat
ura
l en
viro
nm
ent
in
pro
moting p
hys
ical
dev
elopm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
136
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to m
anag
e pro
gra
mm
es t
o s
upport
ch
ildre
n’s
phys
ical
dev
elopm
ent
in e
arly
ye
ars
sett
ings
4.1
Ensu
re t
he
pla
nnin
g a
nd d
evel
opm
ent
of
pro
gra
mm
es m
axim
ises
opport
unitie
s fo
r ch
ildre
n’s
phys
ical
dev
elopm
ent
4.2
Support
oth
ers
to im
ple
men
t pro
gra
mm
es t
hat
su
pport
child
ren's
phys
ical
dev
elopm
ent
4.3
Support
pra
ctitio
ner
s to
invo
lve
child
ren a
nd t
hei
r ca
rers
in e
valu
atin
g p
rogra
mm
es t
hat
support
ch
ildre
n's
phys
ical
dev
elopm
ent
4.4
Support
oth
ers
to e
valu
ate
the
effe
ctiv
enes
s of
pro
gra
mm
es t
hat
support
child
ren's
phys
ical
dev
elopm
ent
4.5
M
ake
reco
mm
endat
ions
for
chan
ges
to p
rogra
mm
es
to d
evel
op c
hild
ren's
phys
ical
dev
elopm
ent
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
137
Unit 20: Develop the Environment for Children and Young People
Unit code: CCLD OP 5.21
Unit reference number: A/602/2415
QCF level: 4
Credit value: 4
Guided learning hours: 28
Unit summary
The purpose of this unit is to assess the learners’ knowledge, understanding and skills required to develop the environment for children and young people.
Assessment requirements
Assessment of this unit must comply with Skills for Care and Development QCF assessment principles
Learning outcome 2 must be assessed in the work setting.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
138
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
legis
lation
and r
egula
tory
re
quirem
ents
under
pin
nin
g t
he
envi
ronm
ent
for
child
ren
and y
oung p
eople
within
ow
n w
ork
set
ting
1.1
Exp
lain
the
legis
lation a
nd r
egula
tory
req
uirem
ents
under
pin
nin
g t
he
envi
ronm
ent
for
child
ren a
nd
young p
eople
within
ow
n w
ork
set
ting
2
Be
able
to m
anag
e an
envi
ronm
ent
whic
h
support
s th
e nee
ds
of
child
ren a
nd y
oung p
eople
2.1
Exp
lain
the
featu
res
of an
effec
tive
envi
ronm
ent
for
child
ren a
nd y
oung p
eople
2.2
Le
ad t
he
pro
cess
of
pla
nnin
g t
he
envi
ronm
ent
for
child
ren o
r yo
ung p
eople
2.3
Fa
cilit
ate
par
tici
pat
ion o
f ch
ildre
n o
r yo
ung p
eople
an
d c
are
rs in t
he
pla
nnin
g o
f th
e en
viro
nm
ent
2.4
Support
oth
ers
to p
repar
e th
e en
viro
nm
ent
2.5
O
rgan
ise
reso
urc
es t
o m
eet
regula
tory
and
org
anis
atio
nal
req
uirem
ents
2.6
Fa
cilit
ate
the
dev
elopm
ent
of an e
nvi
ronm
ent
that
pro
mote
s posi
tive
exp
ecta
tions
of
child
ren o
r yo
ung
peo
ple
2.7
Eva
luat
e th
e fe
ature
s of ow
n s
etting a
gai
nst
curr
ent
regula
tory
req
uirem
ents
and g
uid
ance
for
a sa
fe,
secu
re a
nd incl
usi
ve e
nvi
ronm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
139
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
140
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
141
Unit 21: Undertake a Research Project within Services for Health and Social Care or Children and Young People
Unit code: CCLD OP 5.25
Unit reference number: J/602/3499
QCF level: 5
Credit value: 10
Guided learning hours: 80
Unit summary
The purpose of this unit is to assess the learners’ knowledge, understanding and skills required to undertake a research project within services for health and social care or children and young people.
Assessment requirements
Units need to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
Additional information
Aims and objectives – the reasons, understanding and methods for conducting the research project
Ethical considerations – confidentiality, sensitivity of data, seeking agreements with participants
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
142
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to just
ify
a to
pic
fo
r re
sear
ch w
ithin
se
rvic
es f
or
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
1.1
Id
entify
the
area
for
the
rese
arch
pro
ject
1.2
D
evel
op t
he
aim
s an
d o
bje
ctiv
es o
f th
e re
sear
ch
pro
ject
1.3
Exp
lain
eth
ical
consi
der
atio
ns
that
apply
to t
he
area
of th
e re
sear
ch p
roje
ct
1.4
Com
ple
te a
liter
ature
rev
iew
of
chose
n a
rea
of
rese
arc
h
2
Under
stan
d h
ow
the
com
ponen
ts o
f re
searc
h
are
use
d
2.1
Critica
lly c
om
par
e diffe
rent
types
of re
searc
h
2.2
Eva
luat
e a r
ange
of
met
hods
that
can
be
use
d t
o
colle
ct d
ata
2.3
Id
entify
a r
ange
of
tools
that
can b
e use
d t
o
anal
yse
data
2.4
Exp
lain
the
import
ance
of
valid
ity
and r
elia
bili
ty o
f dat
a use
d w
ithin
res
earc
h
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
143
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to c
onduct
a
rese
arc
h p
roje
ct w
ithin
se
rvic
es f
or
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
3.1
Id
entify
sourc
es o
f su
pport
whils
t co
nduct
ing a
re
searc
h p
roje
ct
3.2
Fo
rmula
te a
det
aile
d p
lan f
or
a re
searc
h p
roje
ct
3.3
Sel
ect
rese
arch
met
hods
for
the
pro
ject
3.4
D
evel
op r
esea
rch q
ues
tions
to b
e use
d w
ithin
pro
ject
3.5
Conduct
the
rese
arch
usi
ng iden
tified
res
earc
h
met
hods
3.6
Rec
ord
and c
olla
te d
ata
4
Be
able
to a
nal
yse
rese
arc
h f
indin
gs
4.1
U
se d
ata
anal
ysis
met
hods
to a
nal
yse
the
dat
a
4.2
D
raw
concl
usi
ons
from
fin
din
gs
4.3
Ref
lect
how
ow
n r
esea
rch fin
din
gs
subst
antiat
e in
itia
l lit
erat
ure
rev
iew
4.4
M
ake
reco
mm
endat
ions
rela
ted t
o a
rea o
f re
sear
ch
4.5
Id
entify
pote
ntial
use
s fo
r th
e re
sear
ch f
indin
gs
within
pra
ctic
e
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
144
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
145
Unit 22: Promote Creativity and Creative Learning in Young Children
Unit code: CYPOP 7
Unit reference number: A/601/0135
QCF level: 4
Credit value: 5
Guided learning hours: 35
Unit summary
The unit is designed to deepen knowledge and understanding of the importance of creativity and creative learning for young children and competence in promoting this in early years settings. The unit also encourages the learner to support change and improvement in practice.
Assessment requirements/evidence requirements
This unit should be assessed in line with Skills for Care and Development’s QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in a real work environment.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
146
Unit content
1 Understand the concepts of creativity and creative learning and how these affect all aspects of young children’s learning and development
Differences between creative learning and creativity: creativity as a process eg developing music, dance, writing stories, drama, drawing, painting; creativity involves taking risks and experimenting; links between imagination and creativity; creative learning provides opportunities for exploring, discovery, sensory development, experimentation
Current theoretical approaches to creativity and creative learning in early childhood: ‘creativity and critical thinking’ as one of the commitments to the EYFS principle of learning and development; focus more on creative process than end product; important connections between creativity, problem-solving and critical thinking; link between play and development of creativity in babies and young children; creativity and imagination linked to development of reading and writing; theories of leading early years specialists eg Moyles
How creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development: creativity supports all areas of a child’s development; how creative activities can support and encourage creative development eg children working together on a collaborative piece of work may develop their social skills, physical creativity such as dance can enhance development of balance and coordination, activities such as writing and poetry encourage development of language skills
2 Be able to provide opportunities for young children to develop their creativity and creative learning
How to promote creativity and creative learning: eg provide plenty of opportunity and time to play, provide a wide range of stimulating materials and resources, encourage children to use resources in many different ways, opportunities to represent ideas in different ways, sensitive supportive practitioners, providing more child-initiated activity than adult-led tasks, recognising that over-organised activities can stifle creativity, celebrating and displaying the creative work of all children
Why young children require extended and unhurried periods of time to develop their creativity: eg adequate time to develop ideas, experiment with materials and resources, opportunity to revisit creative activities and experiences, opportunity to express feelings and opinions, opportunity to solve problems and challenges for themselves
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
147
3 Be able to develop the environment to support young children’s creativity and creative learning
Explain the features of an environment that supports creativity and creative learning: wide range of resources and materials linked to creativity; time to develop ideas and to revisit experiences; opportunity given to explore, experiment and problem-solve; sensitive, supportive interactions from practitioners; the process is valued above the end product; inclusivity means everyone’s creative work is valued
Monitor and evaluate the effectiveness of aspects of the environment in supporting young children’s creativity and creative learning: observe children engaged in creativity in different areas of the setting; aspects of the environment eg adult intervention, physical resources, space and equipment, atmosphere; evaluate what went well and identify what the practitioner could do to enhance the children’s creative experiences
4 Be able to support the development of practice in promoting young children’s creativity and creative learning within the setting
Evaluate and reflect on own practice in promoting creativity and creative thinking: consider each area of development and how creativity is being used to support it; evaluate own ideas on how creativity should be promoted in the setting; evaluate practice against agreed criteria and objectives; use of appropriate tools and resources for evaluation and reflection eg reflective practice log; identify where changes, development and additional training or support are required; reflecting on whether own practice has contributed to meeting the needs of individual children or young people; obtaining feedback from children or young people and others involved in the setting
Support others to develop their practice in promoting creativity and creative learning: eg information sharing and sharing of best practice, give constructive feedback to develop competence, confidence and motivation in others, use feedback to raise awareness of others’ strengths, support others to identify areas for improvement and advise on actions to be taken to improve performance, help others identify sources of support and training, encourage mentoring and work shadowing
Develop a programme of change to the environment to enhance creativity and creative learning giving a justification and expected outcomes for each area of change: changes to the environment eg atmosphere, resources, equipment, planning and/or assessment of creative activities; develop programme of change eg use appropriate documents and/or procedures for planning, work in collaboration with children, parents and others in the setting, use appropriate goals and means of measuring outcomes, show clear evidence of inclusivity and child-centred focus in the programme of change, implement change at appropriate time and in appropriate circumstances
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
148
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
conce
pts
of
crea
tivi
ty a
nd c
reative
le
arnin
g a
nd h
ow
thes
e af
fect
all
asp
ects
of
young
child
ren’s
lea
rnin
g a
nd
dev
elopm
ent
1.1
an
alys
e th
e diffe
rence
s bet
wee
n c
reat
ive
lear
nin
g
and c
reat
ivity
1.2
ex
pla
in c
urr
ent
theo
retica
l ap
pro
aches
to c
reat
ivity
and c
reat
ive
lear
nin
g in e
arly
child
hood
1.3
cr
itic
ally
anal
yse
how
cre
ativ
ity
and c
reative
le
arnin
g c
an s
upport
young c
hild
ren’s
em
otional
, so
cial
, in
telle
ctual
, co
mm
unic
atio
n a
nd p
hys
ical
dev
elopm
ent
2
Be
able
to p
rovi
de
opport
unitie
s fo
r yo
ung
child
ren t
o d
evel
op t
hei
r cr
eativi
ty a
nd c
reat
ive
lear
nin
g
2.1
dem
onst
rate
in o
wn p
ract
ice
how
to p
rom
ote
cr
eativi
ty a
nd c
reat
ive
lear
nin
g
2.2
ex
pla
in w
hy
young c
hild
ren r
equire
exte
nded
and
unhurr
ied p
erio
ds
of
tim
e to
dev
elop t
hei
r cr
eativi
ty
3
Be
able
to d
evel
op t
he
envi
ronm
ent
to s
upport
yo
ung c
hild
ren’s
cre
ativ
ity
and c
reat
ive
lear
nin
g
3.1
ex
pla
in t
he
feat
ure
s of an
envi
ronm
ent
that
support
s cr
eativi
ty a
nd c
reat
ive
learn
ing
3.2
m
onitor
and e
valu
ate
the
effe
ctiv
enes
s of
aspec
ts
of th
e en
viro
nm
ent
in s
upport
ing y
oung c
hild
ren’s
cr
eativi
ty a
nd c
reat
ive
lear
nin
g
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
149
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to s
upport
the
dev
elopm
ent
of pra
ctic
e in
pro
moting y
oung
child
ren’s
cre
ativ
ity
and
crea
tive
lea
rnin
g w
ithin
th
e se
ttin
g
4.1
ev
aluat
e and r
efle
ct o
n o
wn p
ract
ice
in p
rom
oting
crea
tivi
ty a
nd c
reat
ive
thin
king
4.2
su
pport
oth
ers
to d
evel
op t
hei
r pra
ctic
e in
pro
moting c
reat
ivity
and c
reat
ive
lear
nin
g
4.3
dev
elop a
pro
gra
mm
e of ch
ange
to t
he
envi
ronm
ent
to e
nhance
cre
ativ
ity
and c
reat
ive
lear
nin
g g
ivin
g a
just
ific
atio
n a
nd e
xpec
ted
outc
om
es for
each
are
a of ch
ange
Lear
ner
nam
e:
Dat
e:
Lear
ner
sig
nat
ure
: D
ate:
Ass
esso
r si
gnat
ure
: D
ate:
Inte
rnal
ver
ifie
r si
gnatu
re:
(if
sam
ple
d)
Dat
e:
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
150
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
151
Unit 23: Support the Use of Assistive Technology
Unit code: SS 5.3
Unit reference number: H/601/5250
QCF level: 5
Credit value: 4
Guided learning hours: 31
Unit summary
This unit aims to support the learner to understand, plan, provide and review assistive technologies in order to best support the individual.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Additional information
Assistive technology (AT) is defined as "any product or service designed to enable independence for disabled and older people" (Source: Kings Fund consultation, 2001). For example, this could include a range of human/animal/low or high tech devices to support the individual’s daily living such as:
• human aids
• assistance dogs
• electrical/electronic devices
• low vision aids
• environmental aids.
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
152
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
153
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
contr
ibution t
hat
ass
istive
te
chnolo
gy
can m
ake
to
the
lives
of
indiv
iduals
1.1
In
vest
igat
e an
d r
eport
on t
he
range
and a
vaila
bili
ty
of ass
istive
tec
hnolo
gy
1.2
Res
earc
h h
ow
the
use
of
assi
stiv
e te
chnolo
gy
can
resu
lt in p
osi
tive
outc
om
es f
or
indiv
iduals
2
Be
able
to f
acili
tate
the
use
of ass
istive
tec
hnolo
gy
2.1
Res
earc
h a
ssis
tive
tec
hnolo
gy
solu
tions
that
mee
t id
entified
nee
ds
2.2
Exp
lain
how
a r
ange
of ass
istive
tec
hnolo
gy
solu
tions
can b
e ad
apte
d a
ccord
ing t
o n
eed a
nd
conte
xt
2.3
Ass
ess
the
risk
s ass
oci
ated
with t
he
range
of
assi
stiv
e te
chnolo
gy
solu
tions
2.4
D
escr
ibe
a r
ange
of
ass
essm
ent
and r
efer
ral
pro
cess
es w
hic
h a
re u
sed t
o s
ecure
ass
istive
te
chnolo
gy
2.5
Support
the
indiv
idual to
sec
ure
the
pro
visi
on o
f ap
pro
priat
e as
sist
ive
tech
nolo
gy
2.6
Support
the
indiv
idual to
use
ass
istive
tec
hnolo
gy
3
Be
able
to d
evel
op o
ther
s to
fac
ilita
te t
he
use
of
assi
stiv
e te
chnolo
gy
3.1
Pr
ovi
de
info
rmat
ion t
o o
ther
s about
ass
istive
te
chnolo
gy
3.2
Pr
ovi
de
guid
ance
to o
ther
s to
faci
litat
e th
e use
of
assi
stiv
e te
chnolo
gy
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
154
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to r
evie
w t
he
pro
visi
on o
f ass
istive
te
chnolo
gy
4.1
Rev
iew
the
asse
ssm
ent
and r
efer
ral pro
cess
es u
sed
to s
ecure
ass
istive
tec
hnolo
gy
4.2
Rev
iew
the
outc
om
es o
f ass
istive
tec
hnolo
gy
support
to indiv
idual
s ag
ainst
iden
tified
nee
ds
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
155
Unit 24: Explore Models of Disability Unit code: SS 5.4
Unit reference number: K/601/5251
QCF level: 5
Credit value: 5
Guided learning hours: 32
Unit summary
This unit provides the knowledge and skills needed to understand models of disability, develop others’ understanding and review how they impact on individuals and organisations.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Additional information
Others could include:
• other professionals
• carers/family members
• advocates
• colleagues.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
156
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
com
ple
xities
of
model
s of
dis
abili
ty
1.1
Exp
lain
diffe
rent
theo
retica
l m
odel
s of dis
abili
ty
1.2
Anal
yse
how
indiv
idual
s ex
per
ience
diffe
rent
theo
retica
l m
odel
s of dis
abili
ty
1.3
Anal
yse
how
diffe
rent
theo
retica
l m
odel
s of
dis
abili
ty s
hap
e org
anis
atio
nal
str
uct
ure
s an
d
outc
om
es
2
Be
able
to r
evie
w h
ow
m
odel
s of
dis
abili
ty
under
pin
org
anis
ational
pra
ctic
e
2.1
Anal
yse
how
agre
ed w
ays
of w
ork
ing c
an p
rom
ote
par
ticu
lar
model
s of
dis
abili
ty
2.2
M
ake
reco
mm
endat
ions
for
agre
ed w
ays
of w
ork
ing
that
act
ivel
y pro
mote
em
pow
erm
ent
and
par
tici
pat
ion
2.3
Im
ple
men
t ag
reed
act
ions
in t
he
conte
xt o
f ow
n
role
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
157
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Dev
elop o
ther
s’ a
war
enes
s of m
odel
s of dis
abili
ty
3.1
D
evel
op a
ctiv
itie
s th
at
incr
ease
oth
ers’
under
stan
din
g o
f:
–
model
s of
dis
abili
ty
–
how
they
are
exp
erie
nce
d b
y in
div
idual
s
–
how
they
shap
e org
anis
atio
nal
str
uct
ure
and
agre
ed w
ays
of w
ork
ing
3.2
Im
ple
men
t pla
nned
act
ivitie
s
3.3
Rev
iew
the
outc
om
es o
f pla
nned
act
ivitie
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
158
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
159
Unit 25: Develop and Evaluate Operational Plans for Own Area of Responsibility
Unit code: B1
Unit reference number: Y/600/9588
QCF level: 5
Credit value: 6
Guided learning hours: 25
Unit summary
This unit helps learners to develop, implement, monitor and review operational plans for own area of responsibility.
Assessment requirements
No assessment requirements have been supplied for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
160
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to a
lign o
bje
ctiv
es
of ow
n a
rea
of
resp
onsi
bili
ty w
ith t
hose
of
ow
n o
rgan
isat
ion
1.1
Id
entify
oper
atio
nal obje
ctiv
es w
ithin
ow
n a
rea o
f re
sponsi
bili
ty
1.2
Anal
yse
obje
ctiv
es o
f ow
n a
rea o
f re
sponsi
bili
ty in
rela
tion t
o t
hose
of ow
n o
rgan
isat
ion
2
Be
able
to im
ple
men
t oper
atio
nal pla
ns
in o
wn
area
of
resp
onsi
bili
ty
2.1
Ass
ess
risk
s ass
oci
ate
d w
ith o
per
atio
nal pla
ns
and
incl
ude
contingen
cy a
rran
gem
ents
2.2
Id
entify
support
fro
m r
elev
ant
stak
ehold
ers
2.3
Im
ple
men
t oper
ational
pla
n w
ithin
ow
n a
rea
of
resp
onsi
bili
ty
3
Be
able
to m
onitor
and
eval
uat
e oper
atio
nal
pla
ns
in o
wn a
rea
of
resp
onsi
bili
ty
3.1
M
onitor
pro
cedure
s w
ithin
the
oper
atio
nal pla
n
3.2
Eva
luat
e oper
atio
nal
pla
ns
and im
ple
men
t an
y nec
essa
ry a
ctio
ns
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
161
Unit 26: Manage Physical Resources Unit code: E8
Unit reference number: K/600/9711
QCF level: 4
Credit value: 3
Guided learning hours: 25
Unit summary
This unit will ensure that learners are able to identify, obtain, manage and review the use of physical resources. The unit also ensures learners are able to take the environmental impact of resource use into consideration.
Assessment requirements
No assessment requirements have been supplied for this unit.
Assessment methodology
This unit is assessed in the workplace or in conditions resembling the workplace. Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
162
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Be
able
to iden
tify
re
sourc
e re
quirem
ents
for
ow
n a
rea o
f re
sponsi
bili
ty
1.1
Consu
lt w
ith c
olle
agues
to iden
tify
thei
r pla
nned
ac
tivi
ties
and c
orr
espondin
g r
esourc
e nee
ds
1.2
Eva
luat
e pas
t re
sourc
e use
to info
rm e
xpec
ted
futu
re d
eman
d
1.3
Id
entify
res
ourc
e re
quirem
ents
for
ow
n a
rea
of
resp
onsi
bili
ty
2
Be
able
to o
bta
in r
equired
re
sourc
es f
or
ow
n a
rea
of
resp
onsi
bili
ty
2.1
Subm
it a
busi
nes
s ca
se t
o p
rocu
re r
equired
re
sourc
es
2.2
Rev
iew
and a
gre
e re
quired
res
ourc
es w
ith r
elev
ant
indiv
idual
s
2.3
Exp
lain
an o
rgan
isat
ion’s
pro
cess
es for
pro
curing
agre
ed r
esourc
es
2.4
Exp
lain
how
to o
rder
and a
cquire
reso
urc
es in o
wn
area
of
resp
onsi
bili
ty
3
Under
stan
d t
he
import
ance
of
sust
ain
abili
ty w
hen
usi
ng
phys
ical
res
ourc
es
3.1
Exp
lain
the
import
ance
of usi
ng s
ust
ainab
le
reso
urc
es
3.2
Exp
lain
the
pote
ntial im
pact
of
reso
urc
e use
on t
he
envi
ronm
ent
3.3
D
escr
ibe
act
ions
one
can t
ake
to m
inim
ise
any
adve
rse
envi
ronm
enta
l im
pac
t of usi
ng p
hys
ical
re
sourc
es
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
163
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to m
onitor
and
revi
ew t
he
qual
ity
and
usa
ge
of re
sourc
es in o
wn
area
of
resp
onsi
bili
ty
4.1
M
onitor
the
qual
ity
of re
sourc
es a
gai
nst
req
uired
sp
ecific
atio
ns
4.2
Anal
yse
the
effe
ctiv
enes
s an
d e
ffic
iency
of re
sourc
e use
in o
wn a
rea o
f re
sponsi
bili
ty
4.3
M
ake
reco
mm
endat
ions
to im
pro
ve t
he
effe
ctiv
enes
s an
d e
ffic
iency
of
reso
urc
e use
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
164
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
165
Unit 27: Develop Procedures and Practice to Respond to Concerns and Complaints
Unit code: O1
Unit reference number: J/602/2336
QCF level: 5
Credit value: 6
Guided learning hours: 40
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to develop, implement and review procedures and practices to address concerns and complaints. It covers the relevant regulatory requirements, codes of practice and relevant guidance, and analyses the impact of these on service provision.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in the work setting.
Additional information
Others may include:
• workers/practitioners
• carers
• significant others
• other professionals
• people who use services.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
166
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
regula
tory
re
quirem
ents
, co
des
of
pra
ctic
e an
d r
elev
ant
guid
ance
for
man
agin
g
conce
rns
and c
om
pla
ints
1.1
Id
entify
the
regula
tory
req
uirem
ents
, co
des
of
pra
ctic
e an
d r
elev
ant
guid
ance
for
man
agin
g
conce
rns
and c
om
pla
ints
in o
wn a
rea
of w
ork
1.2
Anal
yse
how
reg
ula
tory
req
uirem
ents
, co
des
of
pra
ctic
e an
d r
elev
ant
guid
ance
for
man
agin
g
conce
rns
and c
om
pla
ints
affec
t se
rvic
e pro
visi
on
within
ow
n a
rea o
f w
ork
2
Be
able
to d
evel
op
pro
cedure
s to
addre
ss
conce
rns
and c
om
pla
ints
2.1
Exp
lain
why
indiv
iduals
mig
ht
be
relu
ctan
t to
rai
se
conce
rns
and m
ake
com
pla
ints
2.2
O
utlin
e st
eps
that
can b
e ta
ken t
o e
nco
ura
ge
indiv
idual
s to
rai
se c
once
rns
or
com
pla
ints
2.3
W
ork
with o
ther
s in
the
dev
elopm
ent
of
pro
cedure
s to
addre
ss c
once
rns
and c
om
pla
ints
2.4
Ensu
re info
rmat
ion o
n h
ow
to r
aise
conce
rns
and
mak
e co
mpla
ints
is
ava
ilable
in a
cces
sible
form
ats
2.5
Rev
iew
the
pro
cedure
s th
at
have
bee
n d
evel
oped
ag
ainst
reg
ula
tory
req
uirem
ents
, co
des
of
pra
ctic
e an
d r
elev
ant
guid
ance
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
167
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to lea
d t
he
imple
men
tation o
f pro
cedure
s and p
ract
ice
for
addre
ssin
g c
once
rns
and c
om
pla
ints
3.1
Pr
om
ote
a p
erso
n-c
entr
ed a
ppro
ach t
o a
ddre
ssin
g
conce
rns
and c
om
pla
ints
3.2
Ensu
re t
hat
oth
ers
are
info
rmed
about
the
pro
cedure
for
rais
ing c
once
rns
or
mak
ing
com
pla
ints
3.3
U
se s
uper
visi
on t
o s
upport
work
ers
to r
ecognis
e an
d a
ddre
ss c
once
rns
and c
om
pla
ints
3.4
Im
ple
men
t sy
stem
s and p
roce
dure
s w
hic
h a
ddre
ss
conce
rns
and c
om
pla
ints
and fully
info
rm t
he
com
pla
inant
of th
e outc
om
e w
ithin
agre
ed
tim
efra
mes
4
Be
able
to r
evie
w t
he
pro
cedure
s and p
ract
ices
fo
r ad
dre
ssin
g c
once
rns
and c
om
pla
ints
4.1
M
onitor
the
use
of
syst
ems
for
addre
ssin
g c
once
rns
and c
om
pla
ints
4.2
Eva
luat
e th
e ef
fect
iven
ess
of
syst
ems
for
addre
ssin
g c
once
rns
and c
om
pla
ints
4.3
In
volv
e oth
ers
in t
he
revi
ew o
f pro
cedure
s an
d
pra
ctic
es f
or
addre
ssin
g c
once
rns
and c
om
pla
ints
4.4
Show
how
ow
n m
anagem
ent
pra
ctic
e has
pro
vided
a
culture
wher
e th
e org
anis
atio
n c
an lea
rn fro
m
conce
rns
and c
om
pla
ints
4.5
D
emonst
rate
how
rec
omm
endat
ions
from
conce
rn
and c
om
pla
int
inve
stig
atio
ns
have
bee
n u
sed t
o
impro
ve t
he
qual
ity
of se
rvic
e
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
168
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
169
Unit 28: Recruitment and Selection Within Health and Social Care or Children and Young People’s Settings
Unit code: 016
Unit reference number: R/602/2338
QCF level: 4
Credit value: 3
Guided learning hours: 26
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to recruit and select in health and social care or children and young people’s settings.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3, and 4 must be assessed in the work setting.
Additional information
Agreed ways of working will include policies and procedures where these exist.
Others may include:
• human resource personnel
• workers/practitioners
• carers
• significant others.
Individual is someone accessing care or support.
Recruitment process can include consultation or practical involvement in the process.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
170
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
171
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
recr
uitm
ent
and s
elec
tion
pro
cess
es in h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
1.1
Exp
lain
the
impac
t on s
elec
tion a
nd r
ecru
itm
ent
pro
cess
es,
in o
wn s
etting,
of:
–
legis
lative
req
uirem
ents
–
regula
tory
req
uirem
ents
–
pro
fess
ional
codes
–
agre
ed w
ays
of w
ork
ing
1.2
Exp
lain
circu
mst
ance
s w
hen
it
is n
eces
sary
to s
eek
spec
ialis
t ex
per
tise
in r
elation t
o r
ecru
itm
ent
and
sele
ctio
n
1.3
Anal
yse
how
ser
ious
case
rev
iew
s an
d inquirie
s hav
e co
ntr
ibute
d t
o t
he
esta
blis
hm
ent
of
polic
ies
and p
roce
dure
s w
ithin
rec
ruitm
ent
whic
h s
afeg
uar
d
vuln
erable
adults,
child
ren a
nd y
oung p
eople
2
Be
able
to c
ontr
ibute
to
the
recr
uitm
ent
pro
cess
in
hea
lth a
nd s
oci
al c
are
or
child
ren’s
and y
oung
peo
ple
’s s
ettings
2.1
Rev
iew
job d
escr
iptions
and p
erso
n s
pec
ific
atio
ns
to
mee
t w
ork
set
ting o
bje
ctiv
es
2.2
W
ork
with o
ther
s to
est
ablis
h t
he
criter
ia t
hat
will
be
use
d in t
he
recr
uitm
ent
and s
elec
tion p
roce
ss
2.3
W
ork
with o
ther
s to
est
ablis
h t
he
met
hods
that
will
be
use
d in t
he
recr
uitm
ent
and s
elec
tion p
roce
ss
2.4
In
volv
e in
div
idual
s in
the
recr
uitm
ent
pro
cess
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
172
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to p
artici
pat
e in
th
e se
lect
ion p
roce
ss in
hea
lth a
nd s
oci
al c
are
or
child
ren’s
and y
oung
peo
ple
’s s
ettings
3.1
U
se a
gre
ed m
ethods
to a
sses
s ca
ndid
ate
s
3.2
U
se a
gre
ed c
rite
ria
to s
elec
t ca
ndid
ates
3.3
Com
munic
ate
the
outc
om
e of
the
sele
ctio
n p
roce
ss
acco
rdin
g t
o t
he
polic
ies
and p
roce
dure
s of
ow
n
sett
ing
4
Be
able
to e
valu
ate
the
recr
uitm
ent
and s
elec
tion
pro
cess
es in h
ealth a
nd
soci
al c
are
or
child
ren’s
an
d y
oung p
eople
’s
sett
ings
4.1
Eva
luat
e th
e re
cruitm
ent
and s
elec
tion m
ethods
and c
rite
ria
use
d in o
wn s
etting
4.2
Rec
om
men
d c
han
ges
for
impro
vem
ent
to
recr
uitm
ent
and s
elec
tion p
roce
sses
in o
wn s
etting
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
173
Unit 29: Facilitate the Development of Effective Group Practice in Health and Social Care or Children and Young People’s Settings
Unit code: O20c
Unit reference number: Y/602/2339
QCF level: 5
Credit value: 6
Guided learning hours: 42
Unit summary
This purpose of this unit is assess the learner’s knowledge, understanding and skills required to facilitate groups, support individuals’ rights within the group process and enable groups to deal with conflicts.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting.
Additional information
Conflict may include:
• negative comments
• disagreements
• discrimination
• power imbalance
• threats
• body language
• non compliance.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
174
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d h
ow
gro
ups
dev
elop a
nd funct
ion in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
1.1
Anal
yse
the
impac
t of th
eories
and m
odel
s on
gro
up w
ork
pra
ctic
e
1.2
Exp
lain
how
to f
orm
and m
ain
tain
a c
ohes
ive
and
effe
ctiv
e gro
up
1.3
Exp
lain
how
diffe
rent
faci
litat
ion s
tyle
s m
ay
influen
ce:
–
gro
up d
ynam
ics
–
lifec
ycle
of th
e gro
up
–
gro
up o
utc
om
es
–
dev
elopm
ent
of ro
les
within
the
gro
up
1.4
Exp
lain
why
it is
import
ant
to b
e cl
ear
about
the
purp
ose
and d
esired
outc
om
es f
or
the
gro
up
1.5
Anal
yse
the
import
ance
of
par
tici
pan
t en
gag
emen
t in
ach
ievi
ng g
roup o
utc
om
es
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
175
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to c
reat
e a c
limat
e th
at fac
ilita
tes
effe
ctiv
e gro
ups
in h
ealth a
nd s
oci
al
care
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
2.1
Eva
luat
e m
ethods
that
may
be
utilis
ed in faci
litat
ing
gro
ups
2.2
Pr
epare
an e
nvi
ronm
ent
that
is
conduci
ve t
o t
he
funct
ionin
g o
f th
e gro
up
2.3
W
ork
with a
gro
up/s
to a
gre
e acc
epta
ble
gro
up a
nd
indiv
idual
beh
avio
ur
2.4
W
ork
with a
gro
up t
o n
egotiate
and a
gre
e ta
sks,
des
ired
outc
om
es a
nd w
ays
of
work
ing
3
Be
able
to f
acili
tate
a
gro
up in h
ealth a
nd s
oci
al
care
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
3.1
U
se a
ran
ge
of m
ethods
to a
ccom
modat
e diffe
rent
lear
nin
g s
tyle
s w
ithin
the
gro
up
3.2
Pr
ovi
de
a gro
up e
xper
ience
wher
e part
icip
ants
are
en
gag
ed a
nd s
tim
ula
ted
3.3
In
terv
ene
effe
ctiv
ely
in a
gro
up s
essi
on t
o im
pro
ve
the
lear
nin
g p
roce
ss
4
Be
able
to e
nhan
ce
lear
nin
g t
hro
ugh t
he
const
ruct
ive
use
of pow
er,
auth
ority
and influen
ce in
gro
up w
ork
in h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s w
ork
se
ttin
gs
4.1
D
emonst
rate
incl
usi
ve p
ract
ice
when
faci
litat
ing
gro
ups
4.2
Support
conse
nsu
s and m
anag
e co
nflic
t w
ithin
a
gro
up
4.3
Exp
lain
how
to c
hal
lenge
excl
udin
g o
r
dis
crim
inat
ory
beh
avio
ur
4.4
D
emonst
rate
how
to m
anag
e div
erse
gro
up
beh
avio
urs
4.5
Exp
lain
when
to r
efer
iss
ues
and a
reas
of
conce
rn
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
176
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to m
onitor
and
revi
ew t
he
work
of a
gro
up in h
ealth a
nd s
oci
al
care
or
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
5.1
W
ork
with a
gro
up t
o a
gre
e m
onitoring a
nd r
evie
w
pro
cess
es
5.2
Im
ple
men
t sy
stem
s and p
roce
sses
to m
onitor
and
revi
ew t
he
pro
gre
ss o
f a g
roup
5.3
Ass
ess
the
effe
ctiv
enes
s of a
gro
up in r
elation t
o
iden
tified
outc
om
es
5.4
Ref
lect
on s
tren
gth
s an
d a
reas
for
dev
elopm
ent
in
ow
n p
ract
ice
of
faci
litat
ing g
roups
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
177
Unit 30: Facilitate Coaching and Mentoring in Health and Social Care or Children and Young People’s Settings
Unit code: O30c
Unit reference number: L/602/2547
QCF level: 5
Credit value: 6
Guided learning hours: 43
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills to support coaching and mentoring of practitioners in health and social care or children and young people’s settings. It includes the ability to understand the benefits of coaching and mentoring and to plan, implement and evaluate the impact of coaching and mentoring in the work setting.
Assessment requirements
This unit must be assessed in accordance with the Skills for Care and Development QCF assessment principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting.
Additional information
Different information sources may include:
• strategic/business plans
• new legislation/regulation
• supervision agreements/professional development plans
• availability and expertise of coaches and mentors in the work setting
• service users who have different needs.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
178
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
ben
efits
of
coac
hin
g a
nd m
ento
ring
pra
ctitio
ner
s in
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
1.1
Anal
yse
the
diffe
rence
s bet
wee
n c
oach
ing a
nd
men
toring
1.2
Exp
lain
cir
cum
stan
ces
when
coac
hin
g w
ould
be
an
appro
priat
e m
ethod o
f su
pport
ing lea
rnin
g a
t w
ork
1.3
Exp
lain
cir
cum
stan
ces
when
men
toring w
ould
be
an
appro
priat
e m
ethod o
f su
pport
ing lea
rnin
g a
t w
ork
1.4
Exp
lain
how
coach
ing a
nd m
ento
ring c
om
ple
men
t oth
er m
ethods
of su
pport
ing lea
rnin
g
1.5
Anal
yse
how
coach
ing a
nd m
ento
ring a
t w
ork
can
pro
mote
the
busi
nes
s obje
ctiv
es o
f th
e w
ork
set
ting
1.6
Eva
luat
e th
e m
anag
emen
t im
plic
atio
ns
of
support
ing c
oach
ing a
nd m
ento
ring in t
he
work
se
ttin
g
1.7
Exp
lain
how
coac
hin
g a
nd m
ento
ring in t
he
work
se
ttin
g c
an c
ontr
ibute
to a
lea
rnin
g c
ulture
1.8
Exp
lain
the
import
ance
of
mee
ting t
he
learn
ing
nee
ds
of co
aches
and m
ento
rs
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
179
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Be
able
to p
rom
ote
co
achin
g a
nd m
ento
ring o
f pra
ctitio
ner
s in
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
2.1
Pr
om
ote
the
ben
efits
of
coac
hin
g a
nd m
ento
ring in
the
work
set
ting
2.2
Support
pra
ctitio
ner
s to
iden
tify
lea
rnin
g n
eeds
wher
e it w
ould
be
appro
priat
e to
use
coac
hin
g
2.3
Support
pra
ctitio
ner
s to
iden
tify
lea
rnin
g n
eeds
wher
e it w
ould
be
appro
priat
e to
use
men
toring
2.4
Exp
lain
the
diffe
rent
types
of
info
rmation,
advi
ce
and g
uid
ance
that
can
support
lea
rnin
g in t
he
work
se
ttin
g
2.5
D
emonst
rate
a s
olu
tion-f
ocu
sed a
ppro
ach t
o
pro
moting c
oac
hin
g a
nd m
ento
ring in t
he
work
se
ttin
g
3
Be
able
to iden
tify
the
coac
hin
g a
nd m
ento
ring
nee
ds
of pra
ctitio
ner
s in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
3.1
U
se d
iffe
rent
info
rmation s
ourc
es t
o d
eter
min
e th
e co
achin
g a
nd m
ento
ring n
eeds
of pra
ctitio
ner
s in
th
e w
ork
set
ting
3.2
Pl
an c
oach
ing a
nd m
ento
ring a
ctiv
itie
s
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
180
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to im
ple
men
t co
achin
g a
nd m
ento
ring
activi
ties
in h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
4.1
Support
the
imple
men
tation o
f co
achin
g a
nd
men
toring a
ctiv
itie
s
4.2
Sel
ect
the
most
appro
priat
e per
son t
o a
ct a
s co
ach
or
men
tor
4.3
Exp
lain
the
support
nee
ds
of th
ose
who a
re w
ork
ing
with p
eers
as
coach
es o
r m
ento
rs
4.4
Pr
ovi
de
coac
hin
g in a
work
set
ting a
ccord
ing t
o t
he
agre
ed p
lan
4.5
Pr
ovi
de
men
toring in a
work
set
ting a
ccord
ing t
o
the
agre
ed p
lan
5
Be
able
to r
evie
w t
he
outc
om
es o
f co
ach
ing a
nd
men
tori
ng in h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
5.1
Rev
iew
how
the
use
of
coach
ing a
nd m
ento
ring in
the
work
set
ting h
as s
upport
ed b
usi
nes
s obje
ctiv
es
5.2
Eva
luat
e th
e im
pac
t of
coach
ing a
nd m
ento
ring o
n
pra
ctic
e
5.3
D
evel
op p
lans
to s
upport
the
futu
re d
evel
opm
ent
of
coac
hin
g a
nd m
ento
ring in t
he
work
set
ting
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
181
Unit 31: Manage Induction in Health and Social Care or Children and Young People’s Settings
Unit code: O35
Unit reference number: T/602/2574
QCF level: 4
Credit value: 3
Guided learning hours: 21
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills for managing induction in health and social care or children and young people’s settings.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting.
Additional information
Practitioners could include:
• new recruits
• existing employees who have taken on additional responsibilities
• existing employees who have taken on a new role
• temporary or agency workers
• workers transferring from another setting
• students on placement
• volunteers.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
182
Individuals are those accessing care or services.
Agreed ways of working will include policies and procedures where these exist.
Factors that influence could include:
• job descriptions
• levels of responsibility
• previous experience
• qualification status
• availability of others
• organisational culture
• organisational requirements
• individual needs.
Others may include:
• workers/practitioners
• carers
• significant others
• individuals who access services
• line managers
• other professionals.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
183
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
purp
ose
of
induct
ion f
or
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
1.1
Exp
lain
why
induct
ion is
import
ant
for
pra
ctitio
ner
s,
indiv
idual
s an
d o
rgan
isat
ions
1.2
Id
entify
info
rmat
ion a
nd s
upport
mat
eria
ls t
hat
are
av
aila
ble
to p
rom
ote
effec
tive
induct
ion
1.3
Exp
lain
the
link
bet
wee
n induct
ion p
roce
sses
, qual
ific
ations
and p
rogre
ssio
n r
oute
s in
the
sect
or
1.4
Anal
yse
the
role
of
the
induct
ion p
roce
ss in
support
ing o
ther
s to
under
stan
d t
he
valu
es,
princi
ple
s an
d a
gre
ed w
ays
of
work
ing w
ithin
a
work
set
ting
1.5
Anal
yse
the
role
of
induct
ion in s
afeg
uar
din
g
indiv
idual
s an
d o
ther
s w
ithin
a w
ork
set
ting
2
Be
able
to m
anag
e th
e in
duct
ion p
roce
ss in
hea
lth,
soci
al c
are
and
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
2.1
Exp
lain
the
fact
ors
that
influen
ce induct
ion
pro
cess
es f
or
pra
ctitio
ner
s
2.2
D
evel
op a
n induct
ion p
rogra
mm
e in
agre
emen
t w
ith o
ther
s
2.3
M
anag
e th
e in
duct
ion p
roce
ss f
or
pra
ctitio
ner
s
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
184
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to s
upport
the
imple
men
tation o
f in
duct
ion p
roce
sses
in
hea
lth,
soci
al c
are
and
child
ren a
nd y
oung
peo
ple
’s w
ork
set
tings
3.1
Id
entify
diffe
rent
met
hods
that
can
be
use
d t
o
support
the
induct
ion p
roce
ss f
or
pra
ctitio
ner
s
3.2
Support
oth
ers
invo
lved
in t
he
induct
ion o
f pra
ctitio
ner
s
3.3
O
bta
in fee
dbac
k fr
om
oth
ers
on p
ract
itio
ner
s ac
hie
vem
ent
of id
entified
induct
ion r
equirem
ents
3.4
Support
pra
ctitio
ner
s to
ref
lect
on t
hei
r le
arnin
g
and a
chie
vem
ent
of in
duct
ion r
equirem
ents
3.5
Pr
ovi
de
feed
bac
k to
pra
ctitio
ner
s on a
chie
vem
ent
of
induct
ion r
equirem
ents
3.6
Support
per
sonal
dev
elopm
ent
pla
nnin
g for
a
pra
ctitio
ner
on c
om
ple
tion o
f in
duct
ion
4
Be
able
to e
valu
ate
the
induct
ion p
roce
ss in h
ealth
and s
oci
al ca
re o
r ch
ildre
n
and y
oung p
eople
’s
sett
ings
4.1
Exp
lain
the
import
ance
of
continuous
org
anis
atio
nal
im
pro
vem
ent
in t
he
pro
visi
on o
f in
duct
ion
4.2
O
bta
in fee
dbac
k on t
he
induct
ion p
roce
ss f
rom
pra
ctitio
ner
s
4.3
O
bta
in fee
dbac
k on t
he
induct
ion p
roce
ss f
rom
oth
ers
in t
he
work
set
ting
4.4
U
se f
eedbac
k to
iden
tify
are
as for
impro
vem
ent
within
the
induct
ion p
roce
ss
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
185
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to im
ple
men
t im
pro
vem
ents
to t
he
induct
ion p
roce
ss in h
ealth
and s
oci
al ca
re o
r ch
ildre
n
and y
oung p
eople
’s
sett
ings
5.1
W
ork
with o
ther
s to
iden
tify
im
pro
vem
ents
within
th
e in
duct
ion p
roce
ss
5.2
W
ork
with o
ther
s to
im
ple
men
t ch
anges
req
uired
to
addre
ss a
reas
for
impro
vem
ent
within
the
induct
ion
pro
cess
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
186
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
187
Unit 32: Facilitate Change in Health and Social Care or Children and Young People’s Settings
Unit code: O40
Unit reference number: F/602/2612
QCF level: 5
Credit value: 6
Guided learning hours: 42
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills to facilitate organisational change in health and social care or children and young people’s settings.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3, 4, 5 and 6, must be assessed in the work setting.
Additional information
Factors may include:
• internal
• external.
Challenges may include:
• anxiety
• stress
• resistance
• fear
• resources
• competence.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
188
Others may include:
• individuals
• practitioners
• families and friends of individuals
• advocates
• colleagues
• other professionals within and beyond the organisation
• others with an interest in the service.
Impact may include:
• risks
• costs
• benefits.
Service provision may include:
• individuals
• team members
• practitioners
• stakeholders
• service delivery.
Change Management plan may include:
• a workforce development plan
• a resources plan
• a support plan for individuals and others affected by the change
• a communication plan
• contingency plans.
The communication strategy will reflect the needs and preferences of its audiences and may incorporate:
• using a range of styles and formats
• adjusting the pace of information-giving
• repeating key messages over time
• clarifying and summarising key points
• updating information as necessary.
Individuals are those accessing care or services.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
189
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
princi
ple
s of
chan
ge
man
agem
ent
in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
1.1
Anal
yse
fact
ors
that
drive
chan
ge
1.2
D
escr
ibe
under
pin
nin
g t
heo
ries
of
chan
ge
man
agem
ent
1.3
D
escr
ibe
appro
ach
es,
tools
and t
echniq
ues
that
su
pport
the
chan
ge
pro
cess
1.4
Exp
lain
the
import
ance
of
effe
ctiv
e ch
ange
man
agem
ent
for
serv
ice
pro
visi
on
2
Be
able
to f
acili
tate
a
shar
ed u
nder
stan
din
g o
f th
e nee
d for
chan
ge
in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
2.1
Pr
om
ote
the
ben
efits
of
chan
ge
2.2
Anal
yse
chal
lenges
that
may
aris
e during t
he
pro
cess
of
chan
ge
2.3
Enab
le o
ther
s to
exp
ress
vie
ws
about
pro
pose
d
chan
ge
2.4
Agre
e w
ith o
ther
s th
e ch
anges
that
nee
d t
o b
e m
ade
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
190
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to d
evel
op a
n
appro
ved c
han
ge
man
agem
ent
pla
n in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
3.1
Anal
yse
the
impac
t of a
pro
pose
d c
han
ge
to t
he
serv
ice
pro
visi
on
3.2
Pr
oduce
a c
han
ge
manag
emen
t pla
n t
hat
take
s ac
count
of
the
iden
tified
im
pac
t
3.3
Est
ablis
h c
rite
ria
agai
nst
whic
h t
he
pla
n c
an b
e ev
aluat
ed
3.4
Sec
ure
any
appro
vals
req
uired
for
the
change
man
agem
ent
pla
n
4
Be
able
to g
ain s
upport
for
a p
ropose
d c
hange
in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
4.1
Ensu
re o
wn a
ctio
ns
serv
e as
a p
osi
tive
role
model
w
hen
intr
oduci
ng c
hange
4.2
Id
entify
oth
ers
who c
an p
rom
ote
the
visi
on for
chan
ge
4.3
U
se s
trate
gie
s th
at a
ddre
ss r
esis
tance
to c
han
ge
4.4
Im
ple
men
t a
com
munic
atio
n s
trat
egy
to s
upport
oth
ers
to u
nder
stan
d a
pro
pose
d c
han
ge
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
191
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5
Be
able
to im
ple
men
t ap
pro
ved c
han
ge
man
agem
ent
pla
ns
in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
5.1
Agre
e ro
les
and r
esponsi
bili
ties
for
imple
men
ting
chan
ge
manag
emen
t pla
n
5.2
Support
oth
ers
to c
arry
out
thei
r ag
reed
role
s in
a
chan
ge
manag
emen
t pla
n
5.3
Adap
t a
chan
ge
man
agem
ent
pla
n t
o a
ddre
ss
issu
es a
s th
ey a
rise
5.4
Est
ablis
h s
trat
egie
s fo
r en
suring t
hat
the
qual
ity
of
serv
ice
for
indiv
iduals
is
mai
nta
ined
during a
per
iod
of
chan
ge
6
Be
able
to e
valu
ate
the
chan
ge
manag
emen
t pro
cess
in h
ealth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
6.1
Agre
e sy
stem
s to
monitor
the
effe
ctiv
enes
s of th
e ch
ange
manag
emen
t pla
n
6.2
W
ork
with o
ther
s to
rev
iew
the
chan
ge
man
agem
ent
pla
n a
gai
nst
iden
tified
crite
ria
6.3
Eva
luat
e outc
om
es o
f th
e ch
ange
for
indiv
idual
s
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
192
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
193
Unit 33: Manage an Inter-Professional Team in a Health and Social Care or Children and Young People’s Setting
Unit code: O41
Unit reference number: L/602/2743
QCF level: 6
Credit value: 7
Guided learning hours: 48
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills to manage an inter-professional team in health and social care or children and young people’s settings.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF assessment principles.
Learning outcomes 2, 3, 4 and 5 must be assessed in the work environment.
Additional information
An individual is someone accessing care or support.
Inter-professional: where team membership comprises different professions and occupational groups (with whom they normally work) and people working together as a team to make assessments and decisions.
Supports may include training, team building, team meetings, professional supervisions, case discussions, dissemination of best practice.
Others may include:
• individuals
• team members
• external professionals
• carers.
Dilemmas: issues where there is a divided opinion or ethical concerns about a course of action.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
194
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
195
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
princi
ple
s of in
ter-
pro
fess
ional
w
ork
ing w
ithin
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
1.1
Anal
yse
how
inte
r-pro
fess
ional
work
ing p
rom
ote
s posi
tive
outc
om
es for
indiv
iduals
1.2
Anal
yse
the
com
ple
xities
of w
ork
ing in inte
r-pro
fess
ional
tea
ms
1.3
Exp
lain
how
inte
r-pro
fess
ional
tea
mw
ork
is
influen
ced b
y:
–
legis
lative
fra
mew
ork
s
–
regula
tion
–
gove
rnm
ent
initia
tive
s
–
pro
fess
ional
codes
of
pra
ctic
e or
pro
fess
ional
st
andar
ds
–
serv
ice
obje
ctiv
es
2
Be
able
to m
anag
e se
rvic
e obje
ctiv
es t
hro
ugh t
he
inte
r-pro
fess
ional
tea
m in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
2.1
W
ork
with o
ther
s to
iden
tify
how
tea
m o
bje
ctiv
es
contr
ibute
to s
ervi
ce o
bje
ctiv
es
2.2
Est
ablis
h p
lans
to m
eet
serv
ice
obje
ctiv
es
2.3
Allo
cate
role
s an
d r
esponsi
bili
ties
to m
eet
serv
ice
obje
ctiv
es
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
196
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to p
rom
ote
inte
r-pro
fess
ional
tea
m w
ork
ing
in h
ealth a
nd s
oci
al ca
re
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
3.1
Est
ablis
h g
ove
rnan
ce a
rran
gem
ents
within
inte
r-pro
fess
ional
work
ing a
rran
gem
ents
to incl
ude:
–
acco
unta
bili
ty
–
lines
of co
mm
unic
atio
n
–
pro
fess
ional
super
visi
on
–
continuin
g p
rofe
ssio
nal
dev
elopm
ent
3.2
Est
ablis
h p
roto
cols
within
inte
r-pro
fess
ional
work
ing
arra
ngem
ents
to incl
ude:
–
confiden
tialit
y an
d info
rmat
ion s
har
ing
–
reco
rd k
eepin
g
–
reso
urc
es
–
conce
rns
and c
om
pla
ints
3.3
Id
entify
support
s ava
ilable
to e
nhan
ce inte
r-pro
fess
ional
work
ing
3.4
Support
oth
ers
to u
nder
stan
d d
istinct
ive
role
s w
ithin
the
team
3.5
Fa
cilit
ate
com
munic
ation w
ithin
the
inte
r-pro
fess
ional
tea
m
3.6
W
ork
with t
he
team
to r
esolv
e dile
mm
as t
hat
may
aris
e
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
197
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Be
able
to m
anag
e pro
cess
es f
or
inte
r-pro
fess
ional
work
with
indiv
idual
s in
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
ettings
4.1
Ensu
re t
hat
pla
ns
for
indiv
idual
s ar
e bas
ed o
n a
fo
rmal ass
essm
ent
4.2
W
ork
with t
he
team
to iden
tify
the
lead
pra
ctitio
ner
s fo
r th
e im
ple
men
tation o
f in
div
idual
s’
pla
ns
4.3
Agre
e ro
les
and r
esponsi
bili
ties
of al
l th
ose
invo
lved
in
im
ple
men
ting p
lans
4.4
Ensu
re t
hat
info
rmation p
ertinen
t to
the
imple
men
tation o
f pla
ns
is e
xchan
ged
bet
wee
n
those
invo
lved
4.5
D
evel
op p
roce
sses
for
the
revi
ew o
f in
div
iduals
’ pla
ns
5
Be
able
to e
valu
ate
the
effe
ctiv
enes
s of
inte
r-pro
fess
ional
tea
m w
ork
in
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
ettings
5.1
W
ork
with o
ther
s to
monitor
the
effe
ctiv
enes
s of
the
inte
r-pro
fess
ional
tea
m a
gai
nst
ser
vice
obje
ctiv
es
5.2
W
ork
with o
ther
s to
iden
tify
:
–
area
s of bes
t pra
ctic
e
–
area
s fo
r im
pro
vem
ent
5.3
W
ork
with o
ther
s to
dev
elop a
n a
ctio
n p
lan t
o
impro
ve inte
r-pro
fess
ional
tea
m w
ork
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
198
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
199
Unit 34: Manage Finance within own area of Responsibility in Health and Social Care or Children and Young People’s Settings
Unit code: O42
Unit reference number: T/602/2753
QCF level: 4
Credit value: 4
Guided learning hours: 31
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to manage finance in own area of responsibility in a health and social care or children and young people’s settings.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.
Learning outcomes 2, 3 and 4 must be assessed in the work setting.
Additional information
Others may include:
• individuals and those important to them
• team members
• trustees, owners or other senior decision-makers
• regulators or commissioners.
Financial period may include:
• monthly
• quarterly
• half year
• full year.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
200
New developments may include:
• change to service provision
• external economic factors
• government initiatives
• human resource requirements.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
201
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d fin
anci
al
man
agem
ent
in o
wn w
ork
se
ttin
g
1.1
Exp
lain
the
import
ance
of
effe
ctiv
e finan
cial
m
anag
emen
t sy
stem
s w
ithin
ow
n w
ork
set
ting
1.2
O
utlin
e so
urc
es o
f fu
ndin
g t
hat
are
use
d t
o
const
ruct
the
budget
for
ow
n w
ork
set
ting
1.3
O
utlin
e th
e ro
les,
res
ponsi
bili
ties
and a
ccounta
bili
ty
of all
those
invo
lved
in fin
anci
al m
anag
emen
t of th
e budget
for
ow
n w
ork
set
ting
2
Be
able
to p
lan b
udget
re
quirem
ent
for
ow
n a
rea
of re
sponsi
bili
ty
2.1
W
ork
with o
ther
s to
cal
cula
te t
he
finan
cial
reso
urc
es r
equired
to m
eet
obje
ctiv
es w
ithin
ow
n
area
of
resp
onsi
bili
ty
2.2
Com
munic
ate
budget
req
uirem
ents
within
rem
it o
f ro
le a
nd r
esponsi
bili
ty t
o info
rm o
vera
ll budget
build
2.3
Anal
yse
the
impac
t of an
insu
ffic
ient
budget
on
serv
ice
del
iver
y
2.4
W
ork
with o
ther
s to
prioritise
budget
allo
cation in
ow
n a
rea o
f re
sponsi
bili
ty
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
202
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to m
anag
e a
budget
3.1
Exp
lain
the
finan
cial m
anag
emen
t sy
stem
s th
at
are
avai
lable
to m
onitor
budget
for
ow
n a
rea o
f re
sponsi
bili
ty
3.2
Agre
e ro
les
and r
esponsi
bili
ties
of oth
ers
in
reco
rdin
g fin
anci
al ex
pen
diture
3.3
Cal
cula
te p
lanned
exp
enditure
ove
r th
e finan
cial
per
iod
3.4
M
onitor
act
ual
spen
d a
gai
nst
pla
nned
exp
enditure
3.5
Anal
yse
varian
ces
bet
wee
n p
lanned
and a
ctual
ex
pen
diture
3.6
Im
ple
men
t co
rrec
tive
act
ion t
o a
ddre
ss a
ny
varian
ces
3.7
M
ake
revi
sions
to t
he
budget
to t
ake
acco
unt
of
varian
ces
and n
ew d
evel
opm
ents
4
Be
able
to e
valu
ate
finan
cial
exp
enditure
w
ithin
ow
n a
rea o
f re
sponsi
bili
ty
4.1
Rev
iew
act
ual ex
pen
diture
again
st p
lanned
ex
pen
diture
within
fin
anci
al p
erio
d
4.2
Rep
ort
fin
din
gs
from
budget
rev
iew
s
4.3
M
ake
reco
mm
endat
ions
for
adju
stm
ents
for
budget
pla
nnin
g a
nd m
anag
emen
t
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
203
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
204
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
205
Unit 35: Manage Quality in Health and Social Care or Children and Young People’s Settings
Unit code: O43
Unit reference number: R/602/2758
QCF level: 5
Credit value: 5
Guided learning hours: 36
Unit summary
The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to manage quality assurance systems in own work setting.
Assessment requirements
This unit must be assessed in accordance with Skills for Care and Development's QCF assessment principles.
Learning outcomes 2 and 3 must be assessed in a real work environment.
Additional information
Individuals are those accessing care or support.
Others may include:
• individuals
• advocates
• family members
• others important to the individual’s wellbeing.
Assessment methodology
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively, centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
206
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
conte
xt o
f qual
ity
ass
ura
nce
in a
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
etting
1.1
Analy
se h
ow
leg
isla
tive
and r
egula
tory
fra
mew
ork
s in
form
qualit
y st
andard
s th
at a
pply
to t
he
work
se
ttin
g
1.2
Anal
yse
how
qual
ity
stan
dar
ds
influen
ce p
osi
tive
outc
om
es for
indiv
idual
s
1.3
Eva
luat
e a r
ange
of
met
hods
that
can
be
use
d t
o
mea
sure
the
achie
vem
ent
of
qual
ity
stan
dar
ds
2
Be
able
to im
ple
men
t qual
ity
standar
ds
in a
hea
lth a
nd s
oci
al c
are
or
child
ren a
nd y
oung
peo
ple
’s s
etting
2.1
W
ork
with t
eam
mem
ber
s an
d o
ther
s to
:
–
agre
e qual
ity
stan
dar
ds
for
the
serv
ice
–
sele
ct indic
ators
to m
easu
re a
gre
ed s
tandard
s
–
iden
tify
contr
ols
to s
upport
the
achie
vem
ent
of
agre
ed s
tandar
ds
2.2
D
evel
op s
yste
ms
and p
roce
sses
to m
easu
re
achie
vem
ent
of qualit
y st
andar
ds
2.3
Support
tea
m m
ember
s to
car
ry o
ut
thei
r ro
les
in
imple
men
ting q
ualit
y co
ntr
ols
2.4
Exp
lain
how
qual
ity
ass
ura
nce
sta
ndar
ds
rela
te t
o
per
form
ance
man
agem
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
207
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to lea
d t
he
eval
uat
ion o
f qual
ity
pro
cess
es in a
hea
lth a
nd
soci
al c
are
or
child
ren a
nd
young p
eople
’s s
etting
3.1
Support
tea
m m
ember
s to
car
ry o
ut
thei
r ro
les
in
monitoring q
ual
ity
indic
ators
3.2
U
se s
elec
ted indic
ato
rs t
o e
valu
ate
the
ach
ieve
men
t of qual
ity
stan
dar
ds
3.3
W
ork
with o
ther
s to
iden
tify
:
–
area
s of bes
t pra
ctic
e
–
area
s fo
r im
pro
vem
ent
3.4
W
ork
with o
ther
s to
dev
elop a
n a
ctio
n p
lan t
o
impro
ve q
ual
ity
of
serv
ice
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
208
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
209
Unit 36: Support Positive Practice with Children and Young People with Speech, Language and Communication Needs
Unit code: CYPOP 15
Unit reference number: L/601/2861
QCF level: 3
Credit value: 4
Guided learning hours: 28
Unit summary
The unit aims to ensure that practitioners work with children and young people at the centre of their practice and base their work on the strengths of the children and young people rather than their difficulties.
Assessment requirements
Learning Outcome 3 must be assessed in relation to a real work situation.
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
210
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
conce
pt
of
posi
tive
pra
ctic
e w
hen
w
ork
ing w
ith c
hild
ren a
nd
young p
eople
with S
pee
ch,
Languag
e an
d
Com
munic
atio
n N
eeds
(SLC
N)
1.1
Exp
lain
how
to r
ecognis
e an
d b
uild
on t
he
stre
ngth
s of a c
hild
or
young p
erso
n b
y giv
ing d
iffe
rent
exam
ple
s of posi
tive
str
ateg
ies
1.2
Com
par
e th
e diffe
rence
s bet
wee
n s
trat
egie
s base
d
on c
hild
ren a
nd y
oung p
eople
’s s
tren
gth
s an
d
abili
ties
and t
hose
base
d a
round c
hild
ren’s
difficu
ltie
s
1.3
Pr
ovi
de
exam
ple
s of
how
curr
ent
rese
arch
evi
den
ce
support
s posi
tive
pra
ctic
e
2
Know
how
to w
ork
al
ongsi
de
spee
ch,
languag
e an
d c
om
munic
atio
n
spec
ialis
ts t
o u
se
appro
priate
str
ateg
ies
and
targ
ets
to s
upport
child
ren
and y
oung
2.1
Id
entify
and d
escr
ibe
the
diffe
rent
stra
tegie
s an
d
targ
ets
that
can s
upport
child
ren a
nd y
oung
peo
ple
’s s
pee
ch,
languag
e an
d c
om
munic
atio
n
nee
ds
2.2
Exp
lain
the
pro
cess
of how
support
ive
stra
tegie
s ar
e se
lect
ed a
nd im
ple
men
ted t
o s
upport
child
ren
and y
oung p
eople
’s s
pee
ch lan
guag
e an
d
com
munic
atio
n n
eeds
2.3
Exp
lain
ow
n r
ole
in t
he
pro
cess
of how
targ
ets
are
set,
monitore
d a
nd e
valu
ated
alo
ng w
ith s
pec
ialis
t
2.4
Com
par
e diffe
rent
exam
ple
s of
how
str
ateg
ies
and
targ
ets
have
bee
n u
sed t
o s
upport
child
ren a
nd
young p
eople
with s
pee
ch,
languag
e an
d
com
munic
atio
n n
eeds
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
211
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to p
lace
child
ren
and y
oung p
eople
at
the
centr
e of pro
fess
ional
pra
ctic
e w
hen
work
ing w
ith
child
ren a
nd y
oung p
eople
w
ith s
pee
ch,
languag
e an
d
com
munic
atio
n n
eeds
3.1
Rev
iew
and iden
tify
the
par
ticu
lar
issu
es a
nd
implic
atio
ns
of ow
n w
ork
set
ting for
child
ren a
nd
young p
eople
’s s
pee
ch,
languag
e an
d
com
munic
atio
n
3.2
D
emonst
rate
ways
to a
dap
t an
d m
odify
ow
n
com
munic
atio
n,
reso
urc
es a
nd t
asks
to s
upport
ch
ildre
n a
nd y
oung p
eople
’s s
pee
ch,
languag
e an
d
com
munic
atio
n
3.3
D
emonst
rate
eff
ective
way
s to
fin
d o
ut
the
view
s of
child
ren a
nd y
oung p
eople
and t
ake
them
into
ac
count
in p
lannin
g a
nd d
eliv
erin
g p
ract
ice
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
212
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Under
stan
d h
ow
to w
ork
w
ith o
ther
s to
support
the
soci
al,
emotional an
d
cognitiv
e nee
ds
of ch
ildre
n
and y
oung p
eople
4.1
Exp
lain
how
spee
ch,
languag
e and c
om
munic
atio
n
nee
ds
can a
ffec
t so
cial
, em
otional
and c
ognitiv
e dev
elopm
ent
in c
hild
ren a
nd y
oung p
eople
4.2
Exp
lain
how
soci
al,
emotional
and c
ognitiv
e nee
ds
can a
ffec
t ch
ildre
n a
nd y
oung p
eople
’s s
pee
ch,
languag
e an
d c
om
munic
atio
n
4.3
Rev
iew
and r
eport
on t
he
role
s of oth
er
pro
fess
ional
s in
support
ing c
hild
ren a
nd y
oung
peo
ple
and e
xpla
in h
ow
to a
cces
s ad
ditio
nal su
pport
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
213
Unit 37: Work with Parents, Families and Carers to Support their Children’s Speech, Language and Communication Development
Unit code: CYPOP 21
Unit reference number: Y/601/2877
QCF level: 3
Credit value: 3
Guided learning hours: 23
Unit summary
To develop the ability of those working with children and young people to work in partnership with parents to support their child’s speech, language and communication development.
Assessment requirements
Learning outcome 3 and part of learning outcome 4 must be assessed in real work situations.
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
214
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
import
ance
of par
enta
l su
pport
for
the
dev
elopm
ent
of sp
eech
, la
nguag
e an
d
com
munic
atio
n
1.1
O
utlin
e th
e nat
ure
of
the
par
ent/
child
rel
atio
nsh
ip
at k
ey s
tages
of a
child
’s life
in r
elat
ion t
o s
pee
ch,
languag
e an
d c
om
munic
atio
n
1.2
Exp
lain
the
influen
ces
of diffe
rent
par
enting s
tyle
s on s
pee
ch,
languag
e an
d c
om
munic
atio
n
dev
elopm
ent
1.3
Exp
lain
how
support
ing e
ffec
tive
spee
ch,
languag
e an
d c
om
munic
atio
n b
etw
een p
are
nts
and c
hild
ren
could
influen
ce t
hei
r re
lationsh
ip a
nd o
vera
ll dev
elopm
ent
at h
om
e
2
Be
able
to w
ork
in
par
tner
ship
with p
aren
ts
to s
upport
thei
r ch
ild’s
sp
eech
, la
nguag
e an
d
com
munic
atio
n
dev
elopm
ent
2.1
Exp
lain
iss
ues
and c
hal
lenges
for
par
ents
whic
h
may
influen
ce h
ow
they
support
thei
r ch
ild’s
sp
eech
, la
nguag
e an
d c
om
munic
atio
n d
evel
opm
ent
2.2
Support
pare
nts
to u
nder
stan
d t
hei
r va
luable
role
in
support
ing t
hei
r ch
ild’s
spee
ch,
languag
e and
com
munic
atio
n d
evel
opm
ent
2.3
Exp
lain
a r
ange
of w
ays
to w
ork
with p
aren
ts t
o
support
thei
r ch
ild’s
spee
ch,
languag
e an
d
com
munic
atio
n d
evel
opm
ent
2.4
D
emonst
rate
ways
on h
ow
to d
evel
op a
nd m
ainta
in
a par
ent’s
confiden
ce in s
upport
ing t
hei
r ch
ild’s
sp
eech
, la
nguag
e an
d c
om
munic
atio
n d
evel
opm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
215
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to s
upport
pare
nts
to
use
act
ivitie
s an
d
appro
ach
es t
o s
upport
th
eir
child
’s s
pee
ch,
languag
e an
d
com
munic
atio
n
dev
elopm
ent
3.1
Pro
vide
pare
nts
with a
ppro
priat
e ad
vice
and
sourc
es o
f in
form
atio
n t
o s
upport
thei
r ch
ild’s
sp
eech
, la
nguag
e an
d c
om
munic
atio
n d
evel
opm
ent.
3.2
Exp
lain
way
s to
support
par
ents
in h
ow
to u
se
activi
ties
and a
ppro
ach
es t
o s
upport
thei
r ch
ild’s
sp
eech
, la
nguag
e an
d c
om
munic
atio
n d
evel
opm
ent
3.3
Eva
luat
e th
e w
ays
in w
hic
h o
wn r
ole
can
be
effe
ctiv
e in
support
ing p
aren
ts t
o s
upport
thei
r ch
ildre
n’s
spee
ch,
languag
e an
d c
om
munic
atio
n
dev
elopm
ent
4
Under
stan
d t
he
import
ance
of
work
ing in
par
tner
ship
with p
aren
ts
of
child
ren w
ith s
pee
ch,
languag
e an
d
com
munic
atio
n n
eeds
and
rele
vant
pro
fess
ional
ag
enci
es
4.1
Exp
lain
why
it is
import
ant
to b
e ab
le t
o w
ork
in
par
tner
ship
with p
aren
ts o
f ch
ildre
n w
ith S
LCN
4.2
Id
entify
use
ful so
urc
es o
f in
form
atio
n a
nd r
elev
ant
org
anis
atio
ns
and s
ervi
ces
to s
upport
par
ents
of
child
ren w
ho h
ave
SLC
N
4.3
Exp
lain
the
import
ance
of
par
tner
ship
work
ing
acro
ss p
rofe
ssio
nal
s, a
gen
cies
and p
aren
ts w
hen
su
pport
ing c
hild
ren w
ith S
LCN
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
216
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
217
Unit 38: Understand the Speech, Language and Communication Needs of Children and Young People with Behavioural, Social and Emotional Difficulties
Unit code: CYPOP 22
Unit reference number: M/601/2884
QCF level: 3
Credit value: 3
Guided learning hours: 25
Unit summary
This unit explores the way in which behaviour, social and emotional difficulties are linked with speech, language and communication and provides effective ways to support the speech, language and communication development of children and young people with behaviour, emotional and social difficulties.
Assessment requirements
This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
218
Lear
ning
out
com
es a
nd a
sses
smen
t cr
iter
ia
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
links
bet
wee
n languag
e,
beh
avio
ur,
em
otional
and
soci
al d
evel
opm
ent
difficu
ltie
s
1.1
Exp
lain
why
beh
avi
our
can b
e se
en a
s a
mea
ns
of
com
munic
atio
n
1.2
Exp
lain
, w
ith e
xam
ple
s, h
ow
spee
ch,
languag
e an
d
com
munic
atio
n n
eeds
may
aff
ect
beh
avio
ura
l,
emotional
and s
oci
al dev
elopm
ent
in c
hild
ren a
nd
young p
eople
1.3
Rev
iew
and r
eport
on r
elev
ant
rese
arc
h a
bout
the
inci
den
ce o
f sp
eech
, la
nguag
e and c
om
munic
atio
n
nee
ds
and b
ehav
ioura
l, s
oci
al and e
motional
difficu
ltie
s in
child
ren a
nd y
oung p
eople
1.4
D
escr
ibe
the
range
of beh
avi
oura
l, e
motional
and
soci
al d
ifficu
ltie
s th
at c
hild
ren a
nd y
oung p
eople
m
ay e
xper
ience
and h
ow
they
can
aff
ect
spee
ch,
languag
e an
d c
om
munic
atio
n d
evel
opm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
219
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
2
Under
stan
d h
ow
to
support
posi
tive
spee
ch,
languag
e an
d
com
munic
atio
n
dev
elopm
ent
for
child
ren
and y
oung p
eople
with
beh
avio
ura
l, e
motional
an
d s
oci
al difficu
ltie
s
2.1
Id
entify
key
barr
iers
to b
ehavi
oura
l, s
oci
al an
d
emotional
dev
elopm
ent
that
are
exp
erie
nce
d b
y ch
ildre
n a
nd y
oung p
eople
with s
pee
ch,
languag
e an
d c
om
munic
atio
n n
eeds
2.2
Exp
lain
eff
ective
str
ate
gie
s to
ove
rcom
e bar
rier
s to
su
pport
the
spee
ch lan
guag
e and d
evel
opm
ent
of
child
ren a
nd y
oung p
eople
with b
ehav
ioura
l,
emotional
and s
oci
al difficu
ltie
s
2.3
Exp
lain
how
adap
ting a
dult lan
guag
e an
d
inte
ract
ions
can s
upport
a c
hild
’s b
ehav
iour,
em
otional
, so
cial
ski
lls,
as w
ell as
support
thei
r co
mm
unic
atio
n d
evel
opm
ent
2.4
Exp
lain
how
posi
tive
chan
ges
to t
he
com
munic
atio
n
envi
ronm
ent
can s
upport
com
munic
atio
n
dev
elopm
ent
for
child
ren a
nd y
oung p
eople
with
beh
avio
ura
l, e
motional
and s
oci
al d
ifficu
ltie
s
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
220
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Under
stan
d h
ow
to a
dap
t st
rate
gie
s an
d a
ppro
aches
to
beh
avi
oura
l, e
motional
an
d s
oci
al dev
elopm
ent
to
mee
t sp
eech
, la
nguag
e an
d c
om
munic
atio
n n
eeds
3.1
Id
entify
and e
xpla
in c
urr
ent
evid
ence
bas
ed
appro
ach
es t
o u
nder
stan
din
g c
hild
ren a
nd y
oung
peo
ple
’s b
ehav
iour
3.2
Exp
lain
how
set
ting w
ide
stra
tegie
s to
pro
mote
posi
tive
beh
avio
ur
and e
motional
and s
oci
al
dev
elopm
ent
can b
e ad
apte
d t
o s
upport
child
ren
and y
oung p
eople
with s
pee
ch,
languag
e and
com
munic
atio
n n
eeds
3.3
Exp
lain
, usi
ng e
xam
ple
s, h
ow
indiv
idual
str
ateg
ies
to p
rom
ote
posi
tive
beh
avio
ur
and e
motional
and
soci
al d
evel
opm
ent
can b
e adap
ted t
o s
upport
ch
ildre
n a
nd y
oung p
eople
with s
pee
ch,
languag
e an
d c
om
munic
atio
n n
eeds
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
221
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
4
Know
how
to w
ork
with
oth
ers
in o
rder
to s
upport
th
e sp
eech
, la
nguag
e an
d
com
munic
atio
n
dev
elopm
ent
of ch
ildre
n
and y
oung p
eople
with
beh
avio
ura
l, e
motional
an
d s
oci
al dev
elopm
ent
nee
ds
4.1
Exp
lain
ways
to w
ork
with p
aren
ts a
nd fam
ilies
in
support
ing c
hild
ren a
nd y
oung p
eople
’s s
pee
ch,
languag
e an
d c
om
munic
atio
n n
eeds
that
als
o
pro
mote
s posi
tive
beh
avio
ur
4.2
Exp
lain
the
role
s of
oth
er p
rofe
ssio
nal
s w
ho m
ay
be
invo
lved
in join
t or
inte
gra
ted w
ork
ing t
o p
rom
ote
posi
tive
beh
avio
ur
and e
motional
and s
oci
al
dev
elopm
ent
nee
ds
of ch
ildre
n a
nd y
oung p
eople
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
222
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
223
Unit 39: Promote Children in Early Years Settings Acquiring a New Language through Immersion
Unit code: CYPOP 46
Unit reference number: K/601/3225
QCF level: 3
Credit value: 4
Guided learning hours: 29
Unit summary
The purpose of this unit is to enable the learner to acquire the knowledge, understanding and skills to support children in early years settings to acquire a new language through immersion.
Assessment requirements/evidence requirements
This unit must be assessed in line with Skills For Care and Development’s Assessment Strategy.
Learning Outcomes 2 and 3 must be assessed in a real work environment.
Learners can enter the types of evidence they are presenting for assessment and the submission date against each assessment criterion. Alternatively,centre documentation should be used to record this information.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
224
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
1
Under
stan
d t
he
nee
ds
of
child
ren a
nd fam
ilies
w
ithin
a n
ew lan
guag
e le
arnin
g e
nvi
ronm
ent
1.1
Exp
lain
how
the
imm
ersi
on m
ethod r
elat
es t
o t
he
legal
, polic
y an
d p
ract
ice
fram
ework
s th
at
are
rele
vant
for
languag
e ac
quis
itio
n in t
he
countr
y of
the
sett
ing
1.2
Exp
lain
the
import
ance
of
shar
ing info
rmation w
ith
care
rs a
nd invo
lvin
g t
hem
in t
he
child
’s im
mer
sion
languag
e dev
elopm
ent
1.3
Exp
lain
what
is
mea
nt
by
reco
gnis
ing a
nd v
aluin
g
culture
s and w
hy
it is
import
ant
to d
emonst
rate
to
fam
ilies
that
you v
alue
div
ersi
ty
1.4
Exp
lain
why
it is
import
ant
to r
ecognis
e and v
alu
e a
child
’s r
ight
to u
se t
hei
r la
nguag
e of
choic
e
1.5
Exp
lain
ways
in w
hic
h c
om
munic
atio
n iss
ues
with
fam
ilies
mig
ht
be
addre
ssed
2
Be
able
to im
ple
men
t th
e im
mer
sion m
ethod
within
the
child
care
se
ttin
g
2.1
Exp
lain
the
stag
es o
f la
nguag
e im
mer
sion
2.2
Pr
onounce
the
imm
ersi
on lan
guag
e cl
early
and
accu
rate
ly
2.3
Res
pond a
ppro
priat
ely
to c
hild
ren a
ccord
ing t
o t
he
stag
e of th
eir
imm
ersi
on lan
guage
acquis
itio
n
2.4
D
emonst
rate
met
hods
for
support
ing c
hild
ren t
o
acquire
the
imm
ersi
on lan
guage
thro
ugh p
lay
and
active
lea
rnin
g
2.5
U
se v
erbal
and n
on-v
erbal
com
munic
atio
n t
o
enco
ura
ge
and r
eass
ure
child
ren in a
new
la
nguag
e en
viro
nm
ent
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
225
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
3
Be
able
to p
lan t
he
envi
ronm
ent
to p
rom
ote
ch
ildre
n’s
im
mer
sion
languag
e ac
quis
itio
n
3.1
O
utlin
e th
e fa
ctors
that
cre
ate
an e
nvi
ronm
ent
conduci
ve t
o im
mer
sion lan
guag
e ac
quis
itio
n
3.2
Pl
an a
nd p
rovi
de
act
ivitie
s w
her
e in
div
idual
child
ren h
ave
opport
unitie
s to
use
the
imm
ersi
on
languag
e w
ith o
ther
child
ren
3.3
Pr
ovi
de
indiv
idual
act
ivitie
s w
her
e ch
ildre
n a
re a
ble
to
exp
erim
ent
with s
ounds
and lan
guag
e
4
Be
able
to s
upport
the
acquis
itio
n o
f la
nguage
skill
s th
at c
hild
ren n
eed
to s
pea
k a n
ew
languag
e
4.1
Exp
lain
how
ver
bal
inte
ract
ions
bet
wee
n a
dults
in
the
sett
ing m
ight
influen
ce t
he
child
ren’s
ac
quis
itio
n o
f th
e la
nguag
e
4.2
Enco
ura
ge
child
ren t
o u
se t
he
imm
ersi
on lan
guag
e in
cludin
g v
erbal
inte
ract
ion w
ith p
ract
itio
ner
s an
d
oth
ers
4.3
D
emonst
rate
how
liter
acy
skill
s in
the
imm
ersi
on
languag
e are
support
ed a
nd d
evel
oped
5
Be
able
to r
evie
w a
nd
eval
uat
e th
e ef
fect
iven
ess
of
imm
ersi
on lan
guag
e dev
elopm
ent
within
the
sett
ing
5.1
W
ork
with o
ther
s to
def
ine
the
bas
elin
e at
whic
h
each
child
oper
ates
lin
guis
tica
lly
5.2
O
bse
rve
and r
ecord
the
child
’s lan
guag
e dev
elopm
ent
during p
lay
act
ivitie
s in
cludin
g
inci
den
tal use
of
the
imm
ersi
on lan
guag
e
5.3
W
ork
with o
ther
s to
rev
iew
a c
hild
’s im
mer
sion
languag
e dev
elopm
ent
to p
lan for
pro
gre
ssio
n
5.4
Shar
e in
form
atio
n o
f th
e ch
ild’s
im
mer
sion
languag
e dev
elopm
ent
with c
are
rs f
ollo
win
g w
ork
se
ttin
g p
roce
sses
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
226
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Evid
en
ce
typ
e
Po
rtfo
lio
re
fere
nce
D
ate
5.5
W
ork
with o
ther
s to
rev
iew
and e
valu
ate
the
effe
ctiv
enes
s of th
e la
nguag
e en
viro
nm
ent
of th
e se
ttin
g in p
rom
oting lan
guag
e ac
quis
itio
n t
hro
ugh
imm
ersi
on
6
Be
able
to e
valu
ate
ow
n
contr
ibution t
o
child
ren’s
lan
guag
e dev
elopm
ent
6.1
Ref
lect
on h
ow
ow
n w
ork
ing p
ract
ice
has
contr
ibute
d t
o c
hild
ren’s
dev
elopm
ent
within
the
imm
ersi
on lan
guag
e
6.2
Adap
t ow
n p
ract
ice
to m
eet
the
nee
ds
of
indiv
idual
ch
ildre
n
Lear
ner
nam
e:__________________________________________
D
ate:
___________________________
Lear
ner
sig
nat
ure
:_______________________________________
D
ate:
___________________________
Ass
esso
r si
gnat
ure
:______________________________________
D
ate:
___________________________
Inte
rnal
ver
ifie
r si
gnatu
re:
________________________________
(i
f sa
mple
d)
Dat
e:___________________________
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
227
Further information
Our customer service numbers are:
BTEC and NVQ 0844 576 0026
GCSE 0844 576 0027
GCE 0844 576 0025
The Diploma 0844 576 0028
DiDA and other qualifications 0844 576 0031
Calls may be recorded for training purposes.
Useful publications
Related information and publications include:
• Centre Handbook for Edexcel QCF NVQs and Competence-based Qualifications published annually
• functional skills publications – specifications, tutor support materials and question papers
• Regulatory Arrangements for the Qualification and Credit Framework (published by Ofqual, August 2008)
• the current Edexcel publications catalogue and update catalogue.
Edexcel publications concerning the Quality Assurance System and the internal and standards verification of vocationally related programmes can be found on the Edexcel website.
NB: Some of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.
How to obtain National Occupational Standards
To obtain the National Occupational Standards go to www.ukstandards.org.uk.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
228
Professional development and training
Edexcel supports UK and international customers with training related to NVQ and BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
• planning for the delivery of a new programme
• planning for assessment and grading
• developing effective assignments
• building your team and teamwork skills
• developing student-centred learning and teaching approaches
• building functional skills into your programme
• building effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on our website (www.edexcel.com/training). You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs.
The training we provide:
• is active
• is designed to be supportive and thought provoking
• builds on best practice
• may be suitable for those seeking evidence for their continuing professional development.
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
229
Ann
exe
A:
Prog
ress
ion
path
way
s
The
Edex
cel q
ualif
icat
ion
fram
ewor
k fo
r th
e Ch
ildre
n’s
Care
, Le
arni
ng a
nd D
evel
opm
ent
sect
or
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTE
C v
oca
tio
nall
y-
rela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
alifi
cati
on
/
pro
fess
ion
al
NV
Q/
com
pete
nce
5
Edex
cel BTEC H
igher
N
atio
nal
s in
Hea
lth
and S
oci
al Car
e
4
BTEC L
evel
4
Profe
ssio
nal
Dip
lom
a
in S
pec
ialis
ed P
lay
for
Sic
k Child
ren a
nd
Young P
eople
3
Edex
cel G
CE in
Hea
lth a
nd S
oci
al
Car
e
Edex
cel Adva
nce
d
Dip
lom
a in
Soci
ety,
H
ealth a
nd
Dev
elopm
ent;
Edex
cel
Progre
ssio
n D
iplo
ma in
Soci
ety,
Hea
lth a
nd
Dev
elopm
ent
Edex
cel BTEC
Nat
ional
s in
Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent;
Edex
cel
BTEC L
evel
3
Nat
ional
s in
Hea
lth
and S
oci
al Car
e
Edex
cel Le
vel 3
Dip
lom
a fo
r Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent
(QC
F)
NO
26024 –
Spec
ific
atio
n –
Edex
cel Le
vel 5 D
iplo
mas
in C
hild
ren’s
Car
e, L
earn
ing a
nd D
evel
opm
ent
(A
dva
nce
d P
ract
ice)
/(M
anag
emen
t) (
QC
F) –
Iss
ue
1 –
May
2011
© E
dex
cel Li
mited
2011
230
Level
Gen
era
l q
uali
fica
tio
ns
Dip
lom
as
BTE
C v
oca
tio
nall
y-
rela
ted
q
uali
fica
tio
ns
BTEC
sp
eci
ali
st
qu
alifi
cati
on
/
pro
fess
ion
al
NV
Q/
com
pete
nce
2
Edex
cel H
igher
D
iplo
ma
in S
oci
ety,
H
ealth a
nd
Dev
elopm
ent
Edex
cel BTEC F
irst
s in
Child
ren’s
Car
e,
Lear
nin
g a
nd
Dev
elopm
ent;
Edex
cel
BTEC F
irst
s in
Hea
lth
and S
oci
al Car
e
Edex
cel Le
vel 2
Dip
lom
a fo
r Child
ren’s
Car
e, L
earn
ing a
nd
Dev
elopm
ent
(QC
F)
1
Edex
cel
GCSE in
Hea
lth
and
Soci
al
Car
e
Edex
cel
GCSE in
Hea
lth
and
Soci
al
Car
e
Edex
cel Fo
undat
ion
Dip
lom
a in
Soci
ety,
H
ealth a
nd
Dev
elopm
ent
Edex
cel BTEC L
evel
1
Aw
ard/
Cer
tifica
te/
Dip
lom
a in
Car
ing for
Child
ren (
QCF)
; Edex
cel BTEC L
evel
1
Aw
ard/
Cer
tifica
te/
Dip
lom
a in
Hea
lth a
nd
Soci
al C
are
(Q
CF)
En
try
Edex
cel BTEC E
ntr
y Le
vel Aw
ard in C
arin
g
for
Child
ren (
Entr
y 3)
(QCF)
; Edex
cel BTEC
Entr
y Le
vel Aw
ard in
Hea
lth a
nd S
oci
al C
are
(Entr
y 3)
(QCF)
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
231
Annexe B: Quality assurance
Key principles of quality assurance
• A centre delivering Edexcel qualifications must be an Edexcel recognised centre and must have approval for qualifications that it is offering.
• The centre agrees, as part of gaining recognition, to abide by specific terms and conditions relating to the effective delivery and quality assurance of assessment. The centre must abide by these conditions throughout the period of delivery.
• Edexcel makes available to approved centres a range of materials and opportunities to exemplify the processes required for effective assessment and provide examples of effective standards. Approved centres must use the guidance on assessment to ensure that staff who are delivering Edexcel qualifications are applying consistent standards.
• An approved centre must follow agreed protocols for: standardisation of assessors; planning, monitoring and recording of assessment processes; internal verification and recording of internal verification processes and dealing with special circumstances, appeals and malpractice.
Quality assurance processes
The approach to quality assured assessment is made through a partnership between a recognised centre and Edexcel. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. The specific arrangements for working with centres will vary. Edexcel seeks to ensure that the quality-assurance processes it uses do not inflict undue bureaucratic processes on centres, and works to support them in providing robust quality-assurance processes.
The learning outcomes and assessment criteria in each unit within this specification set out the standard to be achieved by each learner in order to gain each qualification. Edexcel operates a quality-assurance process, designed to ensure that these standards are maintained by all assessors and verifiers.
For the purposes of quality assurance, all individual qualifications and units are considered as a whole. Centres offering these qualifications must be committed to ensuring the quality of the units and qualifications they offer, through effective standardisation of assessors and internal verification of assessor decisions. Centre quality assurance and assessment processes are monitored by Edexcel.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
232
The Edexcel quality-assurance processes will involve:
• gaining centre recognition and qualification approval if a centre is not currently approved to offer Edexcel qualifications
• annual visits to centres by Edexcel for quality review and development of overarching processes and quality standards. Quality review and development visits will be conducted by an Edexcel quality development reviewer
• annual visits by occupationally competent and qualified Edexcel Standards Verifiers for sampling of internal verification and assessor decisions for the occupational sector
• the provision of support, advice and guidance towards the achievement of National Occupational Standards.
Centres are required to declare their commitment to ensuring quality and appropriate opportunities for learners that lead to valid and accurate assessment outcomes. In addition, centres will commit to undertaking defined training and online standardisation activities.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
233
Annexe C: Centre certification and registration
Edexcel Standards Verifiers will provide support, advice and guidance to centres to achieve Direct Claims Status (DCS). Edexcel will maintain the integrity of Edexcel QCF NVQs through ensuring that the awarding of these qualifications is secure. Where there are quality issues identified in the delivery of programmes, Edexcel will exercise the right to:
• direct centres to take action
• limit or suspend certification
• suspend registration.
The approach of Edexcel in such circumstances is to work with the centre to overcome the problems identified. If additional training is required, Edexcel will aim to secure the appropriate expertise to provide this.
What are the access arrangements and special considerations for the qualifications in this specification?
Centres are required to recruit learners to Edexcel qualifications with integrity.
Appropriate steps should be taken to assess each applicant’s potential and a professional judgement should be made about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should consult Edexcel’s policy on learners with particular requirements.
Edexcel’s policy on access arrangements and special considerations for Edexcel qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills, knowledge, understanding or competence. Please refer to Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications for further details. www.edexcel.com.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
234
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
235
Annexe D: Assessment Principles
Please check the Edexcel website for the latest version of the Assessment Principle from the Sector Skills Council.
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
236
NO26024 – Specification – Edexcel Level 5 Diplomas in Children’s Care, Learning and Development (Advanced Practice)/(Management) (QCF) – Issue 1 – May 2011 © Edexcel Limited 2011
237
Annexe E: Additional requirement for qualifications that use the term ‘NVQ’ in a QCF qualification title
Please go to www.ofqual.gov.uk to access the document ‘Operating rules for using the term ‘NVQ’ in a QCF qualification title’.
4741seb190511 Z:\LT\PD\EDEXCEL NVQ COMP BASED QUAL. N026024 ~DIP IN LEADERSHIP FOR CHILDREN'S CARE L & D (AP M) (QCF) DOT.1-244/2
Publications Code N026024 May 2011 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07
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