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HEALTH AND SOCIAL CARE

STUDENT GUIDE AND LOGBOOK

LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE’S WORKFORCE (04696)

Within the Apprenticeship Framework for Children and YoungPeople’s Workforce

STUDENT GUIDEINTRODUCTION

You are about to start an OCR Level 3 Diploma for the Children and Young People’s Workforce. We wish you every success and hope that this will be one of many OCR qualifications which you take throughout your life.

This guide has been designed to give you information about:• the aims and structure of your qualification• the people who will be involved in your

qualification and what they will do• the assessment process you will go through in

order to gain your qualification• how to plan, collect and organise information

to show that you are competent at your job• the evidence you have to collect to show you

can work to those standards• the glossary of terms• any extra forms you will use to help you

organise the evidence you have collected.

2Student Guide

ARE YOU STUDYING THIS QUALIFICATION AS PART OF AN APPRENTICESHIP FRAMEWORK?

3 www.ocr.org.uk/healthandsocialcare

The framework describes the qualifications that an apprentice has to achieve to successfully complete this Apprenticeship.

The components in this Apprenticeship are:

COMPETENCE TECHNICAL KNOWLEDGE

KEY SKILLS/FUNCTIONAL SKILLS/

ESSENTIAL SKILLS WALES

EMPLOYMENT RIGHTS AND RESPONSIBILITIES PLTS

Level 3 Diploma for the Children and Young People’s Workforce

There is no separate technical qualification for this Apprenticeship. Technical knowledge is within the competence qualification.

Application ofNumber Level 2,CommunicationLevel 2,ICT Level 2orFunctional Skills English, Maths and ICT at Level 2.

ERR will be met by completion of an externally assessed and verified qualification.

Mapped to the mandatory units in the competence qualifications

This qualification satisfies the competence and technical knowledge required to complete an Apprenticeship in Children and Young People’s Workforce.

4Student Guide

Qualification structure

The national occupational standards in your qualification have been grouped into the main activities which make up a job. These groups of activities are called units. There are two types of units:• Mandatory units – you will have to achieve all

of these to get your qualification. You may also have to achieve some optional units

• Optional units – you may be able to choose from a number of optional units. You will receive help to choose the best optional units to match your job or interests.

Each unit has:• a unit aim - this explains what the unit is all

about and relates the unit content to typical tasks you may carry out

• learning outcomes - these set out what you are expected to know, understand or be able to do as a result of the learning process

• assessment criteria - these detail the requirements that you will be assessed against in order to evidence the learning outcomes.

ABOUT THIS QUALIFICATION

The OCR Level 3 Diploma for the Children and Young People’s Workforce provides you with a high quality, nationally recognised qualification. This is a vocational, credit-based qualification that provides valuable opportunities for you to develop skills, gain underpinning knowledge and understanding and to demonstrate competence in the workplace. This qualification is based on national occupational standards from the Children and Young People’s Workforce sector.

Qualification aims

Achievement of this qualification demonstrates that the holder of the qualification has the knowledge, understanding and skills needed to competently undertake a range of activities at level 3 within the Children and Young People’s Workforce.

This qualification specifically aims to:• offer an initial entry into the Children and Young People’s Workforce• recognise the candidate’s understanding of the Children and Young People’s Workforce• evaluate the candidate’s application of knowledge in the workplace• provide accreditation for the essential knowledge, understanding and competence needed by those working within the Children and Young People’s Workforce.


WHO WILL BE INVOLVED IN YOUR QUALIFICATION

Assessment of your qualification is carried out at your centre. Your centre may be your place of work, a college, training agency or combination of these. The people involved in the assessment process are listed below.

An assessor (this maybe your manager or supervisor at work):• will help you plan and organise your workload

and evidence• will provide feedback and offer advice• will examine your portfolio of evidence• will observe you carrying out your job over a

period of time• will ask you questions about the work you do• will judge when you are competent and meet

the national standards.

An internal verifier:• is employed by your centre to maintain the

quality of assessment within the centre• will visit your place of work to see you being

assessed and may wish to speak with you• will check the assessment of your portfolio of

evidence• will check your assessor is following correct

assessment procedures – the internal verifier is not checking you!

An external verifier:• is contracted by OCR to ensure that your

centre meets the required national standard• will make visits to your centre to observe

assessment and examine evidence in portfolios

• may wish to speak with you as part of this process

• will check the centre is following the correct assessment and verification procedures – the external verifier is not checking you!

WitnessesThese are normally people in your workplace who regularly see you doing your job and know how your job should be done. As you plan your assessment with your assessor you will be asked to think about who these people are. They may be your supervisor or line manager.

ASSESSMENT

In order for you to effectively progress towards meeting the requirements of each assessment criterion, teachers/tutors must make sure that the supporting knowledge, understanding and skills requirements for each criterion are fully addressed.

When your assessor is satisfied that you have met all of the requirements for a unit, they must confirm this by signing an evidence record sheet for that unit to show that the assessment process is complete.

Initial assessment

Before you begin this qualification, you must have received some form of initial assessment. Initial assessment determines your starting point. It identifies any competence or knowledge you already have, and also shows where there are any gaps in your competencies and knowledge. Initial assessment is undertaken to help plan your progress through this qualification because it allows your assessor to help you understand the best place to start collecting evidence. It will also identify units which you might have difficulty finishing.

Your assessor will spend time with you at the start of your programme making sure that you:• are taking the right level of qualification• understand which mandatory units you have

to take• have chosen the optional units you want to

take• understand what you need to know or learn to

gain the qualification• understand what you have to do to collect

evidence to show that you are competent• agree an assessment plan• agree and sign a learning contract.

Assessment planning

Your assessor will agree a number of considerations with you including: • finding the best source of evidence to use for

particular units • finding the best way of assessing you• confirming the best times, dates and places for

the assessments to take place.

Your assessors will make a note of their assessment planning and regularly give you feedback.

With your assessor you will make and agree an assessment plan. This will show:• the units the plan covers• when you will be observed• where you will be observed• what you will be doing• what evidence you will produce.

Your assessor will be looking to find tasks which you do at work which will produce evidence for more than one unit. You may be able to produce evidence for more than one unit at a time.

The assessment plan is very important as it will help you prepare for the assessment. You may need to agree with other people when you are to be assessed, especially if you work in a team. You must let your supervisor or manager know so that, as far as possible, your work does not change on the day the assessment is planned.

Each time you prepare with your assessor for an assessment in your workplace, you will make an assessment plan. You will review, update and amend your plan many times as you progress through you qualification. This is called the assessment planning cycle.

6Student Guide


Assessment evidence

There are various assessment methods that can be used as evidence for this qualification. These will be explained in more detail in the next section of this logbook.

Assessment feedback

Your assessor will give you specific feedback on your performance after assessment. You will also meet regularly to review your progress and evidence, and update your assessment plan.

Assessment decisions

When you think you have completed a unit, your assessor will make the final assessment decision. Remember that you must provide enough evidence to meet all the criteria in every unit you are claiming. You must meet all of the learning outcomes and assessment criteria.

Your assessor’s decision will be either• that you are competent or• that you are not yet competent.

If you are not yet competent, you and your assessor will return to the assessment planning cycle and decide how you can collect further evidence.

RECORDING EVIDENCE

It has been agreed that the following assessment methods are most suitable for this qualification: • direct observation of practice by an assessor

or by the expert witness for occupational specific units

• examination of evidence by an assessor • questioning by an assessor • inference of knowledge from direct

observation • professional discussion with an assessor.

In some situations, the assessor may speak to you to provide evidence of the your performance and knowledge (see Professional discussion).

Direct observation of practice

Direct observation is where the assessor watches what you are doing. They check your practice against the assessment criteria to determine if you are meeting the given standard.

You and your assessor should plan direct observations of practice together but it is the assessor’s responsibility to record the observation properly.

After the observation has taken place, the assessor needs to record an assessment decision and the justification for the decision. The assessor must also give you feedback on your practice and the decision made.

Examination of evidence

This is where the assessor reviews the evidence you have produced to see if it meets the assessment criteria.

Evidence can: • be a reflection of how you carried out a

process • be the product of your work • be a product relating to your competence.

For example:

The process that you carry out could be recorded in an observation or witness testimony. It is the assessor’s responsibility to determine if the evidence you submit for assessment meets the requirements of the qualification.

Your work could be: notebook entries, completed forms, computer records, care plans, statements obtained, or reports completed. After the assessor has examined the evidence, the assessor must record an assessment decision and the justification for the decision. The assessor must also give you feedback on your evidence and the decision made.

Questioning

Your assessor may question you or your witness for the assessment of these qualifications.

Questioning is normally an ongoing part of the assessment process, and is necessary to:• test your knowledge of facts and procedures • check if you understand principles and

theories • collect information on the type and purpose of

the processes you have gone through.

Your assessor will record assessment decisions after they have questioned you. They will record enough information to justify the decisions they make. This does not mean that assessors will record, word for word, the questions put to you and the answers you give. However, assessors will record enough information about what they asked and how you replied to allow the assessment to be verified.

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Questioning witnesses is normally an ongoing part of validating written witness statements. However, questioning witnesses should not just be used for this purpose. Assessors should be able to speak to witnesses and record, in whatever way is suitable, the verbal statements of these witnesses. A record of verbal statement is a form of witness statement and could provide valuable evidence to confirm your competence over a period of time.

Professional discussion

Professional discussion is a structured, planned and in depth discussion recorded by your assessor. It allows you to present evidence of competence and to demonstrate your skills, knowledge and understanding through discussing the evidence and showing how it meets the requirements of the qualification. The assessor will guide the discussion by using open questioning, active listening and knowledge of the requirements of the assessment criteria.

Witness statements/testimonies

Witness testimonies can be used as evidence of your performance. Such testimonies can be made verbally to the assessor or can be written in a short note.

If a witness provides a written statement they need to include the following information: • your name • the date, time and venue of the activity carried

out • a description of the activities you performed• the date of writing the testimony • a description of the witness’ relationship to you • their signature and job title • their contact details (such as telephone

number).

It is not appropriate for witness testimonies to contain a list of the skills to which it relates. Witnesses must direct the information in their testimonies to describing what you did. The assessor will then judge whether the activities demonstrate competence. It is not acceptable for you to produce written witness testimonies for the witness to ‘sign off’.

Simulation

Sometimes it is not possible to do the activities that are set down in the assessment criteria. For example the assessment criteria may state that you need to evacuate a burning building. It may be that you never have to do this activity in real life. So for these types of activities simulation may be used.

Your assessor will know which assessment criteria can be evidenced simulation.

Examples of where simulation may be used include:• where performance is critical but events

occur infrequently and yet a high degree of confidence is needed that you would act appropriately

• where performance is critical, happens frequently but where there is risk of harm to you in a real situation

• as a supplementary form of evidence.

Where simulations are used they must replicate working activities in a realistic workplace environment.

Copyright and plagarism

Assessors must be confident that the work they mark is your own work. This does not mean that you must be supervised throughout the completion of all work but the assessor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of your work.

Students must not plagiarise. Plagiarism is the submission of another’s work as one’s own and/or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to you being disqualified. It is therefore important you understand that work you submit must be you own. You may refer to research, quotations or evidence but you must list your sources.

YOUR PORTFOLIO

We have looked at the different types of evidence you might produce for your qualification. In this section we will look at how you should record your evidence.

The portfolio

A portfolio is a well-organised collection of your evidence for your qualification. It can be any shape or size, depending on the type of evidence you want to have assessed. It can be paper based or in an electronic format.

Your centre will help you to decide which will be the best option for you when you start your qualification.

The portfolio belongs to you and it is your responsibility to keep it safe and secure. If the portfolio is lost or damaged you may have to reproduce some evidence, which may delay your progress towards your qualification. Your centre may arrange to store the portfolio for you if you decide this is the best way to keep it safe.

Sometimes your centre will need to store the portfolio so it can be checked by the internal and external verifiers. When you have completed your portfolio, the centre will usually keep it until the external verifier has visited. The portfolio will then be returned to you.

Building a portfolio

It is your responsibility to collect your evidence and build a portfolio. Although your centre will help you to do this, it is up to you to make sure you agree a way of organising evidence that you are happy with.

Your portfolio must show how the evidence you have collected covers the standards. It should be clearly logged and referenced, so that your assessor and verifiers can check it easily. You must

10Student Guide


show you have covered all of the learning outcomes and assessment criteria requirements in the qualification units.

We recommend that you use a simple referencing system for your evidence. You will often find that one piece of evidence can be used for more than one unit. In these cases, you should clearly cross-reference the evidence to the units and elements it covers, indicating specific assessment criteria.

There may be some evidence that you cannot put into your portfolio because it is too bulky, or be-cause it is confidential. In these cases, you should make a note in your portfolio to explain where the evidence can be found.

Portfolio contents

Whether you have an electronic or paper-based portfolio, it will need to contain the following information:

Introductory section:• your personal and contact details• your centre contact details• the name and scheme code for your

qualification• your OCR candidate number (you get this

when the centre registers you with OCR for this qualification)

• your curriculum vitae, job description or personal statement

• names and contact details of staff involved assessing and verifying your qualification

• names and contact details of witnesses.

Assessment section:• a summary of your achievements• an evidence log or locator to reference your

evidence to the standards• your assessment plans and reviews including – your assessment feedback – assessment decisions.

Evidence section:• index of evidence• your pieces of evidence• evidence assessment records such as records

of observations and professional discussions• records of questions and your answers• unit progress and sign off record.

Recording forms

There is a set of OCR Recording Forms you can use to help you build your portfolio. There are also completed examples to refer to, and blank forms which you can photocopy as required. Your centre has access to these on the OCR website.

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JOB ROLES AND PROGRESSION

Job roles at Level 3 are usually those where the learner may have some supervisory or managerial responsibilities, is working without or with only limited supervision and include:• nursery nurses• nursery room manager• child minders• day care supervisor• SureStart workers• special educational needs assistant• child care centre managers• preschool advisors• care workers• careers adviser• nursery school teachers• playworkers• speech and language therapists• youth and community workers• crèche workers• support workers in nursery schools, classes or• day nurseries• Connexions Personal Adviser (LDSS pathway• specific)• Education Welfare Officer (LDSS pathway• specific)• Learning Mentor (LDSS pathway specific)• anyone working at level 3, who works with

children and young people in the voluntary sector, including volunteers who are not covered by another sector skills body.

Progression from this qualification can includeFoundation degrees within the sector, or theLevel 5 Leadership qualifications.

CHILDREN AND YOUNG PEOPLE’S WORKFORCE (04696)

LEVEL 3 DIPLOMA FOR THE

STUDENT LOGBOOK


Student name: ...................................................................................................

Student number: ...................................................................................................

Unique learner number: ...................................................................................................

Centre name: ...................................................................................................

Centre number: ................................................................................................... Centre contact: ...................................................................................................

Assessor name: ...................................................................................................

Assessor phone number: ...................................................................................................

Internal Verifier name: ...................................................................................................

Internal Verifier phone number: ...................................................................................................

USING YOUR STUDENT LOGBOOK

This logbook will help you complete your Level 3 Diploma for the Children and Young People’s Workforce qualification. It contains forms you can use to record and organise your evidence.

This logbook contains all the achievement records for recording your evidence. There is one record for each mandatory unit. Each achievement record contains the details of the standards you need to achieve for the work activities. Further achievement record sheets for the optional units are available from the OCR website.

Space is provided for you to record what you have done for your assessor to tick off those areas where you have met the National Standard.

Your assessor will explain how to fill out the achievement records and what is sufficient evidence. They will help you if you have difficulties.

The achievement records are very important. If you move jobs or colleges before you finish your qualification, you should take your records with you so that you can continue your qualification.

If you have already achieved some units towards your qualification before you leave, as your employer or college to apply to OCR for a certificate that lists the units you have successfully gained.

14Student Logbook

LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE'S WORKFORCE

To achieve this qualification, students must achieve a total of 65 credits made up as follows:

Eleven mandatory units (Group A), plus one mandatory pathway (one from a choice of Group B, C or D), plus a selection of optional units (Group E).

In addition, each of the units that appear in the three mandatory pathways (Groups B, C and D), become Optional units for those not taking the pathway. For example, a learner taking the Early Learning and Childcare mandatory pathway (Group B) can choose the units in any of the other two mandatory pathways (Groups C and D) as Optional units.

The following table contains the groups of mandatory and optional units:

Group A Mandatory Units (all must be completed)

UNIT NO

SECTOR UNIT NO UNIT TITLE CREDIT

VALUE

1 SHC31 Promote communication in health, social care or children’s and young people’s settings 3

2 SHC32 Engage in personal development in health, social care or children’s and young people’s settings 3

3 SHC33 Promote equality and inclusion in health, social care or children’s and young people’s settings 2

4 SHC34 Principles for implementing duty of care in health, social care or children’s and young people’s settings 1

5 CYP Core 3.1 Understand child and young person development 4

6 CYP Core 3.2 Promote Child and Young Person Development 3

7 CYP Core 3.3 Understand how to safeguard the well being of children and young people 3

8 CYP Core 3.4 Support children and young people’s health and safety 2

9 CYP Core 3.5 Develop positive relationships with children, young people and others involved in their care 1

10 CYP Core 3.6 Working together for the benefit of children and young people 2

11 CYP Core 3.7 Understand how to support positive outcomes for children and young people 3


Group B Mandatory Pathway - Early Learning and Childcare

UNIT NO


VALUE

12 EYMP1 Context and principles for early years provision 4

13 EYMP2 Promote learning and development in the early years 5

14 EYMP3 Promote children’s welfare and well being in the early years 6

15 EYMP4 Professional practise in early years settings 3

16 EYMP5 Support children’s speech, language and communication 4

Group C Mandatory Pathway - Social Care

UNIT NO


VALUE

17 SCMP1 Assessment and planning with children and young people 5

18 SCMP2 Promote the well being and resilience of children and young people 4

19 SCMP3 Professional practice in children’s and young people’s social care 4

Group D Mandatory Pathway - Learning, Development and Support Services

UNIT NO


VALUE

20 LDSSMP1 Support children and young people to achieve their education potential 4

21 LDSSMP2 Support children and young people to make positive changes in their lives 4

22 LDSSMP3 Professional practice in learning, development and support services 5

16Student Logbook

Group E Optional Units

UNIT NO


VALUE

23 CYPOP1 Work with babies and young children to promote their development and learning 6

24 CYPOP2 Care for the physical and nutritional needs of babies and young children 6

25 CYPOP3 Lead and manage a community based early years setting 6

26 CYPOP4 Promote young children’s physical activity and movement skills 3

27 CYPOP5 Understand how to set up a home based childcare service 4

28 CYPOP6 Support disabled children and young people and those with specific requirements 6

29 CYPOP7 Promote creativity and creative learning in young children 5

30 CYPOP16 Coordinate special educational needs provision 5

31 CYPOP17 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage 5

32 CYPOP37 Support children or young people in their own home 4

33 CYPOP30 Support the creativity of children and young people 3

34 CYPOP35 Work with children and young people in a residential care setting 5

35 CYPOP8 Support young people to develop, implement and review a plan of action 3

36 CYPOP9 Provide information and advice to children and young people 3

37 CYPOP10 Develop interviewing skills for work with children and young people 3

38 CYPOP11 Caseload management 3

39 CYPOP12 Support children and young people to move towards independence and manage their lives 3

40 CYPOP13 Support children and young people to achieve their learning potential 3

41 CYPOP14 Support children and young people to have positive relationships 3

42 CYPOP43 Improving the attendance of children and young people in statutory education 5

43 CYPOP44 Facilitate the learning and development of children and young people through mentoring education 4

44 CYPOP15 Support positive practice with children and young people with speech, language and communication needs 4

45 CYPOP20 Support speech, language and communication development 3

46 CYPOP21 Work with parents, families and carers to support their children’s speech, language and communication development 3

47 CYPOP22 Understand the speech, language and communication needs of children and young people with behavioural, social and emotional difficulties 3


Group E Optional Units (continued)

UNIT NO


VALUE

48 CYPOP23 Support the speech, language and communication development of children who are learning more than one language 3

49 CYPOP24 Support children and young people’s speech, language and communication skills 3

50 CYPOP42 Support care within fostering services for vulnerable children and young people 3

51 CYPOP45 Support the referral process for children and young people 3

52 YP016-03 Support young people who are involved in anti social and/ or criminal activities 2

53 YPO06 Support young people who are looked after or are leaving care 3

54 YPO07 Support young people who are socially excluded or excluded from school 2

55 YP010-03 Support young people in relation to sexual health and risk of pregnancy 2

56 LLUK302 Enable parents to develop ways of handling relationships and behaviour that contribute to everyday life with children 3

57 LLUK301 Work with parents to meet their children’s needs 3

58 YP009-03 Support young people with mental health problems 3

59 LLUK312 Engage young parents in supporting their children’s development 3

60 LLUK313 Engage fathers in their children’s early learning 3

61 LLUK Engage parents in their children’s early learning 3

62 HSC3045 Promote positive behaviour 6

63 HSC3047 Support use of medication in social care settings 5

18Student Logbook

UNIT 1 (SHC31)PROMOTE COMMUNICATION IN HEALTH, SOCIAL

CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS

THIS IS A MANDATORY UNIT

This unit aims to provide the knowledge, skills and understanding of the central importance of communication in a variety of settings, and the ways to meet individual needs and preferences in communication. It also considers issues of confidentiality.

The unit is divided into four parts:

1. Understand why effective communication is important in the work setting.

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

3. Be able to overcome barriers to communication.

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

19www.ocr.org.uk/healthandsocialcare Unit 1 - SHC31

Learning Outcome 1 - Understand why effective communication is important in the work setting

Assessment criteria. I can: Assessorinitials Date Evidence

referenceType of

evidence1.1 Identify the different reasonspeople communicate1.2 Explain how communicationaffects relationships in the work setting

Learning Outcome 2 - Be able to meet the communication and language needs, wishes and prefer-ences of individuals


referenceType of

evidence2.1 Demonstrate how to establish the communication and language needs, wishes and preferences of individuals2.2 Describe the factors to consider when promoting effective communication2.3 Demonstrate a range of communication methods and styles to meet individual needs2.4 Demonstrate how to respond to an individual’s reactions when communicating

20

UNIT 1 (SHC31)

PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS

www.ocr.org.uk/healthandsocialcareUnit 1 - SHC31

POINTS TO NOTE

The communication needs of the supportive practice, whilst acknowledging the

importance - and need - of confidentiality, are wide-reaching. There is a natural process to

‘link’ items of discussion gained within the practice. Transferable skills: that involve making

contracts (agreements); listening skills; observing skills; accuracy; interpretation; the

consideration of transference; the consideration of the ‘reflection of the client’ whilst also

comparing past and present patterns are all ongoing communicative skills of working-in-

practice.


UNIT 1 (SHC31)

PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR

CHILDREN'S AND YOUNG PEOPLE'S SETTINGS

Learning Outcome 3 - Be able to overcome barriers to communication


referenceType of

evidence3.1 Explain how people from different backgrounds may use and/or interpret communication methods in different ways3.2 Identify barriers to effective communication3.3 Demonstrate ways to overcome barriers to communication3.4 Demonstrate strategies that can be used to clarify misunderstandings3.5 Explain how to access extra support or services to enable individuals to communicate effectively

Learning Outcome 4 - Be able to apply principles and practices relating to confidentiality


referenceType of

evidence4.1 Explain the meaning of the term confidentiality4.2 Demonstrate ways to maintain confidentiality in day to day communication4.3 Describe the potential tension between maintaining an individual’s confidentiality and disclosing concerns

ACTIVITYIdentify what the key concepts of psychodynamic theory are.

Key terms

Effective Communication: the ability to meet the communication and language support needs, wishes and preferences of individuals (children and young people).

Inclusive Communication: the ability to over-come barriers to communication whilst gaining awareness of the extra support and/or services available.

Confidentiality: the ability to apply principles and practices relating to confidentiality (within the working practice and that of the individual) – and, that of disclosures.

UNIT 1 (SHC31)

PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS

22 www.ocr.org.uk/healthandsocialcareUnit 1 - SHC31

DID YOU KNOW?

The supportive practice: often involves the implementation of basic analysis and its

methods (often discussed by Freud and his peers). When we communicate with children and

young people (client/s) we may also consider, whilst working towards the overall wellbeing of

children and young people, key concepts of psychodynamic theory.

NOTES AND FEEDBACKUse this space to record any notes about your work. Your assessor will also use this space to give you some feedback.

UNIT 1 (SHC31)

PROMOTE COMMUNICATION IN HEALTH, SOCIAL CARE OR



UNIT 2 (SHC32)ENGAGE IN PERSONAL DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTING


This unit aims to provide the knowledge, skills and understanding required to consider personal development and reflective practice; the central importance of communication in a variety ofsettings; and the ways to meet individual needs and preferences in communication. It also coversissues of confidentiality.

The unit is divided into five parts:

1. Understand what is required for competence in own work role

2. Be able to reflect on practice3. Be able to evaluate own performance4. Be able to agree a personal

development plan5. Be able to use learning opportunities

and reflective practice to contribute to personal development.



UNIT 2 (SHC32)ENGAGE IN PERSONAL

DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG

PEOPLE'S SETTING

Learning Outcome 1 - Understand what is required for competence in own work role


referenceType of

evidence1.1 Describe the duties and responsibilities of own work role1.2 Explain expectations about own work role as expressed in relevant standards

Learning Outcome 2 - Be able to reflect on practice


referenceType of

evidence2.1 Explain the importance of reflective practice in continuously improving the quality of service provided2.2 Demonstrate the ability to reflect on practice2.3 Describe how own values, belief systems and experiences may affect working practice

Learning Outcome 3 – Be able to evaluate own performance


referenceType of

evidence3.1 Evaluate own knowledge, performance and understanding against relevant standards3.2 Demonstrate use of feedback to evaluate own performance and inform development

Learning Outcome 4 – Be able to agree a personal development plan


referenceType of

evidence4.1 Identify sources of support for planning and reviewing own development4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development opportunities4.3 Demonstrate how to work with others to agree own personal development plan

Learning Outcome 5 – Be able to use learning opportunities and reflective practice to contribute to personal development


referenceType of

evidence5.1 Evaluate how learning activities have affected practice5.2 Demonstrate how reflective practice has led to improved ways of working5.3 Show how to record progress in relation to personal development



POINTS TO NOTE

Any act of support, particularly within the overall therapeutic view of a

holistic approach, often attached to supportive settings, will be duty bound to

be based on a view of being ‘non-judgemental and un-opinionated. Continued

Professional Development (CPD) of the work-in-practice should also include

‘personal support within working practice’. This can be demonstrated in many ways.

For instance: access to supervisory links (supervision) and team meetings (with the

consideration also of acknowledging the data protection act) can bring through further

understanding – i.e. when considering the need for referral.

Key terms

Competence in practice: the ability to work to agreed standards of working practice.

Reflection in practice: the ability to reflect upon (re-visit) and then evaluate new findings.

Self-evaluation: the ability to acknowledge all feedback, evaluate own performance and present findings.

Personal (Individual) Development Plan: the ability to acknowledge and work towards Contin-ued Professional Development (CPD) – allowing for reflection, review and agreed actions.

you

well beingpersonal

developmentCAREER

RELATIONSHIPS

FINANCES

PHYSICAL ENVIRONMENT

CREATIVITY AND FUN


UNIT 2 (SHC32)ENGAGE IN PERSONAL

DEVELOPMENT IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG

PEOPLE'S SETTING

DID YOU KNOW?

Social work involves protecting the vulnerable within our society (including

children and young people). This often includes inclusive promotion – and, this strength

may also lead to consideration of the generation of care orders, supervision orders as well as

other alternative avenues (using the guidance of the law). The need for court orders may also

be delayed, ‘deferred’ and/or omitted through parental partnership working.


NOTES AND FEEDBACKUse this space to record any notes about your work. Your assessor will also use this space to give you some feedback



This unit aims to provide the knowledge, skills and understanding to promote equality, diversity andinclusion in the work setting.

The unit is divided into three parts:

1. Understand the importance of diversity, equality and inclusion

2. Be able to work in an inclusive way3. Be able to promote diversity, equality

and inclusion.


UNIT 3 (SHC33)PROMOTE EQUALITY AND INCLUSION IN HEALTH,

SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS


UNIT 3 (SHC33)

PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS

Learning Outcome 1 - Understand the importance of diversity, equality and inclusion


referenceType of

evidence1.1 Explain what is meant by•Diversity•Equality•Inclusion1.2 Describe the potential effects of discrimination

1.3 Explain how inclusive practice promotes equality and supports diversity

Learning Outcome 2 - Be able to work in an inclusive way


referenceType of

evidence2.1 Explain how legislation and codes of practice relating to equality, diversity and discrimination apply to own work role2.2 Show interaction with individuals that respects their beliefs, culture, values and preferences

Learning Outcome 3 – Be able to promote diversity, equality and inclusion


referenceType of

evidence3.1 Demonstrate actions that model inclusive practice3.2 Demonstrate how to support others to promote equality and rights3.3 Describe how to challenge discrimination in a way that promotes change

ACTIVITYName two links of inclusive practice currently available within your work or study.

31

UNIT 3 (SHC33)

PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR


Key terms

Diversity (equality and inclusion): inclusive practice promotes equality and supports diversity by working to agreed standards and/or legislation.

Effects (of discrimination): continued cause in the ‘wider society’ (i.e. the child or young person, family and/or social links – even those who do not offer inclusion) when inclusion is not offered or maintained.

Promoting inclusivity: the ongoing ability to demonstrate, promote and support, actions of inclusive practice, both within the work role and through external factors. This may also include aspects of change management.

www.ocr.org.uk/healthandsocialcare Unit 3 - SHC33

DID YOU KNOW?

Language and communication skills, and their development, also involve ongoing

non-verbal communication skills that may also be considered alongside social processes.

This often leads to the learning of the first language. Visual communication may also include

extended gestures through animated explanations. Extended communication - for instance:

deaf awareness, allows access to interpretation support through the use of a sign

language (i.e. BSL) interpreter.

POINTS TO NOTESocial learning theory often emphasises that aspects of environment

(the surrounding in which we live, work, socialise and/or study in) can

introduce certain and/or specific behaviours. This also leads to the notion that

we often learn by both observing and imitating each other. These are also aspects

of learning and conditioning (classical and/or operant conditioning [Skinner,

individual learning with immediate feedback]). It could also be determined that

general behaviour is a process of varying factors that include discrimination,

generalisation and positive and negative behaviour reinforcement.


UNIT 3 (SHC33)

PROMOTE EQUALITY AND INCLUSION IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLE'S SETTINGS


UNIT 4 (SHC34)PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG

PEOPLES SETTINGS


This unit aims to provide the knowledge and understanding of how duty of care contributes to safe practice, and how to address dilemmas or complaints that may arise where there is a duty of care.


1. Understand how duty of care contributes to safe practice

2. Know how to address conflicts or dilemmas that may arise between an individual’s rights and the duty of care

3. Know how to respond to complaints.



UNIT 4 (SHC34)

PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLES SETTINGS

Learning Outcome 1 - Understand how duty of care contributes to safe practice


referenceType of

evidence1.1 Explain what it means to have a duty of care in own work role1.2 Explain how duty of care contributes to the safeguarding or protection of individuals

Learning Outcome 2 - Know how to address conflicts or dilemmas that may arise between an indi-vidual’s rights and the duty of care


referenceType of

evidence2.1 Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights2.2 Describe how to manage risks associated with conflicts or dilemmas between an individual’s rights and the duty of care2.3 Explain where to get additional support and advice about conflicts and dilemmas

Learning Outcome 3 – Know how to respond to complaints


referenceType of

evidence3.1 Describe how to respond to complaints3.2 Explain the main points of agreed procedures for handling complaints

ACTIVITYWhat are four principles for implementing duty of care?

ASSESSMENT

DECIDING OUTCOMES

PLANNINGINTERVENTION

EVALUATION WORK PROCESS

UNIT 4 (SHC34)

PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG

PEOPLES SETTINGS

35

Key terms

Duty of Care: the ability to understand and over-come any conflicts that may arise in order to maintain duty of care.

Safeguarding: ensuring that children – and young people, are kept from harm within the work-setting whilst maintaining external factors of duty-of-care also.

Risk Management: support in the assessmentand management of risk (internal and external factors.

Responding (to complaints): the ability to work to, and within, agreed guidelines (for instance acting in an appropriate and courteous manner) when responding to complaints.

www.ocr.org.uk/healthandsocialcare Unit 4 - SHC34

DID YOU KNOW?

Skills for Care’s refreshed version of the Common Induction Standards (2005), has now replaced

the Common Induction Standards (2005). They also reflect current policy and practice. It

has been acknowledging also that duty of care can be implemented and/or supported

by adhering to the following principles: Standard 1: Role of the health and social worker;

Standard 2: Personal development; Standard 3: Communicate effectively; Standard 4: Equality

and inclusion; Standard 5: Principles for implementing duty of care; Standard 6: Principles of

safeguarding in health and social care.; Standard 7: Person-centred support; Standard 8: Health

and safety in an adult social care setting

POINTS TO NOTEThe standards will be part of the induction

process for all who are entering the health and

social care profession for the first time – and, others

who transfer to another employer or role within health & social care.


UNIT 4 (SHC34)

PRINCIPLES FOR IMPLEMENTING DUTY OF CARE IN HEALTH, SOCIAL CARE OR CHILDREN'S AND YOUNG PEOPLES SETTINGS


UNIT 5 (CYP 3.1)UNDERSTAND CHILD AND YOUNG PERSON

DEVELOPMENT


This unit aims to provide the knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also aims to provide knowledge and understanding of the actions to be taken when differences in development are identified; and the potential effects of transitions on children and young people’s development.

The unit is divided into five parts:

1. Understand the expected pattern of development for children and young people from birth to 19 yrs

2. Understand the factors that influence children and young people’s development and how these affect practice

3. Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern

4. Understand the importance of early intervention to support the speech, language and communication needs of children and young people

5. Understand the potential effects of transitions on children and young people’s development.

37www.ocr.org.uk/healthandsocialcare Unit 5 - CYP 3.1

38 www.ocr.org.uk/healthandsocialcareUnit 5 - CYP 3.1

UNIT 5 (CYP 3.1)UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT

Learning Outcome 1 - Understand the expected pattern of development for children and young people from birth to 19 yrs


referenceType of

evidence1.1 Explain the sequence and rate of each aspect of development from birth to 19 yrs1.2 Explain the difference between sequence of development and rate of development and why the difference is important

Learning Outcome 2 - Understand the factors that influence children and young people’s develop-ment and how these affect practice


referenceType of

evidence2.1 Explain how children and young people’s development is influenced by a range of personal factors2.2 Explain how children and young people’s development is influenced by a range of external factors2.3 Explain how theories of development and frameworks to support development influence current practice

DID YOU KNOW?

Developmental Theories: provide supportive guidance and under-pinning

knowledge in the ongoing development of children and young people - who should

be seen as individuals (both with personality and through learning) within their own right

(i.e. demonstration of individual differences). Skinner’s theoretical findings indicate that

when behaviours are continually positively reinforced (by supportive re-affirmations from

an adult [taking time to congratulate and reward good and appropriate behaviour]) then

these behaviours are more likely to be repeated in the future.


UNIT 5 (CYP 3.1)UNDERSTAND CHILD AND YOUNG

PERSON DEVELOPMENT

Learning Outcome 3 - Understand how to monitor children and young people’s development andinterventions that should take place if this is not following the expected pattern


referenceType of

evidence3.1 Explain how to monitor children and young people’s development using different methods3.2 Explain the reasons why children and young people’s development maynot follow the expected pattern3.3. Explain how disability may affect development

3.4. Explain how different types of interventions can promote positiveoutcomes for children and young people where development is not following the expected pattern

Learning Outcome 4 - Understand the importance of early intervention to support the speech, language and communication needs of children and young people


referenceType of

evidence4.1 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition4.2 Explain how multi agency teams work together to support speech, language and communication4.3. Explain how play and activities are used to support the development of speech, language and communication

POINTS TO NOTEIf varying aspects of development and behaviour bring

through insights of discussion, involving continual criticism, then

general theories should also be re-visited and continually evaluated as

evidence of research often supports and refutes any claim. All decisions

agreed, on a child or young person’s overall well-being, should be

considered from all perspectives allowing for an informed judgement –

thus bringing conclusive strength to overall findings.

UNIT 5 (CYP 3.1)UNDERSTAND CHILD AND YOUNG PERSON DEVELOPMENT

Key terms

Attachment: the need for closeness with others (infants and older).

Secondary reinforcement: the reiteration of learning. Classical and Operant conditioning: learningoccurrence as a result of association and/or reinforcement

Intervention: support via multi-agency working, often the first step towards overall well-being

Transition: aspects of change, often involving a new environment outside of the comfort zone.

Learning Outcome 5 - Understand the potential effects of transitions on children and young peo-ple’s development.


referenceType of

evidence5.1 Explain how different types of transitions can affect children and young people’s development5.2 Evaluate the effect on children and young people of having positive relationships during periods of transition


DID YOU KNOW?

Bowlby describes attachment behaviour (specific behaviours, as demonstrated

by the infant/child, in order to remain close to a chosen person) as an initial method of

strengthening the child and ‘mother’ bond. This may also be seen as an integral stage of

early development, supporting skills in bonding with others at later stages within life. This

often links to personal factors (that may include general health and wellbeing) and external

factors (the environment in which the child or young person resides in or is introduced

and/or attached to).

ACTIVITYNativists and Empiricists offer explanations on child behaviour patterns (an important part of

a young person’s development). Research both titles and include a short description.

UNIT 5 (CYP 3.1)UNDERSTAND CHILD AND YOUNG

PERSON DEVELOPMENT



UNIT 6 (CYP 3.2)PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT


This unit aims to provide a sound basis of knowledge, understanding and the competence required to promote children and young people’s development and positive behaviour. It also includes how to support children and young people going through transitions in their lives.

The unit is divided into six parts:

1. Be able to assess the development needs of children or young people and prepare a development plan

2. Be able to promote the development of children or young people

3. Be able to support the provision of environments and services that promote the development of children or young people.

4. Understand how working practices can impact on the development of children and young people.

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

6. Be able to support children and young people experiencing transitions.



UNIT 6 (CYP 3.2)

PROMOTE CHILD AND YOUNG PERSON DEVELOPMENT

Learning Outcome 1 - Be able to assess the development needs of children or young people and prepare a development plan


referenceType of

evidence1.1. Explain the factors that need to be taken into account when assessing development1.2. Assess a child or young person’s development in the following areas• physical• communication• intellectual/ cognitive• social, emotional and behavioural• moral

1.3. Explain the selection of the assessment methods used

1.4 Develop a plan to meet the development needs of a child or young person in the work setting

Learning Outcome 2 - Be able to promote the development of children or young people


referenceType of

evidence2.1 Implement a development plan for a child or young person according to own role and responsibilities,taking into account that development is holistic and interconnected2.2 Evaluate and revise the development plan in the light of implementation2.3 Explain the importance of a person centred and inclusive approach andgive examples of how this is implemented in own work2.4 Listen to children or young people and communicate in a way that encourages them to feel valued2.5 Encourage children or young people to actively participate in decisionsaffecting their lives and the services they receive according to their age andabilities

UNIT 6 (CYP 3.2)


Learning Outcome 3 - Be able to support the provision of environments and services that promotethe development of children or young people.


referenceType of

evidence3.1 Explain the features of an environment or service that promotes the development of children and young people3.2 Demonstrate how own work environment or service is organised topromote the development of children or young people

Learning Outcome 4 - Understand how working practices can impact on the development of chil-dren and young people.


referenceType of

evidence4.1 Explain how own working practice can affect children and young people’s development4.2 Explain how institutions, agencies and services can affect children and young people’s development

POINTS TO NOTEChildren - and young people, when provided

with the opportunity of appropriate interaction, often

gain further development in their cognitive ability -

allowing for the continued consideration of others.


goodpractice

KNOWLEDGEPROCESS

SKILLS VALUES & ETHICS


UNIT 6 (CYP 3.2)


Learning Outcome 5 - Be able to support children and young people’s positive behaviour


referenceType of

evidence5.1 Work with children and young people to encourage positive behaviour

5.2. Evaluate different approaches to supporting positive behaviour

Learning Outcome 6 - Be able to support children and young people experiencing transitions


referenceType of

evidence6.1 Explain how to support children and young people experiencing different types of transitions6.2 Demonstrate provision of structured opportunities for children or young people to explore the effects of transitions on their lives

ACTIVITYName one theorist who has carried out research into Moral Development and provide a short description of their findings.

UNIT 6 (CYP 3.2)


Key terms

Assessment: gauging levels of personal abilities whilst remaining ‘non-judgemental’.

Methods: the holistic process of working with home and external environments.

Development Plan: a Teacher may introduce an individual learning plan (ILP) attached to an overall scheme of work, often taking into account a differentiation strategy (inclusion).

Environment (or Service): a positive and supportive environment working to agreed standards.

Positive Behaviour: reinforcement of encouragement through supportive approaches that may also, in some instances, include multi-agency working.

Types of Transitions: development of a structure of support allowing for personal reflection.


DID YOU KNOW?

‘Social Learning: theorists (Bandura and colleagues) place prominence on the roles

of modelling in learning basic rules of appropriate and/or inappropriate and controlling

behaviour – thus, the belief that children learn and gain appropriate and/or inappropriate skills

in two main ways – by:

(i) parents and/or carer’s offering specific guidance in what is and is not appropriate (continual

guidance); (ii) observing adults and other young people within their internal and external

environment/s - i.e. within the home and/or through social media, and then imitating this

behaviour (learning by example [whether appropriate or not]).


UNIT 6 (CYP 3.2)



UNIT 7 (CYP 3.3)UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE


This unit aims to provide the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety.

The unit is divided into seven parts:

1. Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people

2. Understand the importance of working in partnership with other organisations to safeguard children and young people

3. Understand the importance of ensuring children and young people’s safety and protection in the work setting

4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed

5. Understand how to respond to evidence or concerns that a child or young person has been bullied

6. Understand how to work with children and young people to support their safety and well being

7. Understand the importance of e-safety for children and young people.



UNIT 7 (CYP 3.3)

UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND

YOUNG PEOPLE

Learning Outcome 1 - Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people


referenceType of

evidence1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people1.2 Explain child protection within the wider concept of safeguarding children and young people1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing

Learning Outcome 2 - Understand the importance of working in partnership with other organisations to safeguard children and young people


referenceType of

evidence2.1 Explain the importance of safeguarding children and young people2.2 Explain the importance of a child or young person centred approach

2.3 Explain what is meant by partnership working in the context of safeguarding2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed


UNIT 7 (CYP 3.3)

UNDERSTAND HOW TO SAFEGUARD THE WELL BEING OF CHILDREN AND YOUNG PEOPLE

Learning Outcome 3 - Understand the importance of ensuring children and young people’s safety and protection in the work setting


referenceType of

evidence3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them3.3 Evaluate ways in which concerns about poor practice can be reportedwhilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected3.4 Explain how practitioners can take steps to protect themselves within theireveryday practice in the work setting and on off site visits

Learning Outcome 4 - Understand how to respond to evidence or concerns that a child or young person has been abused or harmed


referenceType of

evidence4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged

ACTIVITYIn what year was the original Children’s Act published?How many key principles are there?


UNIT 7 (CYP 3.3)


YOUNG PEOPLE

Learning Outcome 5 - Understand how to respond to evidence or concerns that a child or young person has been bullied


referenceType of

evidence5.1 Explain different types of bullying and the potential effects on children and young people

5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged

Learning Outcome 6 - Understand how to work with children and young people to support their safety and well being


referenceType of

evidence6.1 Explain how to support children and young people’s self-confidence and self-esteem6.2 Analyse the importance of supporting resilience in children and young people6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety


UNIT 7 (CYP 3.3)


Learning Outcome 7 - Understand the importance of e-safety for children and young people


referenceType of

evidence7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone7.2. Describe ways of reducing risk to children and young people from:• social networking• internet use• buying online• using a mobile phone

DID YOU KNOW?

In September 2003, the Government published the Every Child Matters

Green Paper alongside its formal response to the Victoria Climbi, Inquiry

Report. The Green Paper proposed changes in policy and legislation in England

to maximise opportunities and minimise risks for all children and young people,

focusing services more effectively around the needs of children, young people and

families.

UNIT 7 (CYP 3.3)


YOUNG PEOPLE


Key terms

Safeguarding: ensuring that children – and young people, are kept from harm within the work-setting whilst maintaining external factors of duty-of-care also.

Day-to-day (working practice): considering and gaining understanding in standards of support

Empowerment: supporting children – and young people, in making positive and informed choices – embracing the idea of wellbeing.

Different Organisations (multi-agency working): external factors of community support.

Policies and Procedures: ensuring considera-tion of all risk-assessments whilst maintaining the safety of the supportive practice and the children – and young people, in support.

Bullying: any action of intention, or verbal remark (that does not consider the overall wellbeing of another) whether confirmed, suspected or alleged.

POINTS TO NOTELocal Authorities have a general duty to safeguard and promote the

welfare of children within their locality where a need has been determined.

The Children’s Act ( 2004 ), was produced in the light of a consultation and

gives effect to the legislative proposals, to create clear accountability for

children’s services. The idea: to promote and enable better and joint working and,

to secure a better focus on safeguarding children.


UNIT 7 (CYP 3.3)



UNIT 8 (CYP 3.4)SUPPORT CHILDREN AND YOUNG PEOPLE'S HEALTH AND SAFETY


This unit aims to provide the knowledge, understanding and skills required to support children and young people’s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting.


1. Understand how to plan and provide environments and services that support children and young people’s health and safety

2. Be able to recognise and manage risks to health, safety and security in a work setting or off site visits

3. Understand how to support children and young people to assess and manage risk for themselves

4. Understand appropriate responses to accidents, incidents, emergencies and illness in work settings and off site visits.



UNIT 8 (CYP 3.4)SUPPORT CHILDREN AND YOUNG

PEOPLE'S HEALTH AND SAFETY

Learning Outcome 1 - Understand how to plan and provide environments and services that sup-port children and young people’s health and safety


referenceType of

evidence1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services1.2 Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely1.3 Identify sources of current guidance for planning healthy and safe environments and services1.4 Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service

Learning Outcome 2 - Be able to recognise and manage risks to health, safety and security in a work setting or off site visits


referenceType of

evidence2.1 Demonstrate how to identify potential hazards to the health, safety and security of children or young people, families and other visitors and colleagues2.2 Demonstrate ability to deal with hazards in the work setting or in off sitevisits2.3 Undertake a health and safety risk assessment in own work setting orservice illustrating how its implementation will reduce risk2.4 Explain how health and safety risk assessments are monitored andreviewed


Learning Outcome 3 - Understand how to support children and young people to assess and manage risk for themselves


referenceType of

evidence3.1 Explain why it is important to take a balanced approach to risk management3.2 Explain the dilemma between the rights and choices of children andyoung people and health and safety requirements3.3 Give example from own practice of supporting children or young peopleto assess and manage risk

Learning Outcome 4 - Understand appropriate responses to accidents, incidents emergencies andillness in work settings and off site visits


referenceType of

evidence4.1 Explain the policies and procedures of the setting or service in response toaccidents, incidents, emergencies and illness4.2 Identify the correct procedures for recording and reporting accidents,incidents, injuries, signs of illness and other emergencies

DID YOU KNOW?

‘Every Child Matters’, introduced through the Children Act 2004,

aims that for every child, no matter what their background or social

circumstances, will be provided with individual support to ensure that they

have the opportunity to: be healthy; stay safe; enjoy and achieve; make a

positive contribution; and achieve economic well-being.



Key terms

Factors (Health & Safety): the planning and provision of services in support of health & safety.

Identifying Potential Hazards: recognising internal, and external (off-site visits), risks to health, safety and security.

Risk Management: support in the assessment and management of risk.

Health & Safety: an understanding of the appropriate responses to incidences bothinternal and external (off-site visits)

UNIT 8 (CYP 3.4)SUPPORT CHILDREN AND YOUNG

PEOPLE'S HEALTH AND SAFETY

health

lifestyle

NUTRITION

HYGIENEENVIRONMENT

DIET

FRIENDS

HEALTHCARE

SLEEPSTRESS MANAGEMENT

SPORTS

EXERCISE

POINTS TO NOTEEach Local Authority, working with its partners through children’s

trust partnerships, are working to find out what works best for the

children and young people within its locality and then acting upon it. This

process also encourages listening to children, and young people, in order

to allow inspectors to include these views when making their judgements.

Health & Safety is also an important part of any action plan.

ACTIVITY

Read the action plan on ‘Every Child

Matters’ from your Local Authority (making a

note of the website address) – also ask for a copy of

your workplace (or study link) Health & Safety policy

and read it.


This unit aims to provide learners with the understanding, skills and practice required to develop positive relationships with children, young people and carers.

The unit is divided into two parts:

1. Be able to develop positive relationships with children and young people

2. Be able to build positive relationships with people involved in the care of children and young people.

UNIT 9 (CYP 3.5)DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN,

YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE


Learning Outcome 1 - Be able to develop positive relationships with children and young people


referenceType of

evidence1.1 Explain why positive relationships with children and young people are important and how these are built and maintained1.2. Demonstrate how to listen to and build relationships with children and young people1.3. Evaluate own effectiveness in building relationships with children or young people

Learning Outcome 2 - Be able to build positive relationships with people involved in the care of children and young people.


referenceType of

evidence2.1 Explain why positive relationships with people involved in the care of children and young people are important2.2 Demonstrate how to build positive relationships with people involved in the care of children and youngpeople

UNIT 9 (CYP 3.5)

DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE


POINTS TO NOTEFreud’s findings, along with those of his peers, help reinforce the idea that

‘Listening skills (without judgement)’ are a key factor when building positive

relationships within the working practice (inclusive of children and young people).

The ability to evaluate personal working skills - when working towards the building of

positive relationships - promotes further consideration in the overall wellbeing of the

child or young person (client/s).

ACTIVITY

Describe, in your own words, your

definition of the term ‘transference’.

DID YOU KNOW?

When we take time to understand the experiences of another, particularly those

based within childhood, we may also see similarities to overall stages of development.

For instance: if the child or young person (client) experienced a ‘traumatic experience’

within their early childhood, this could cause barriers to their natural cycle of learning and

development (i.e. elements of the learning stage are omitted or incomplete).

Support, within ongoing practice, offers the opportunity for the child or young person

(client) to begin the process of accessing links of support.

UNIT 9 (CYP 3.5)DEVELOP POSITIVE RELATIONSHIPS

WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR

CARE

Key terms

Positive Relationships: the ability to develop and maintain positive relationships with others.

Involvement (key people): the ability to build and maintain positive relationships with working partners.



UNIT 9 (CYP 3.5)

DEVELOP POSITIVE RELATIONSHIPS WITH CHILDREN, YOUNG PEOPLE AND OTHERS INVOLVED IN THEIR CARE


UNIT 10 (CYP 3.6)WORKING TOGETHER FOR THE BENEFIT OF

CHILDREN AND YOUNG PEOPLE


This unit aims to enable learners to understand the importance of multi agency and integrated working and to develop the skills of effective communication for professional purposes. It includes and assesses competence in information sharing between those involved in work with children and young people.


1. Understand integrated and multi agency working

2. Be able to communicate with others for professional purposes

3. Be able to support organisational processes and procedures for recording, storing and sharing information.


UNIT 10 (CYP 3.6)

WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE

Learning Outcome 1 - Understand integrated and multi agency working


referenceType of

evidence1.1 Explain the importance of multi agency working and integrated working

1.2 Analyse how integrated working practices and multi agency working in partnership deliver better outcomes for children and young people1.3 Describe the functions of external agencies with whom your work setting or service interacts1.4 Explain common barriers to integrated working and multi agency working and how these can be overcome1.5 Explain how and why referrals are made between agencies

1.6 Explain the assessment frameworks that are used in own UK Home Nation

Learning Outcome 2 - Be able to communicate with others for professional purposes


referenceType of

evidence2.1 Select appropriate communication methods for different circumstances2.2 Demonstrate use of appropriatecommunication methods selected for different circumstances2.3 Prepare reports that are accurate, legible, concise and meet legal requirements

ACTIVITY

In what year was the Data Protection

Act revised to include written records

also?



Learning Outcome 3 - Be able to support organisational processes and procedures for recording, storing and sharing information


referenceType of

evidence3.1 Demonstrate own contribution to the development or implementation ofprocesses and procedures for recording, storing and sharing information3.2. Demonstrate how to maintain secure recording and storage systems for information:• paper based• electronic3.3. Analyse the potential tension between maintaining confidentialitywith the need to disclose information:• where abuse of a child or young

person is suspected• when it is suspected that a crime

has been/may be committed

DID YOU KNOW?

There are many aspects to the supportive working practice – particularly when working

with and for the benefit of children and young people (clients). For the benefit of the overall

working practice, agreed action planning may also include:

• Knowledge of legal practices relevant to the service group.

• Risk assessments.

• Awareness on confidentiality and the data protection act.

• Access to an effective and appropriate decision making framework.

UNIT 10 (CYP 3.6)

WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG

PEOPLE

Key terms

Integrated and Multi-agency working: integrat-ed working practices (internal) and external agen-cies of practice.

Communication: the ability to deliver ‘inclusive’ communication to and/or for others within a pro-fessional capacity - working to agreed standards of effective communication within the work place.

Report writing: working to agreed guidelines that are concise, accurate, legible and inclusive of standards.

UNIT 10 (CYP 3.6)

WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG PEOPLE


POINTS TO NOTEAn effective and appropriate decision making framework (action plan),

particularly when working towards the overall wellbeing of children and young

people (clients), will most likely include some aspect of ‘supervision’.

Depending on the individual level of the work role, and its environment, lead

practitioners may find that ‘templates of exemplar’ are available for their use. A

valuable resource tool when completed with accuracy, legibility and whilst inclusive of

standards.


UNIT 10 (CYP 3.6)

WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG

PEOPLE


UNIT 11 (CYP 3.7)UNDERSTAND HOW TO SUPPORT POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE


This unit aims to provide members of the children and young people’s workforce with an understanding of the factors that can impact, both negatively and positively, on the outcomes and life chances of children and young people. It includes approaches to supporting positive outcomes including disability and specific requirements.


1. Understand how the social, economic and cultural environment can impact on the outcomes and life chances of children and young people

2. Understand how practitioners can make a positive difference in outcomes for children and young people

3. Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people

4. Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people.



UNIT 11 (CYP 3.7)UNDERSTAND HOW TO SUPPORT

POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE

Learning Outcome 1 - Understand how the social, economic and cultural environment can impact on the outcomes and life chances of children and young people


referenceType of

evidence1.1 Describe the social, economic and cultural factors that will impact on the lives of children and young people1.2 Explain the importance and impact of poverty on outcomes and life chances for children and young people

1.3 Explain the role of children and young people’s personal choices and experiences on their outcomes and life chances

Learning Outcome 2 - Understand how practitioners can make a positive difference in outcomes for children and young people


referenceType of

evidence2.1 Identify the positive outcomes for children and young people thatpractitioners should be striving to achieve2.2 Explain the importance of designing services around the needs of children and young people2.3 Explain the importance of active participation of children and young people in decisions affecting their lives2.4 Explain how to support children and young people according to their age,needs and abilities to make personal choices and experiences that havea positive impact on their lives

ACTIVITY

Highlight one example that you have

heard, or read about, with regard to the general

wellbeing of children and young people.


Learning Outcome 3 - Understand the possible impact of disability, special requirements (addi-tional needs) and attitudes on positive outcomes for children and young people


referenceType of

evidence3.1 Explain the potential impact of disability on the outcomes and life chances of children and young people3.2 Explain the importance of positive attitudes towards disability and specificrequirements

3.3 Explain the social and medical models of disability and the impact ofeach on practice3.4 Explain the different types of support that are available for disabledchildren and young people and those with specific requirements

Learning Outcome 4 - Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people


referenceType of

evidence4.1 Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people4.2 Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes


Key terms

Factors (Social, Economic and Cultural): the surrounding environment of the child or young person.

Personal Choices: the informed choices, with sup-port, made by children and young people.

Positive Outcomes: work-in-practice that supports positive outcomes for children and young people.

Types of Support: work-in-practice that supports inclusivity of special and/or additional needs (often known generically as ‘SEN’).

UNIT 11 (CYP 3.7)UNDERSTAND HOW TO SUPPORT

POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE


POINTS TO NOTE

The Children’s Act (1989) in part, allows us to consider the overall

need for the provision of children with regard to their health and wellbeing

whilst also considering the many factors of supportive help available.

DID YOU KNOW?

When working with children and families, descriptions of the principals of the Children Act

1989 are permitted. This allows the work-in-practice to provide examples of how these principles

may be implemented into the working practice – thus, allowing a valuable insight on any impending

legislation when working with children, young people and their families.

Every Child Matters (2003), introduced key elements in offering further, and positive support, to children

and young people maintaining that every child has the right to: be healthy; stay safe; enjoy and achieve;

make a positive contribution; and achieve economic wellbeing.

HEALTH AND SOCIAL CARE QUALIFICATIONSTelephone 024 76 851509Facsimile 024 76 851633

[email protected] Hills Road, Cambridge CB1 2EU

For staff training purposes and as part of our quality assuranceprogramme, your call may be recorded or monitored.© OCR 2011 Oxford Cambridge and RSA Examinations is aCompany Limited by Guarantee. Registered in England.Registered office 1 Hills Road, Cambridge CB1 2EU.Registered company number 3484455. OCR is an exempt charity.

www.ocr.org.uk/healthandsocialcare

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