Qualification Specification - Cache

CACHE Qualification SpecificationCACHE Level 5 Diploma in Leadership for Healthand Social Care and Children and Young People’sServices (England) – Children and Young People’sManagement Pathway

CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Children and Young People’s Management PathwayCACHE © Copyright 2013 All rights reserved worldwide.Reproduction by approved CACHE centres is permissible for internal use under the followingconditions:CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres touse its content more flexibly within their own course materials. You may copy and paste any materialfrom this document; however, CACHE does not accept any liability for any incomplete or inaccuratecopying and subsequent use of this information. The use of PDF versions of our support materials onthe CACHE website will ensure that correct and up-to-date information is provided to learners.Any photographs in this publication are the exclusive property of CACHE . They are protected undercopyright law and cannot be reproduced, copied or manipulated in any form. This includes the use ofany image or part of an image in individual or group projects and assessment materials. All images havea signed model release.Qualification reference number:CACHE Level 5 Diploma in Leadership for Health and Social Care 600/0587/7and Children and Young People’s Services (England) (QCF)Published in Great Britain by CACHEFirst edition 2011Second edition 2013Book code N/ABook code N/APublication dateVersion 1.0 January 2011 Version 4.0 October 2012Version 2.0 Not published Version 5.0 November 2012Version 3.0 June 2011 Version 6.0 May 2013Version 3.0 July 2012PublisherCouncil for Awards in Care, Health and EducationApex House81 Camp RoadSt AlbansHertfordshireAL1 5GBTelephone: 0345 347 2123Registered Company No: 2887166Registered Charity No: 1036232Printed in England byOcé (UK) LimitedOcé HouseChatham WayBrentwoodEssexCM14 4DZ© CACHE 2013 Version 6.0 2

Qualification SpecificationContentsSection 1: General introduction 5About this Qualification Specification 6How the qualification works 6Understanding learning outcomes 7Making use of the CACHE websites 8The Public Website 8The Centre Secure Website 8Section 2: About this qualification 9Qualification summary 10CACHE Level 5 Diploma in Leadership for Health and Social Care and Children andYoung People’s Settings (England) (QCF) 10Introduction to this qualification 12Rules of combination and progression 13Unit Achievement Log 14Group A - Shared Core & Mandatory (5 units, 20 credits) 14Group C - Children and Young People’s Management Pathway Mandatory Units(6 units, 38 credits) 15Group H Optional – Management units 16Group I Optional – Knowledge Units (minimum 0 credits, maximum 6 credits) 18Group J – Options 19Section 3: Units 27Assessment Methods 28Unit layout 29SHC 51: Use and develop systems that promote communication 31SHC 52: Promote professional development 35SHC 53: Champion equality, diversity and inclusion 39M1: Develop health and safety and risk management policies, procedures andpractices in health and social care or children and young people’s settings 43M2c: Work in partnership in health and social care or children and young people’ssettings 49© CACHE 2013 Version 6.0 3

CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’sServices (England) – Children and Young People’s Management PathwayMU 5.2: Understand children and young person’s development 55MU 5.3: Lead practice that supports positive outcomes for child and young persondevelopment 61MU 5.4: Develop and implement policies and procedures to support thesafeguarding of children and young people 67LM1c: Lead and manage a team within a health and social care or children andyoung people’s setting 71LM2c: Develop professional supervision practice in health and social care orchildren and young people’s work settings 77O36: Lead practice in promoting the well-being and resilience of children andyoung people 83Section 4: Assessment and quality assurance information for tutors and assessors 89Assessment guidance 90Assessment strategies and principles relevant to this qualification 91Skills for Care and Development Assessment Principles / CACHE AssessmentStrategy 91Section 5: Feedback 93QCF Support Materials Feedback Form 95Section 6: Documents 97Useful documents 97Mandatory documents 97Section 7: Publication history 99© CACHE 2013 Version 6.0 4

Section 1: General introduction© CACHE 2013 Version 6.0 5

Section 1: General introductionAbout this Qualification SpecificationThis Qualification Specification contains all the mandatory units and assessments you will needto complete as part of the qualification. As well as the mandatory units there is a choice of‘optional units’ which form part of the qualification. These are available on our website andcachezone. Your tutor or assessor will either supply you with copies of your chosen units ordirect you to the relevant page on the website so you can download them. This Specificationalso contains extra information for your tutor or assessor.How the qualification worksThis qualification is made up of units each representing a small step of learning. This allows thequalification to be completed at your own pace.All of the units achieved can be ‘banked’. This means that if you want to take anotherqualification which includes the same units you do not have to take them again.Each unit has:• a level - shows how difficult it is• a credit value - one credit represents about 10 hours' work• a unit aim – explains what is covered in the unit• learning outcomes – cover what you need to do (skills) or what you need tounderstand (knowledge)• assessment criteria – what you need to show (evidence)Each learning outcome is linked to a number of assessmentcriteria. Evidence must be provided for all the assessmentcriteria to gain the unit.Example shows how outcomes and criteria are laid out in the Unit Assessment Records (UARs) in Section 3© CACHE 2013 Version 6.0 6

Section 1: General introductionUnderstanding learning outcomesThere are two main types of learning outcome:• Skills that can be performed• Knowledge that can be learnt.Sometimes they can cover a combination of the two.Competence / Skills based learning outcomes:• generally begin with ‘Be able to’ and the assessment criteria usually show that theevidence must be observable• are about being able to perform a variety of different tasks as part of your work rolewithin a real work environment.Knowledge based learning outcomes:• generally begin with ‘Know’, ‘Understand’ or ‘Know how to’ and the assessmentcriteria will reflect that evidence can be recorded in ways other than observation,although observation remains a valid method (however, some learning outcomescould be purely knowledge based and do not need to be in the context of a workrole).For your convenience, Knowledge-only units are indicated by a lightbulb in both theUnit Achievement Log and at the top of the units.If a unit is not marked with a lightbulb, a unit has some Skills/Competencecomponent(s).© CACHE 2013 Version 6.0 7

Section 1: General introductionMaking use of the CACHE websitesThe CACHE websites are maintained on a regular basis and this is where the most up to datedocuments can be found. We strongly advise that these should be used as a resource on anon-going basis to ensure you always have the most current information.All our qualification documents are version controlled, allowing you to check for updates orrevisions.The Public WebsiteOur public website address is: www.cache.org.uk and contains information that is available toeverybody. It contains information about all our qualifications, including:• Key Facts• Qualification SpecificationsThere are also some other key documents that can be referred to when required. For example:• Complaints Procedure• Appeals Process• Equality and Diversity Statement – our approach to non-discrimination• CACHE Statement of Values – our values when working with children or youngpeopleIt also contains regular news updates and case studies and links to websites from otherorganisations that might be of interest.The Centre Secure WebsiteMore specific information to support Centre delivery can be found on our secure website‘cachezone’. This site is for Centres only.Login is via the ‘cachezone page’ on our public website using the details provided by theCentre administrator.© CACHE 2013 Version 6.0 8

Section 2: About this qualification© CACHE 2013 Version 6.0 9

Section 2: About this qualificationQualification summaryTitleTypeCACHE Level 5 Diploma in Leadership for Health and Social Care andChildren and Young People’s Settings (England) (QCF)QCFQualification number 600/0587/7AimThis qualification provides learners with the skills and knowledge neededto manage practice and lead others in adult health and social careprovision or in children and young people’s services. It has six pathways -three for those working with adults and three for those working withchildren and young people - and covers a wide range of topics including:• Safeguarding and protection• Managing care services• Supporting development and partnership working• Contributing to broader activities such as change programmes andrecruitment• Complying with quality systems and continuously improving quality• Developing and carrying out policy• Promoting and developing best practice• Care management.The Management pathways are most suitable for Assistant Managers andDeputy Managers working in day or domiciliary services who are looking toprogress their career. It is also appropriate for Managers who have not yetachieved a vocational qualification at this level.The Residential Services pathways are aimed at learners in similar jobroles as those taking the Management pathways but the focus is onmanagement and care in residential settings.The Advanced Practice pathways are geared towards senior practitionerswho would like to develop their career but wish to remain activepractitioners within the management framework.PurposeOfqual code and description(where applicable)D. Confirm occupational competence and/or 'licence to practice'D1: Confirm competence in an occupational role to the standards requiredGuided learning hours Min 435 Max 629Credit value 80 Minimum credits at / above Level 56Minimum age oflearner19© CACHE 2013 Version 6.0 10

Section 2: About this qualificationAge ranges covered bythe qualificationBirth – 19 yearsReal work environment(RWE) requirement /recommendationRules of CombinationLearners will need to be working, volunteering or on practical placementas they need to show competence in both knowledge and skills.Learners must take the 5 Shared Core Mandatory Units, 6 MandatoryChildren and Young People’s Management Pathway Units and theremaining 22 credits from Option Groups H, I and J.Of the Optional Units needed to make up the 80 credits to achieve theDiploma, a minimum of 12 credits must be taken from Option Group H anda maximum of 6 credits can be taken from Option Group I.ProgressionEquivalencies /Performance PointsRecommendedassessment methodsIt is anticipated that learners will be able to progress from advancedpractitioner to manager status via this qualification. It is also anticipatedthat it will provide access to higher education opportunities.Please refer to cachezone for up-to-date information on Equivalencies andPerformance Points for CACHE qualifications.All units will be internally assessed using a range of methods which couldinclude: Inference of knowledge from direct observation of practice,Expert witness evidence when directed by the sector skills assessmentstrategy, Portfolio of evidence or a task set by CACHE*.* NB: CACHE assessment tasks are provided for tutors’ convenience. They are not mandatory.Additional assessmentrequirementsGrading systemHow long will it take tocomplete?Entry requirements /recommendationsAll units must be assessed in line with the Skills for Care and DevelopmentAssessment Strategy.The qualification will be pass or refer and all the assessment criteria forthe chosen units must be achieved in order to obtain a pass.The qualification can usually be completed in one year.There are no formal entry requirements for this qualification but learnerswill need to be at least 19 years of age. It is also recommended that theywill hold a Level 3 qualification or above in a related area.© CACHE 2013 Version 6.0 11

Section 2: About this qualificationIntroduction to this qualificationThis qualification, which replaces the Level 4 NVQ in Health and Social Care Leadership andManagement in Care Services, is nationally recognised and is based on the Health and SocialCare National Occupational Standards (NOS). The NOS, assessment principles andqualification structure are owned by the Sector Skills Council, Skills for Care and Development.Children and Young People’s Management PathwayThe aim of the Children and Young People’s Management pathway is to guide and assess theknowledge and skills relating to the Children and Young People’s senior workforce. If you workin the Children and Young People’s sector in a managerial role, this is the ideal qualification foryou. You may be looking to develop your career, possibly into management within the broadercontext of the Children and Young People’s sector.The list of those who would benefit from this course is long and varied; you might also be anassistant or deputy manager, or a manager who has not yet achieved a recognised vocationalqualification at this level.Work Settings and Job RolesExamples of some of the settings:• residential services for children and young people• portage services for children and young people• day services for children and families• assessment centres for children and young people• contact centres for children and young people.Learners undertaking the Level 5 Diploma (Children and Young People’s ManagementPathway) would be working in job roles such as:• Manager• Deputy Manager• Assistant Unit Manager• Assistant Manager.© CACHE 2013 Version 6.0 12

Section 2: About this qualificationRules of combination and progressionCACHE Level 5 Diploma in Leadership for Health and Social Care and Children andYoung People’s Services (England) – Children and Young People’s ManagementPathwayLearners must take the 5 Shared Core Mandatory Units, 6 Mandatory Children and YoungPeople’s Management Pathway Units and the remaining 22 credits from Option Groups H, Iand J.Of the Optional Units needed to make up the 80 credits to achieve the Diploma, a minimum of12 credits must be taken from Option Group H and a maximum of 6 credits can be taken fromOption Group I.© CACHE 2013 Version 6.0 13

Section 2: About this qualificationUnit Achievement LogCACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) –Children and Young People’s Management PathwayGroup A - Shared Core & Mandatory (5 units, 20 credits)Unit no. Unit ref. Unit title Unit type Level Credit GLH Page NotesSHC 51 F/602/2335 Use and develop systems that promote communication Skills 5 3 24 31SHC 52 L/602/2578 Promote professional development Knowledge /SkillsSHC 53 Y/602/3183 Champion equality, diversity and inclusion Knowledge /Skills4 4 33 355 4 34 39M1 K/602/3172 Develop health and safety and risk management policies,procedures and practices in health and social care or childrenand young people’s settingsM2c A/602/3189 Work in partnership in health and social care or children andyoung people’s settingsKnowledge /SkillsKnowledge /Skills5 5 33 434 4 26 49Total credit and GLH for Shared Core and Mandatory Units 20 150© CACHE 2013 Version 6.0 14

Section 2: About this qualificationGroup C - Children and Young People’s Management Pathway Mandatory Units (6 units, 38 credits)Unit no. Unit ref. Unit title Unit type Level Credit GLH Page NotesMU 5.2 F/601/9449 Understand children and young person’s development Knowledge 5 6 30 55MU 5.3 J/601/9369 Lead practice that supports positive outcomes for child andyoung person developmentMU 5.4 A/601/9370 Develop and implement policies and procedures to support thesafeguarding of children and young peopleLM1c H/602/3171 Lead and manage a team within a health and social care orchildren and young people’s settingLM2c M/602/3187 Develop professional supervision practice in health and socialcare or children and young people’s work settingsO36 J/602/2577 Lead practice in promoting the well-being and resilience ofchildren and young peopleKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills5 6 36 615 6 26 676 7 46 715 5 39 775 8 53 83Credit and GLH from Group C units 38 230Total credit and GLH for Mandatory plus Group C Units 58 380© CACHE 2013 Version 6.0 15

Section 2: About this qualificationGroup H Optional – Management unitsLearners must take a minimum of 12 credits from this groupDetails of these units can be found in the separate Optional Units document which can be found on the CACHE website www.cache.org.uk and cachezone.Unit no. Unit ref. Unit title Unit type Level Credit GLH NotesO1 J/602/2336 Develop procedures and practice to respond to concerns andcomplaintsO16 R/602/2338 Recruitment and selection within health and social care orchildren and young people’s settingsO20c Y/602/2339 Facilitate the development of effective group practice in healthand social care or children and young people’s settingsO30c L/602/2547 Facilitate coaching and mentoring of practitioners in health andsocial care or children and young people’s settingsO35 T/602/2574 Manage induction in health and social care or children and youngpeople’s settingsO40 F/602/2612 Facilitate change in health and social care or children and youngpeople’s settingO41 L/602/2743 Manage an inter-professional team in a health and social care orchildren and young people’s settingO42 T/602/2753 Manage finance within own area of responsibility in health andsocial care or children and young people’s settingO43 R/602/2758 Manage quality in health and social care or children and youngpeople’s settingKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /SkillsKnowledge /Skills5 6 404 3 265 6 425 6 434 3 215 6 426 7 484 4 315 5 36© CACHE 2013 Version 6.0 16

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesB1 Y/600/9588 Develop and evaluate operational plans for own area ofresponsibilitySkills 5 6 25E8 K/600/9711 Manage physical resources Knowledge /Skills4 3 25© CACHE 2013 Version 6.0 17

Section 2: About this qualificationGroup I Optional – Knowledge Units (minimum 0 credits, maximum 6 credits)Details of these units can be found in the separate Optional Units document which can be found on the CACHE website www.cache.org.uk and cachezone.Unit no. Unit ref. Unit title Unit type Level Credit GLH NotesM2a T/602/3188 Understand partnership working Knowledge 4 1 7LM1a D/602/3170 Understand how to manage a team Knowledge 4 3 20LM2a H/602/3185 Understanding professional supervision practice Knowledge 4 3 22DEM 301 J/601/ 3538 Understand the process and experience of dementia Knowledge 3 3 22PD OP 3.1 J/601/6150 Understand physical disability Knowledge 3 3 22PD OP 3.3 Y/601/6167 Understand the impact of acquired brain injury on individuals Knowledge 3 3 28SS MU 3.1 M/601/3467 Understand sensory loss Knowledge 3 3 21LD Op 307 A/601/6274 Principles of supporting individuals with a learning disabilityregarding sexuality and sexual healthKnowledge 3 3 21© CACHE 2013 Version 6.0 18

Section 2: About this qualificationGroup J – OptionsDetails of these units can be found in the separate Optional Units document which can be found on the CACHE website www.cache.org.uk and cachezone.Unit no. Unit ref. Unit title Unit type Level Credit GLH NotesO3 L/602/2337 Manage domiciliary services Knowledge /SkillsO4 F/602/2853 Lead the management of transitions Knowledge /Skills5 6 395 4 29O32K/602/2572Barredcombinationwith HSC3065Lead positive behavioural support Knowledge /Skills7 10 75CCLD OP 5.12 K/602/3074 Develop provision for family support Knowledge /Skills5 5 33CCLD OP 5.13 M/602/2380 Lead support for disabled children and young people and theircarersOP 5.25 J/602/3499 Undertake a research project within services for health andsocial care or children and young peopleKnowledge /SkillsKnowledge /Skills6 8 575 10 80LD Op 503 H/601/7354 Lead active support Knowledge /SkillsLD Op 504 K/601/7355 Active support: Lead interactive training Knowledge /Skills5 5 355 4 30LD 509 J/601/5645 Promote access to healthcare for individuals with learningdisabilitiesKnowledge /Skills5 6 44© CACHE 2013 Version 6.0 19

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesLD 510 A/601/5318 Promote good practice in the support of individuals withautistic spectrum conditionsKnowledge /Skills5 7 53PD OP 3.4 M/601/5817 Support families who are affected by acquired brain injury Knowledge /SkillsPD OP 3.5 D/601/5750 Support families who have a child with a disability Knowledge /SkillsHSC 3007 M/601/9494 Support the development of community partnerships Knowledge /Skills3 3 303 3 234 5 33HSC 3027 K/601/7906 Support individuals to access housing and accommodationservicesKnowledge /Skills3 4 24HSC 3048 T/601/9495 Support individuals at the end of life Knowledge /SkillsHSC 3057 F/601/9029 Work with families, carers and individuals during times of crisis Knowledge /SkillsHSC 3065T/601/9738Barredcombinationwith O32Implement the Positive Behavioural Support model Knowledge /SkillsSS Op 3.7 H/601/3546 Support individuals to access education, training oremploymentKnowledge /SkillsSS 5.2 M/601/5249 Promote awareness of sensory loss Knowledge /SkillsSS 5.3 H/601/5250 Support the use of assistive technology Knowledge /Skills3 7 534 5 354 8 614 4 315 3 195 4 31© CACHE 2013 Version 6.0 20

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesSS 5.4 K/601/5251 Explore models of disability Knowledge /SkillsSS 5.5 M/601/5252 Support individuals with sensory loss with communication Knowledge /SkillsSS 5.6 T/601/5253 Support individuals with multiple conditions and/or disabilities Knowledge /SkillsEYMP5 T/600/9789 Support children’s speech, language and communication Knowledge /Skills5 5 325 5 375 5 343 4 30CYPOP 17 F/600/9777 Understand the needs of children and young people who arevulnerable and experiencing poverty and disadvantageKnowledge 4 5 40ADV 305F/502/3295Barredcombinationwith ADV306, 307,308, 309,310Independent Mental Capacity Advocacy Knowledge /Skills4 12 35ADV 306J/502/3296Barredcombinationwith ADV305, 307,308, 309,310Independent Mental Health Advocacy Knowledge /Skills4 7 35© CACHE 2013 Version 6.0 21

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesADV 307ADV 308ADV 309L/502/3297Barredcombinationwith ADV305, 306,308, 309,310R/502/3298Barredcombinationwith ADV305, 306,307, 309,310Y/502/3299Barredcombinationwith ADV305, 306,307, 308,310Providing Independent Advocacy Management Skills 4 11 35Providing Independent Advocacy to Adults Skills 4 5 35Independent Advocacy with Children and Young People Skills 4 7 35ADV 310F/502/3300Barredcombinationwith ADV305, 306,307, 308,309Providing Independent Mental Capacity Advocacy –Deprivation of Liberty SafeguardsKnowledge /Skills4 5 35© CACHE 2013 Version 6.0 22

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesASM1 M/601/0648 Recognise indications of substance misuse and referindividuals to specialistsASM4 D/501/0585 Identify and act upon immediate risk of danger to substancemisusersLM 507 F/504/2218 Understand professional management and leadership inhealth and social care or children and young people’s settingsSkills 3 4 24Skills 3 4 24Knowledge 5 6 50LM 501 T/504/2197 Professional practice in health and social care for adults orchildren and young peopleKnowledge /Skills5 6 43LM 502 A/504/2198 Develop, maintain and use records and reports Knowledge /Skills4 3 23IC 04 K/504/2200 Contribute to the support of infection prevention and control insocial careKnowledge/ Skills2 3 21CCLD OP 5.12 K/602/3074 Develop provision for family support Knowledge /SkillsHSC 3067 T/504/2202 Support individuals to stay safe from harm or abuse Knowledge /Skills2 3 193 4 27HSC 3068 F/504/2204 Provide support to children or young people who haveexperienced harm or abuseHSC 3069 J/504/2205 Provide support to adults who have experienced harm orabuseKnowledge /SkillsKnowledge /Skills4 6 454 5 39CYPOP 47 L/504/2206 Support the development of positive behaviour in children Knowledge /Skills3 3 22© CACHE 2013 Version 6.0 23

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesIC 301 R/504/2207 Supporting infection prevention and control in social care Knowledge /Skills3 2 18IC 501 Y/504/2208 Lead and manage infection prevention and control within thework settingKnowledge /Skills5 6 38DEM 501 D/504/2212 Lead and manage practice in dementia care Knowledge /SkillsLM 503 H/504/2213 Lead practice which supports individuals to take positive risks Knowledge /SkillsHSC 3070 T/504/2216 Assess the needs of carers and families Knowledge /Skills5 6 415 4 303 4 28LM 504 A/504/2217 Lead practice in assessing and planning for the needs offamilies and carersSkills 5 3 22LM 508 J/504/2219 Appraise staff performance Knowledge /Skills5 5 32LM 509 R/504/2224 Support people who are providing homes to individuals Skills 4 6 40HSC 3071 D/504/2226 Support individuals to be part of a community Knowledge /Skills3 3 20LM 510 M/504/2232 Manage disciplinary processes in health and social care orchildren and young people’s settingsLM 505 J/504/2236 Manage business redesign in health and social care orchildren or young people’s servicesKnowledge /SkillsKnowledge /Skills5 6 405 5 30© CACHE 2013 Version 6.0 24

Section 2: About this qualificationUnit no. Unit ref. Unit title Unit type Level Credit GLH NotesHSC 3073 Y/504/2239 Provide information about health and social care or childrenand young people’s servicesSkills 3 3 20HSC 3072 D/504/2243 Understand the factors affecting older people Knowledge 3 2 17© CACHE 2013 Version 6.0 25

Section 3: UnitsThis section includes CACHE assessment tasks for tutors’ convenience.They are not mandatory.© CACHE 2013 Version 6.0 27

Section 3: UnitsAssessment MethodsPlease note that the following assessment methods can be applied across knowledge onlyassessment criteria and the optional task devised by CACHE is an example of one suchmethod.• Direct observation• Professional discussion• Expert Witness evidence• Learner’s own work products• Learner log or reflective diary• Activity plan or planned activity• Observation of children, young people or adults by the learner• Portfolio of evidence• Recognition of Prior Learning to evidence a full unit• Reflection on own practice in real work environment• Written and pictorial information• Scenario or case study• Task set by CACHE (for knowledge learning outcomes)• Oral questions and answers• Non-compulsory assessment method devised by centre and approved by CACHE.© CACHE 2013 Version 6.0 28

Section 3: UnitsUnit layoutFor each unit the following material has been provided:Unit titleUnit numberUnit referenceUnit levelUnit credit valueProvides a clear, concise explanation of the content of the unit.The unique number assigned by the owner of the unit (e.g.Edexcel, CACHE etc.).The unique reference number given to each unit at qualificationapproval by Ofqual.Denotes the level of the unit within the QCF framework.The value that has been given to the unit based on theexpected learning time for an average learner.1 credit = 10 learning hours.Unit aimLearning outcomeAssessment criteriaAdditional information*Unit assessment guidance*Unit guided learning hoursAssessment task (set byCACHE)*Provides a brief outline of the unit content.A statement of what a learner will know, understand or beable to do, as a result of a process of learning.A description of the requirements a learner must achieve todemonstrate that a learning outcome has been met.This box identifies the assessment strategy relevant to the unit.When required, this will include specific guidance relating to theassessment of the unit and information to support the learner toachieve.Any additional guidance provided to support the assessment ofthe unit.The average number of hours of supervised or directed studytime or assessment required to achieve a qualification or unit of aqualification.A scenario or aspect of the work role that will support the learnerin producing the evidence requirements for knowledge onlylearning outcomes.* Additional information, Unit assessment guidance and Assessment tasks may not be provided for all units.NB: Words highlighted in bold in the learning outcomes, assessment criteria and assessmenttasks are linked to the additional guidance section where more information on them can befound.© CACHE 2013 Version 6.0 29

SHC 51: Use and develop systems that promote communicationSHC 51: Use and develop systems that promotecommunicationUnit reference F/602/2335 Level 5Credit value 3 GLH 24Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to develop communication systems formeeting individual outcomes and promoting partnership working. The unitexplores the challenges and barriers to communication and theimportance of effective management of information.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 1, 2, 3 and 4 must be assessed in real work environments by avocationally competent assessor.1. Be able to address the rangeof communicationrequirements in own role.1.1. Review the range of groupsand individuals whosecommunication needs mustbe addressed in own job role.1.2. Explain how to supporteffective communicationwithin own job role.1.3. Analyse the barriers andchallenges to communicationwithin own job role.1.4. Implement a strategy toovercome communicationbarriers.1.5. Use different means ofcommunication to meetdifferent needs.© CACHE 2013 Version 6.0 31

SHC 51: Use and develop systems that promote communicationLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to improvecommunication systems andpractices that supportpositive outcomes forindividuals.2.1. Monitor the effectiveness ofcommunication systems andpractices.2.2. Evaluate the effectiveness ofexisting communicationsystems and practices.2.3. Propose improvements tocommunication systems andpractices to address anyshortcomings.2.4. Lead the implementation ofrevised communicationsystems and practices.3. Be able to improvecommunication systems tosupport partnershipworking.3.1. Use communication systemsto promote partnershipworking.3.2. Compare the effectiveness ofdifferent communicationssystems for partnershipworking.3.3. Propose improvements tocommunication systems forpartnership working.4. Be able to use systems foreffective informationmanagement.4.1. Explain legal and ethicaltensions between maintainingconfidentiality and sharinginformation.4.2. Analyse the essential featuresof information sharingagreements within andbetween organisations.4.3. Demonstrate use ofinformation managementsystems that meet legal andethical requirements.© CACHE 2013 Version 6.0 32

SHC 51: Use and develop systems that promote communicationLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: SHC 51I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitLMCS E1 HSC 41Additional unit assessment requirementsprovided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 1, 2, 3 and 4 must be assessed inthe work setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitMeans of communication may include:• verbal• non-verbal• sign• pictorial• written• electronic• assisted• personal• organisational• formal• informal• public (information/promotional).Partnership Working:Working effectively together with people, professionals,agencies and organisations to enhance the well-beingof people and support positive and improved outcomes.© CACHE 2013 Version 6.0 33

SHC 51: Use and develop systems that promote communicationAssessment task – SHC 51 Use and develop systems that promotecommunicationThis is a skills/competency unit only; therefore, assessment by a CACHE task is not applicable.© CACHE 2013 Version 6.0 34

SHC 52: Promote professional developmentSHC 52: Promote professional developmentUnit reference L/602/2578 Level 4Credit value 4 GLH 33Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to promote the professional duty tomaintain the currency of knowledge and skills and the need to continuallyreflect on and improve practice.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real work environments by avocationally competent assessor.1. Understand principles ofprofessional development.1.1. Explain the importance ofcontinually improvingknowledge and practice.1.2. Analyse potential barriers toprofessional development.1.3. Compare the use of differentsources and systems ofsupport for professionaldevelopment.1.4. Explain factors to considerwhen selecting opportunitiesand activities for keepingknowledge and practice up todate.© CACHE 2013 Version 6.0 35

SHC 52: Promote professional developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to prioritise goals andtargets for own professionaldevelopment.2.1. Evaluate own knowledge andperformance againststandards and benchmarks.2.2. Prioritise development goalsand targets to meet expectedstandards.3. Be able to prepare aprofessional developmentplan.3.1. Select learning opportunities tomeet development objectivesand reflect personal learningstyle.3.2. Produce a plan for ownprofessional development,using an appropriate source ofsupport.3.3. Establish a process toevaluate the effectiveness ofthe plan.4. Be able to improveperformance throughreflective practice.4.1. Compare models of reflectivepractice.4.2. Explain the importance ofreflective practice to improveperformance.4.3. Use reflective practice andfeedback from others toimprove performance.4.4. Evaluate how practice hasbeen improved through:• reflection on best practice• reflection on failures andmistakes.© CACHE 2013 Version 6.0 36

SHC 52: Promote professional developmentLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: SHC 52I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitThis unit links with the following NOS: HSC 43 LMCSA1 D3 CCLD 429 LDSS/GCU6.This unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2, 3 and 4 must be assessed in thework setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitSources and systems of support may include:• formal support• informal support• supervision• appraisal• mentoring• within the organisation• beyond the organisation.Standards and benchmarks may include:• codes of practice• regulations• minimum / essential standards• national occupational standards.© CACHE 2013 Version 6.0 37

SHC 52: Promote professional developmentAssessment task – SHC 52 Promote professional developmentAs a manager in Health and Social Care you know that the ability to reflect on your ownpractice is an essential skill. You have decided to prepare a set of guidance notes on theprinciples of professional development for your staff team which:Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.• explains the importance of continually improving knowledge and practice• analyses potential barriers to professional development• compares the use of different sources and systems of support for professionaldevelopment• explains factors to consider when selecting opportunities and activities for keepingknowledge and practice up to date.© CACHE 2013 Version 6.0 38

SHC 53: Champion equality, diversity and inclusionSHC 53: Champion equality, diversity and inclusionUnit reference Y/602/3183 Level 5Credit value 4 GLH 34Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required for a whole systems approach toequality, diversity and inclusion. The unit explores models of practice andrequires demonstration of skills and understanding of systems andprocesses.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2 and 4 must be assessed in real work environments by avocationally competent assessor.1. Understand diversity,equality and inclusion in ownarea of responsibility.1.1. Explain models of practicethat underpin equality,diversity and inclusion in ownarea of responsibility.1.2. Analyse the potential effectsof barriers to equality andinclusion in own area ofresponsibility.1.3. Analyse the impact oflegislation and policyinitiatives on the promotion ofequality, diversity andinclusion in own area ofresponsibility.2. Be able to championdiversity, equality andinclusion.2.1. Promote equality, diversityand inclusion in policy andpractice.© CACHE 2013 Version 6.0 39

SHC 53: Champion equality, diversity and inclusionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Challenge discrimination andexclusion in policy andpractice.2.3. Provide others withinformation about:• the effects of discrimination• the impact of inclusion• the value of diversity.2.4. Support others to challengediscrimination and exclusion.3. Understand how to developsystems and processes thatpromote diversity, equalityand inclusion.3.1. Analyse how systems andprocesses can promoteequality and inclusion orreinforce discrimination andexclusion.3.2. Evaluate the effectiveness ofsystems and processes inpromoting equality, diversityand inclusion in own area ofresponsibility.3.3. Propose improvements toaddress gaps or shortfalls insystems and processes.4. Be able to manage the riskspresented when balancingindividual rights andprofessional duty of care.4.1. Describe ethical dilemmasthat may arise in own area ofresponsibility when balancingindividual rights and duty ofcare.4.2. Explain the principle ofinformed choice.4.3. Explain how issues ofindividual capacity may affectinformed choice.© CACHE 2013 Version 6.0 40

SHC 53: Champion equality, diversity and inclusionLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.4. Propose a strategy to managerisks when balancingindividual rights and duty ofcare in own area ofresponsibility.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: SHC 53I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitLMCS, B1, HSC 45, LDSS/GCU 5, LDSS 408This unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2 and 4 must be assessed in thework setting.© CACHE 2013 Version 6.0 41

SHC 53: Champion equality, diversity and inclusionAssessment task – SHC 53 Champion equality, diversity and inclusionAs a manager in Health and Social Care you are part of a peer group involved in providingcontinual professional development for the group’s members. You have been tasked withleading an informed discussion on championing equality, diversity and inclusion. Prepare notesfor this discussion which:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.• explain models of practice that underpin equality, diversity and inclusion in own areaof responsibility• analyse the potential effects of barriers to equality and inclusion in own area ofresponsibility• analyse the impact of legislation and policy initiatives on the promotion of equality,diversity and inclusion in own area of responsibilityTask 2 links to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3• analyse how systems and processes can promote equality and inclusion or reinforcediscrimination and exclusion• evaluate the effectiveness of systems and processes in promoting equality, diversityand inclusion in own area of responsibility• propose improvements to address gaps or shortfalls in systems and processes.© CACHE 2013 Version 6.0 42

M1: Develop health and safety and risk management policies, procedures and practices in health andsocial care or children and young people’s settingsM1: Develop health and safety and risk managementpolicies, procedures and practices in health and socialcare or children and young people’s settingsUnit reference K/602/3172 Level 5Credit value 5 GLH 33Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required for Health and Safety and RiskManagement, including the development of policies, procedures andpractices in health and social care or children and young people’s settings.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4 and 5 must be assessed in real work environments by avocationally competent assessor.1. Understand the currentlegislative framework andorganisational health, safetyand risk managementpolicies, procedures andpractices that are relevant tohealth, and social care orchildren and young people’ssettings.2. Be able to implement andmonitor compliance withhealth, safety and riskmanagement requirements inhealth and social care orchildren and young people’ssettings.1.1. Explain the legislativeframework for health, safetyand risk management in thework setting.1.2. Analyse how policies,procedures and practices inown setting meet health,safety and risk managementrequirements.2.1. Demonstrate compliance withhealth, safety and riskmanagement procedures.2.2. Support others to complywith legislative andorganisational health, safetyand risk managementpolicies, procedures andpractices relevant to theirwork.© CACHE 2013 Version 6.0 43

M1: Develop health and safety and risk management policies, procedures and practices in health andsocial care or children and young people’s settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Explain the actions to takewhen health, safety and riskmanagement, procedures andpractices are not beingcomplied with.2.4. Complete records and reportson health, safety and riskmanagement issuesaccording to legislative andorganisational requirements.3. Be able to lead theimplementation of policies,procedures and practices tomanage risk to individualsand others in health andsocial care or children andyoung people’s settings.3.1. Contribute to development ofpolicies, procedures andpractices to identify, assessand manage risk to individualsand others.3.2. Work with individuals andothers to assess potentialrisks and hazards.3.3. Work with individuals andothers to manage potentialrisks and hazards.4. Be able to promote a culturewhere needs and risks arebalanced with health andsafety practice in health andsocial care or children andyoung people’s settings.4.1. Work with individuals tobalance the management ofrisk with individual rights andthe views of others.4.2. Work with individuals andothers to develop a balancedapproach to risk managementthat takes into account thebenefits for individuals of risktaking.4.3. Evaluate own practice inpromoting a balancedapproach to riskmanagement.© CACHE 2013 Version 6.0 44

M1: Develop health and safety and risk management policies, procedures and practices in health andsocial care or children and young people’s settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4.4. Analyse how helping others tounderstand the balancebetween risk and rightsimproves practice.5. Be able to improve health,safety and risk managementpolicies, procedures andpractices in health and socialcare or children and youngpeople’s settings.5.1. Obtain feedback on health,safety and risk managementpolicies, procedures andpractices from individuals andothers.5.2. Evaluate the health, safetyand risk managementpolicies, procedures andpractices within the worksetting.5.3. Identify areas of policies,procedures and practices thatneed improvement to ensuresafety and protection in thework setting.5.4. Recommend changes topolicies, procedures andpractices that ensure safetyand protection in the worksetting.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: M1I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 6.0 45

M1: Develop health and safety and risk management policies, procedures and practices in health andsocial care or children and young people’s settingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitLMCS C1, HSC 42, MSC E5, E6, E7, CCLD 428Additional unit assessment requirementsprovided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2, 3, 4 and 5 must be assessed inthe work setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitOthers may include:• self• workers / practitioners• carers• significant others• visitors to the work setting• inspectors / regulators.An individual is someone accessing care or support.© CACHE 2013 Version 6.0 46

M1: Develop health and safety and risk management policies, procedures and practices in health andsocial care or children and young people’s settingsAssessment task – M1 Develop health and safety and risk managementpolicies, procedures and practices in health and social care or children andyoung people’s settingsAs a manager in Health and Social Care you have been asked to give a presentation to allsimilar facilities in your organisation on health and safety and risk management. The notes youmake to inform your presentation will:Task links to learning outcome 1, assessment criteria 1.1 and 1.2.• explain the legislative framework for health, safety and risk management in the worksetting• analyse how policies, procedures and practices in own setting meet health, safetyand risk management requirements.© CACHE 2013 Version 6.0 47

M2c: Work in partnership in health and social care or children and young people’s settingsM2c: Work in partnership in health and social care orchildren and young people’s settingsUnit reference A/602/3189 Level 4Credit value 4 GLH 26Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to implement and promote effectivepartnership working.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real work environments by avocationally competent assessor.1. Understand partnershipworking.1.1. Identify the features ofeffective partnership working.1.2. Explain the importance ofpartnership working with:• colleagues• other professionals• others.1.3. Analyse how partnershipworking delivers betteroutcomes.1.4. Explain how to overcomebarriers to partnershipworking.© CACHE 2013 Version 6.0 49

M2c: Work in partnership in health and social care or children and young people’s settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to establish andmaintain workingrelationships with colleagues.2.1. Explain own role andresponsibilities in working withcolleagues.2.2. Develop and agree commonobjectives when working withcolleagues.2.3. Evaluate own workingrelationship with colleagues.2.4. Deal constructively with anyconflict that may arise withcolleagues.3. Be able to establish andmaintain workingrelationships with otherprofessionals.3.1. Explain own role andresponsibilities in working withother professionals.3.2. Develop procedures foreffective working relationshipswith other professionals.3.3. Agree common objectiveswhen working with otherprofessionals within theboundaries of own role andresponsibilities.3.4. Evaluate procedures forworking with otherprofessionals.3.5. Deal constructively with anyconflict that may arise withother professionals.© CACHE 2013 Version 6.0 50

M2c: Work in partnership in health and social care or children and young people’s settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to work in partnershipwith others.4.1. Analyse the importance ofworking in partnership withothers.4.2. Develop procedures foreffective working relationshipswith others.4.3. Agree common objectiveswhen working with otherswithin the boundaries of ownrole and responsibilities.4.4. Evaluate procedures forworking with others.4.5. Deal constructively with anyconflict that may arise withothers.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: M2cI confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 6.0 51

M2c: Work in partnership in health and social care or children and young people’s settingsAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitLMCS B1, HSC 41, CCLD 405, 406Additional unit assessment requirementsprovided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2, 3 and 4 must be assessed in thework setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitOther professionals may include:• workers from other agencies or organisations• advocates• independent visitors.Others may include:• individuals• children and young people• families• carers• friends of the individual• advocates.© CACHE 2013 Version 6.0 52

M2c: Work in partnership in health and social care or children and young people’s settingsAssessment task – M2c Work in partnership in health and social care orchildren and young people’s settingsAs a new manager working within Health and Social Care in a multi-disciplinary team you havebeen tasked with preparing a discussion paper for your first supervision with your line manager,about implementing and promoting effective partnership working, which:Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4.• identifies the features of effective partnership working• explains the importance of partnership working with:- colleagues- other professionals- others• analyses how partnership working delivers better outcomes• explains how to overcome barriers to partnership working.© CACHE 2013 Version 6.0 53

MU 5.2: Understand children and young person’s developmentMU 5.2: Understand children and young person’sdevelopmentUnit reference F/601/9449 Level 5Credit value 6 GLH 30Unit aimThis unit provides knowledge and understanding of how children andyoung people from birth to 19 years develop. The unit also exploresactions which should be taken when differences in development areidentified and the potential effects of transitions on children and youngpeople’s development.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1. Understand the pattern ofdevelopment that wouldnormally be expected forchildren and young peoplefrom birth – 19 yrs.1.1. Explain the sequence andrate of each aspect ofdevelopment that wouldnormally be expected inchildren and young peoplefrom birth – 19 years.1.2. Analyse the differencebetween sequence ofdevelopment and rate ofdevelopment and why thedistinction is important.1.3. Analyse the reasons whychildren and young people’sdevelopment may not followthe pattern normally expected.2. Understand the factors thatimpact on children andyoung people’s development.2.1. Analyse how children andyoung people’s developmentis influenced by a range ofpersonal factors.© CACHE 2013 Version 6.0 55

MU 5.2: Understand children and young person’s developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Analyse how children andyoung people’s developmentis influenced by a range ofexternal factors.2.3. Explain how theories ofdevelopment and frameworksto support developmentinfluence current practice.3. Understand the benefits ofearly intervention to supportthe development of childrenand young people.3.1. Analyse the importance ofearly identification ofdevelopment delay.3.2. Explain the potential risks oflate recognition ofdevelopment delay.3.3. Evaluate how multi agencyteams work together tosupport all aspects ofdevelopment in children andyoung people.3.4. Explain how play and leisureactivities can be used tosupport all aspects ofdevelopment of children andyoung people.4. Understand the potentialeffects of transitions onchildren and young people’sdevelopment.4.1. Explain how different types oftransitions can affect childrenand young people’sdevelopment.4.2. Explain the importance ofchildren and young peoplehaving positive relationshipsthrough periods of transition.4.3. Evaluate the effectiveness ofpositive relationships onchildren and young people’sdevelopment.© CACHE 2013 Version 6.0 56

MU 5.2: Understand children and young person’s developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Understand how assessing,monitoring and recording thedevelopment of children andyoung people informs the useof interventions.5.1. Explain different methods ofassessing, recording andmonitoring children and youngpeople’s development.5.2. Explain how and in whatcircumstances differentmethods are used forassessing, recording andmonitoring children and youngpeople’s development in thework setting.5.3. Explain how different types ofinterventions can promotepositive outcomes for childrenand young people wheredevelopment is not followingthe pattern normally expected.5.4. Evaluate the importance ofaccurate documentationregarding the development ofchildren and young people.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: MU 5.2I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 6.0 57

MU 5.2: Understand children and young person’s developmentAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitCCLD 403 Support programmes for the promotion ofchildren's development; CCLD 408 Evaluate, assessand support the physical, intellectual, emotional andsocial development of childrenThe unit must be assessed in accordance with the Skillsfor Care and Development QCF Assessment Principles.© CACHE 2013 Version 6.0 58

MU 5.2: Understand children and young person’s developmentAssessment task – MU 5.2 Understand children and young person’sdevelopmentAs a manager in Health and Social Care you have been tasked with preparing a paper onchildren and young people’s development for a local conference which:Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.• explains the sequence and rate of each aspect of development that would normallybe expected in children and young people from birth to 19 years• analyses the difference between sequence of development and rate of development,and why the distinction is important• analyses the reasons why children and young people’s development may not followthe pattern normally expectedTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3.• analyses how children and young people’s development is influenced by a range ofpersonal factors• analyses how children and young people’s development is influenced by a range ofexternal factors• explains how theories of development and frameworks to support developmentinfluence current practiceTask 3 links to learning outcome 3, assessment criteria 3.1, 3.2, 3.3 and 3.4.• analyses the importance of early identification of development delay• explains the potential risks of late recognition of development delay• evaluates how multi agency teams work together to support all aspects ofdevelopment in children and young people• explains how play and leisure activities can be used to support all aspects ofdevelopment of children and young people© CACHE 2013 Version 6.0 59

MU 5.2: Understand children and young person’s developmentTask 4 links to learning outcome 4, assessment criteria 4.1, 4.2 and 4.3.• explains how different types of transitions can affect children and young people’sdevelopment• explains the importance of children and young people having positive relationshipsthrough periods of transition• evaluates the effectiveness of positive relationships on children and young people’sdevelopmentTask 5 links to learning outcome 5, assessment criteria 5.1, 5.2, 5.3 and 5.4.• explains different methods of assessing, recording and monitoring children and youngpeople’s development• explains how and in what circumstances different methods are used for assessing,recording and monitoring children and young people’s development in the worksetting• explains how different types of interventions can promote positive outcomes forchildren and young people where development is not following the pattern normallyexpected• evaluates the importance of accurate documentation regarding the development ofchildren and young people.© CACHE 2013 Version 6.0 60

MU 5.3: Lead practice that supports positive outcomes for child and young person developmentMU 5.3: Lead practice that supports positive outcomes forchild and young person developmentUnit reference J/601/9369 Level 5Credit value 6 GLH 36Unit aimThe purpose of this unit is to provide learners with the knowledge,understanding and skills to lead practice that supports positive outcomesfor child and young person development.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4, 5 and 6 must be assessed in real work environments by avocationally competent assessor.1. Understand theoreticalapproaches to child andyoung person development.1.1. Explain different theories andframeworks of child andyoung person development.1.2. Explain the potential impacton service provision ofdifferent theories andapproaches.1.3. Critically analyse the movetowards outcomes basedservices for children andyoung people.2. Be able to lead and supportdevelopmental assessmentof children and youngpeople.2.1. Support use of differentmethods of developmentalassessment and recording forchildren and young people.2.2. Work in partnership with otherprofessionals in assessingdevelopment of children andyoung people.© CACHE 2013 Version 6.0 61

MU 5.3: Lead practice that supports positive outcomes for child and young person developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.3. Develop strategies toencourage child or youngperson and carers’participation in developmentalassessment.2.4. Evaluate the effectiveness ofstrategies to encourage childor young person and carers’participation in developmentalassessment.3. Be able to develop andimplement programmes withchildren or young peoplerequiring developmentalsupport.3.1. Support use of assessmentsto develop programmes ofsupport.3.2. Explain circumstances wherereferrals to other agenciesmay be required.3.3. Explain how referrals to otheragencies are managed.3.4. Support use of earlyinterventions to promotepositive outcomes for childrenand young people’sdevelopment.3.5. Lead the implementation of apersonalised programme ofsupport for children or youngpeople.4. Be able to evaluateprogrammes for children oryoung people requiringdevelopmental support.4.1. Review programmes ofdevelopmental support.4.2. Implement strategies forimprovement for programmesof development support.© CACHE 2013 Version 6.0 62

MU 5.3: Lead practice that supports positive outcomes for child and young person developmentLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date5. Be able to lead and promotesupport for childrenexperiencing transitions.5.1. Explain how evidence basedpractice can be used tosupport children and youngpeople experiencingtransitions.5.2. Lead the implementation ofevidence based practice tosupport children or youngpeople experiencing transition.5.3. Evaluate the implementation ofevidence based practice tosupport children or youngpeople experiencingtransitions.6. Be able to lead positivebehaviour support.6.1. Support use of evidencebased practice with childrenand young people toencourage positive behaviour.6.2. Critically evaluate differentapproaches to supportingpositive behaviour.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: MU 5.3I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 6.0 63

MU 5.3: Lead practice that supports positive outcomes for child and young person developmentAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitCCLD 403Learning outcomes 2, 3, 4, 5 and 6 must be assessed inreal work environment.This unit must be assessed in accordance with theSkills for Care and Development QCF AssessmentPrinciples.© CACHE 2013 Version 6.0 64

MU 5.3: Lead practice that supports positive outcomes for child and young person developmentAssessment task – MU 5.3 Lead practice that supports positive outcomesfor child and young person developmentAs a manager working in Health and Social Care you have identified a training need for a newmember of staff. You have decided to prepare an information pack for the new member of staffwhich:Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.• explains different theories and frameworks of child and young person development• explains the potential impact on service provision of different theories andapproaches• critically analyses the move towards outcomes based services for children and youngpeople.© CACHE 2013 Version 6.0 65

MU 5.4: Develop and implement policies and procedures to support the safeguarding of children andyoung peopleMU 5.4: Develop and implement policies and proceduresto support the safeguarding of children and young peopleUnit reference A/601/9370 Level 5Credit value 6 GLH 26Unit aimThis unit is designed to prepare learners to develop and implementpolicies and procedures for safeguarding children and young people.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3 and 4 must be assessed in real work environments by avocationally competent assessor.1. Understand the impact ofcurrent legislation thatunderpins the safeguardingof children and youngpeople.1.1. Outline the current legislationthat underpins thesafeguarding of children andyoung people within own UKHome Nation.1.2. Evaluate how national andlocal guidelines, policies andprocedures for safeguardingaffect day to day work withchildren and young people.1.3. Explain how the processesused by own work settingcomply with legislation thatcovers data protection,information handling andsharing.2. Be able to support the reviewof policies and proceduresfor safeguarding children andyoung people.2.1. Investigate why inquiries andserious case reviews arerequired and how sharing offindings affects practice.© CACHE 2013 Version 6.0 67

MU 5.4: Develop and implement policies and procedures to support the safeguarding of children andyoung peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2.2. Identify the policies andprocedures required in thework setting for safeguardingchildren and young people.2.3. Develop the process forreviewing the process forsafeguarding policies andprocedures.2.4. Evaluate the impact of achild/young person centredapproach to safeguarding onpolicies and procedures.2.5. Liaise with differentorganisations as part of thedevelopment or reviewprocess of policies andprocedures for safeguardingchildren and young people.3. Be able to implement policiesand procedures forsafeguarding children andyoung people.3.1. Support the implementation ofpolicies and procedures forsafeguarding children andyoung people.3.2. Mentor and support otherpractitioners to develop theskills to safeguard childrenand young people.4. Be able to lead practice insupporting children andyoung people’s wellbeingand resilience.4.1. Justify how promoting wellbeingand resilience supportsthe safeguarding of childrenand young people.4.2. Review how children or youngpeople’s resilience and wellbeingare supported in ownwork setting.4.3. Support others to understandthe importance of well-beingand resilience in the contextof safeguarding.© CACHE 2013 Version 6.0 68

MU 5.4: Develop and implement policies and procedures to support the safeguarding of children andyoung peopleLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: MU 5.4I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitCCLD 402This unit must be assessed in line with the Skills forCare and Development QCF Assessment Principles.Learning outcomes 2, 3 and 4 must be assessed in thework setting.© CACHE 2013 Version 6.0 69

MU 5.4: Develop and implement policies and procedures to support the safeguarding of children andyoung peopleAssessment task – MU 5.4 Develop and implement policies and proceduresto support the safeguarding of children and young peopleAs a manager working in a Health and Social Care setting providing services for children andyoung people you have been tasked with reviewing your organisation’s current policy andprocedures for safeguarding children and young people.As part of this review you have to prepare a report which:Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.• outlines the current legislation that underpins the safeguarding of children and youngpeople within own UK Home Nation• evaluates how national and local guidelines, policies and procedures for safeguardingaffect day to day work with children and young people• explains how the processes used by own work setting comply with legislation thatcovers data protection, information handling and sharing.© CACHE 2013 Version 6.0 70

LM1c: Lead and manage a team within a health and social care or children and young people’s settingLM1c: Lead and manage a team within a health and socialcare or children and young people’s settingUnit reference H/602/3171 Level 6Credit value 7 GLH 46Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to lead and manage a team in a healthand social care or children and young people’s setting.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4, 5 and 6 must be assessed in real work environments by avocationally competent assessor.1. Understand the features ofeffective team performancewithin a health and socialcare or children and youngpeople’s setting.1.1. Explain the features ofeffective team performance.1.2. Identify the challengesexperienced by developingteams.1.3. Identify the challengesexperienced by establishedteams.1.4. Explain how challenges toeffective team performancecan be overcome.1.5. Analyse how differentmanagement styles mayinfluence outcomes of teamperformance.© CACHE 2013 Version 6.0 71

LM1c: Lead and manage a team within a health and social care or children and young people’s settingLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.6. Analyse methods ofdeveloping and maintaining:• trust• accountability.1.7. Compare methods ofaddressing conflict within ateam.2. Be able to support a positiveculture within the team for ahealth and social care orchildren and young people’ssetting.2.1. Identify the components of apositive culture within ownteam.2.2. Demonstrate how ownpractice supports a positiveculture in the team.2.3. Use systems and processesto support a positive culture inthe team.2.4. Encourage creative andinnovative ways of workingwithin the team.3. Be able to support a sharedvision within the team for ahealth and social care orchildren and young people’ssetting.3.1. Identify the factors thatinfluence the vision andstrategic direction of the team.3.2. Communicate the vision andstrategic direction to teammembers.3.3. Work with others to promotea shared vision within theteam.3.4. Evaluate how the vision andstrategic direction of the teaminfluences team practice.© CACHE 2013 Version 6.0 72

LM1c: Lead and manage a team within a health and social care or children and young people’s settingLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to develop a planwith team members to meetagreed objectives for a healthand social care or childrenand young people’s setting.4.1. Identify team objectives.4.2. Analyse how the skills,interests, knowledge andexpertise within the team canmeet agreed objectives.4.3. Facilitate team members toactively participate in theplanning process.4.4. Encourage sharing of skillsand knowledge between teammembers.4.5. Agree roles andresponsibilities with teammembers.5. Be able to support individualteam members to worktowards agreed objectives ina health and social care orchildren and young people’ssetting.5.1. Set personal work objectiveswith team members based onagreed objectives.5.2. Work with team members toidentify opportunities fordevelopment and growth.5.3. Provide advice and support toteam members to make themost of identified developmentopportunities.5.4. Use a solution focusedapproach to support teammembers to address identifiedchallenges.© CACHE 2013 Version 6.0 73

LM1c: Lead and manage a team within a health and social care or children and young people’s settingLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date6. Be able to manage teamperformance in a health andsocial care or children andyoung people’s setting.6.1. Monitor and evaluate progresstowards agreed objectives.6.2. Provide feedback onperformance to:• the individual• the team.6.3. Provide recognition whenindividual and team objectiveshave been achieved.6.4. Explain how team membersare managed whenperformance does not meetrequirements.Learner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LM1cI confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.© CACHE 2013 Version 6.0 74

LM1c: Lead and manage a team within a health and social care or children and young people’s settingAdditional information about the unit:Relationship to occupational standards –provided with the QCF unitLMCS A1, B1 CCLD 413, 425Additional unit assessment requirementsprovided with the QCF unitThis unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2, 3, 4, 5 and 6 must be assessed inthe work setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitOthers may include:• workers / practitioners• carers• significant others• other professionals• people who use services.© CACHE 2013 Version 6.0 75

LM1c: Lead and manage a team within a health and social care or children and young people’s settingAssessment task – LM1c Lead and manage a team within a health andsocial care or children and young people’s settingAs a manager working within Health and Social Care you have a new staff member joining yourestablished team. You need to plan an information session for all your staff which:Task links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7.• explains the features of effective team performance• identifies the challenges experienced by developing teams• identifies the challenges experienced by established teams• explains how challenges to effective team performance can be overcome• analyses how different management styles may influence outcomes of teamperformance• analyses methods of developing and maintaining:- trust- accountability• compares methods of addressing conflict within a team.© CACHE 2013 Version 6.0 76

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLM2c: Develop professional supervision practice in healthand social care or children and young people’s worksettingsUnit reference M/602/3187 Level 5Credit value 5 GLH 39Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to undertake professional supervision ofothers.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 3, 4, 5 and 6 must be assessed in real work environments by avocationally competent assessor.1. Understand the purpose ofprofessional supervision inhealth and social care orchildren and young people’swork settings.1.1. Analyse the principles, scopeand purpose of professionalsupervision.1.2. Outline theories and modelsof professional supervision.1.3. Explain how the requirementsof legislation, codes ofpractice and agreed ways ofworking influenceprofessional supervision.1.4. Explain how findings fromresearch, critical reviews andinquiries can be used withinprofessional supervision.© CACHE 2013 Version 6.0 77

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date1.5. Explain how professionalsupervision can protect the:• individual• supervisor• supervisee.2. Understand how theprinciples of professionalsupervision can be used toinform performancemanagement in health andsocial care or children andyoung people’s worksettings.2.1. Explain the performancemanagement cycle.2.2. Analyse how professionalsupervision supportsperformance.2.3. Analyse how performanceindicators can be used tomeasure practice.3. Be able to undertake thepreparation for professionalsupervision with superviseesin health and social care orchildren and young people’swork settings.3.1. Explain factors which result ina power imbalance inprofessional supervision.3.2. Explain how to address powerimbalance in own supervisionpractice.3.3. Agree with superviseeconfidentiality, boundaries,roles and accountability withinthe professional supervisionprocess.3.4. Agree with supervisee thefrequency and location ofprofessional supervision.3.5. Agree with superviseesources of evidence that canbe used to inform professionalsupervision.3.6. Agree with supervisee actionsto be taken in preparation forprofessional supervision.© CACHE 2013 Version 6.0 78

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to provideprofessional supervision inhealth and social care orchildren and young people’swork settings.4.1. Support supervisees to reflecton their practice.4.2. Provide positive feedbackabout the achievements of thesupervisee.4.3. Provide constructive feedbackthat can be used to improveperformance.4.4. Support supervisees to identifytheir own development needs.4.5. Review and reviseprofessional supervisiontargets to meet the identifiedobjectives of the work setting.4.6. Support supervisees toexplore different methods ofaddressing challengingsituations.4.7. Record agreed supervisiondecisions.5. Be able to manage conflictsituations during professionalsupervision in health andsocial care or children andyoung people’s work settings.5.1. Give examples from ownpractice of managing conflictsituations within professionalsupervision.5.2. Reflect on own practice inmanaging conflict situationsexperienced duringprofessional supervisionprocess.6. Be able to evaluate ownpractice when conductingprofessional supervision inhealth and social care orchildren and young people’swork settings.6.1. Gather feedback fromsupervisee/s on own approachto supervision process.6.2. Adapt approaches to ownprofessional supervision inlight of feedback fromsupervisees and others.© CACHE 2013 Version 6.0 79

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: LM2cI confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitLMCS A1, B1, HSC 41, 43, 45 CCLD 328, 427This unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 3, 4, 5 and 6 must be assessed inthe work setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitAgreed ways of working will include policies andprocedures where these exist.An individual is someone accessing care or support.© CACHE 2013 Version 6.0 80

LM2c: Develop professional supervision practice in health and social care or children and youngpeople’s work settingsAssessment task – LM2c Develop professional supervision practice inhealth and social care or children and young people’s work settingsThe Health and Social Care organisation that you work for as a manager has developed a newsupervision policy. You have been tasked with informing your staff team about the changes tosupervision and performance management before the new policy is implemented.Prepare notes for an information session to your staff team which:Task 1 link to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5.• analyse the principles, scope and purpose of professional supervision• outline theories and models of professional supervision• explain how the requirements of legislation, codes of practice and agreed ways ofworking influence professional supervision• explain how findings from research, critical reviews and inquiries can be used withinprofessional supervision• explain how professional supervision can protect the:- individual- supervisor- superviseeTask 2 links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3.• explain the performance management cycle• analyse how professional supervision supports performance• analyse how performance indicators can be used to measure practice.© CACHE 2013 Version 6.0 81

O36: Lead practice in promoting the well-being and resilience of children and young peopleO36: Lead practice in promoting the well-being andresilience of children and young peopleUnit reference J/602/2577 Level 5Credit value 8 GLH 53Unit aimThe purpose of this unit is to assess the learner’s knowledge,understanding and skills required to lead practice in support of childrenand young people’s well-being and resilience. It includes the promotion ofhealth as well as promoting self-esteem and supporting children torecognise and value who they are. The unit includes evaluation anddevelopment of practice.Learner name:CACHE Centre no:CACHE PIN:ULN:Learning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and dateLearning outcomes 2, 3, 4 and 5 must be assessed in real work environments by avocationally competent assessor.1. Understand how differentapproaches to promotingpositive well-being andresilience in children andyoung people impact onpractice.1.1. Explain the importance ofwell-being for children andyoung people.1.2. Explain the importance ofresilience for children andyoung people.1.3. Critically analyse differentapproaches to promoting wellbeingand resilience ofchildren and young people.© CACHE 2013 Version 6.0 83

O36: Lead practice in promoting the well-being and resilience of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date2. Be able to lead practice insupporting children andyoung people’s well-beingand resilience.2.1. Lead practice that supportsothers to engage with childrenand young people to buildtheir self-esteem.2.2. Support others to work withchildren or young people in amanner that is open,trustworthy, respectful andreliable.2.3. Demonstrate through ownpractice ways to encourageand support children or youngpeople to express theirfeelings, views and hopes.2.4. Explain how to challengepractices that act as barriers tochildren and young people’swell-being and resilience.3. Be able to lead practice inwork with carers who aresupporting children andyoung people.3.1. Develop strategies to supportcarers’ understanding andinvolvement with the wellbeingand resilience needs ofa child or young person.3.2. Lead practice that supportscarers to engage with childrenand young people to build theirself-esteem.3.3. Monitor the involvement ofcarers in supporting childrenand young people’s well-beingand resilience.3.4. Evaluate strategies used toengage with carers who aresupporting a child or youngperson.© CACHE 2013 Version 6.0 84

O36: Lead practice in promoting the well-being and resilience of children and young peopleLearning outcomesThe learner will:Assessment criteriaThe learner can:Evidencerecorde.g. pagenumber &methodAssessorjudgementachievedInitial and date4. Be able to lead practice inresponding to the healthneeds of children and youngpeople.4.1. Lead practice that supportschildren and young people tomake positive choices abouttheir health needs.4.2. Assess any risks to orconcerns about the health ofchildren and young people.4.3. Support others to recogniseand record concerns about achild or young person’s healthfollowing agreed procedures.4.4. Work with others to take actionto address concerns identifiedabout the health of childrenand young people.5. Be able to lead thedevelopment of practice withchildren or young people topromote their well-being andresilience.5.1. Develop methods of evaluatingown practice in promotingchildren or young people’swell-being and resilience.5.2. Develop methods of evaluatingorganisational practice inpromoting children or youngpeople’s well-being andresilience.5.3. Lead others in practice thatsupports solution focusedapproaches for supportingchildren or young people’swell-being and resilience.5.4. Lead others in developingareas of practice that promotechildren or young people’swell-being and resilience.© CACHE 2013 Version 6.0 85

O36: Lead practice in promoting the well-being and resilience of children and young peopleLearner declaration of authenticity:I declare that the work presented for this unit is entirely my own work.Learner signature:Date:Assessor sign off of completed unit: O36I confirm that the learner has met the requirements for all assessment criteria demonstratingknowledge and skills for this unit.Assessor name:Signature:Date:For e-portfolio a signature is not required, providing the learner has a personalised and secure login.Additional information about the unit:Relationship to occupational standards –provided with the QCF unitAdditional unit assessment requirementsprovided with the QCF unitThis unit has links with the following NOS: HSC 44;CCLD 402; CCLD 403; CCLD 408; LMC B2This unit must be assessed in accordance with Skills forCare and Development's QCF Assessment Principles.Learning outcomes 2, 3, 4 and 5 must be assessed inthe work setting.Guidance for developing assessment arrangements for the unit:Guidance for developing unit assessmentarrangements – provided with the QCF unitWell-being may include:• attachment• relationships• emotional security• health• self-esteem• diet• exercise• rest and sleep• prompt medical/dental attention when needed• preventive health programmes.© CACHE 2013 Version 6.0 86

O36: Lead practice in promoting the well-being and resilience of children and young peopleOthers may include:• human resource personnel• workers / practitioners• carers• significant others.To build their self-esteem could include:• identifying with their own self image and identity• recognising and valuing their own abilities,talents and achievements• being involved in decisions and have as muchcontrol as possible over their lives• setting goals and targets that contribute towardsbuilding their well-being and resilience.Health needs may include:• physical• mental• sexual.Concerns may include:• illness• injury• use of illegal substances• emotional distress• poor lifestyle choices• bullying (either as victim or perpetrator)• exploitative behaviour (either as victim orperpetrator)• harm or abuse• changes in behaviour.© CACHE 2013 Version 6.0 87

O36: Lead practice in promoting the well-being and resilience of children and young peopleAssessment task – O36 Lead practice in promoting the well-being andresilience of children and young peopleAs a manager in Health and Social Care you have been tasked by your organisation to producean article on the well-being and resilience of children and young people. This article will beincluded in the information pack which is given to individuals and their families/carers who arepotential service users, and will:Task links to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3.• explain the importance of well-being for children and young people• explain the importance of resilience for children and young people• critically analyse different approaches to promoting well-being and resilience ofchildren and young people.© CACHE 2013 Version 6.0 88

Section 4: Assessment and qualityassurance information for tutors andassessors© CACHE 2013 Version 6.0 89

Section 4: Assessment and quality assurance information for tutors and assessorsAssessment guidanceA recommended range of assessment methods has been identified for the units in thisqualification. This gives the opportunity for different learning styles and individual needs oflearners to be taken into account.Recommended range of assessment methods for this qualificationOne of the following assessment methods can be chosen to produce evidence.For Competence / Skills and Knowledge learning outcomes:• Direct observation of learner by assessor- by an assessor who meets the relevant Sector Skills Council’s or otherassessment strategy/principles and includes inference of knowledge from thisdirect observation of practice• Professional discussion• Expert Witness evidence- when directed by the Sector Skills Council or other assessmentstrategy/principles• Learner’s own work products• Learner log or reflective diary• Activity plan or planned activity• Observation of children, young people or adults by the learner• Portfolio of evidence• Recognition of prior learning• Reflection on own practice in real work environment• Oral questions and answers 1For knowledge only learning outcomes:• Written and pictorial information• Scenario or case study• Task set by CACHE (for knowledge learning outcomes)• Oral questions and answers• Assessment method devised by Centre and approved by CACHEIf you are proposing to use an assessment method that is not included within therecommended list you should contact your Centre Quality Advisor with full details of yourproposed method. It will need formal approval from us before it can be used.A key to the recommended assessment methods is included in “How to … A Guide toAssessing CACHE QCF Qualifications”, which can be found on cachezone.1 Oral questions and answers may be used to evidence understanding of skills based learning outcomes whereassessment criteria start with ‘Explain’ or ‘Describe’ (or similar words to demonstrate understanding). These can beassessed by the assessor who is assessing the skills competencies as it relates to evidence from the workplace.© CACHE 2013 Version 6.0 90

Section 4: Assessment and quality assurance information for tutors and assessorsAssessment strategies and principles relevant to thisqualificationThe units we offer have been developed in line with the specific assessment strategies orprinciples of different Sector Skills Councils (SSCs) or by us where there is no SSC lead.The key requirements of the assessment strategies or principles that relate to units in thisqualification are summarised below. More detailed strategies or principles can be found in the“How to … A Guide to Understanding the Requirements of Assessors and Internal QualityAssurers for CACHE QCF Qualifications”.The Centre needs to ensure that individuals undertaking assessor or quality assurer roleswithin your Centre conform to the SSC assessment requirements for the unit they areassessing or quality assuring.Skills for Care and Development Assessment Principles / CACHEAssessment StrategyKnowledge learning outcomes• Assessors will need to be both occupationally knowledgeable and qualified to makeassessment decisions• Internal Quality Assurers will need to be both occupationally knowledgeable andqualified to make quality assurance decisionsCompetence / Skills learning outcomes• Assessors will need to be both occupationally competent and qualified to makeassessment decisions• Internal Quality Assurers will need to be both occupationally knowledgeable andqualified to make quality assurance decisions© CACHE 2013 Version 6.0 91

Section 5: Feedback© CACHE 2013 Version 6.0 93

Section 5: FeedbackTell us what you think!Your feedback is really important to us.Please take a few moments to tell us how well this document supports you when teaching orstudying this qualification.The form is also available as a separate document on cachezone.© CACHE 2013 Version 6.0 94

Section 5: FeedbackQCF Support Materials Feedback FormQualification:CACHE Level 5 Diploma in Leadership and Management for Health andSocial Care and Children and Young People’s Services (England) (QCF)Name: Are you: a Tutor / a LearnerCentre name:Centre no.:Contact details: *Tel.:Email:Please rate the following statements on a scale of 1-3:1 Disagree 2 Tend to agree 3 Agree1 2 31. This document is presented in a clear and accessible way and Ican easily find the information I need.2. This document contains all the information I need to teach orstudy this qualification.3. The language used throughout this document is clear,unambiguous and appropriate for both tutors and learners.4. Tutors only. This document has had a positive effect on the way Ideliver this qualification.Please use the space below to provide more detailed comments or additional feedback* Please indicate if you would like us to contact you about your feedback Yes / NoPlease email your completed feedback form to: qcfsupportmaterials@cache.org.ukAlternatively, you may post or fax your form to:CACHE QCF Support Materials,CACHE, Apex House,81 Camp Road, St. Albans, Herts. AL1 5GBFax: 01727 818613© CACHE 2013 Version 6.0 95

Section 6: DocumentsUseful documentsThis section refers to useful documents that can be found on the secure cachezone system,some of which may assist with the delivery of this qualification.• How to Guide to Assessing CACHE QCF Qualifications• CACHE How to - Requirements of Assessors and Internal Quality Assurers• QCF Glossary (Skills for Health)Mandatory documentsThe completion of an ‘Evidence Record’ and ‘Record of Assessment Cycle’ form is mandatory.CACHE has devised these templates for your convenience; however, you may design yourown forms which comply with the content of the CACHE templates.• CACHE Evidence Record• CACHE Record of Assessment CycleWe have also provided notes to guide you when completing these forms:• Completing the CACHE Evidence Record• Completing the CACHE Record of Assessment Cycle© CACHE 2013 Version 6.0 97

Section 7: Publication historyA comprehensive CACHE QCF Support Materials Publication History, including details ofchanges made to all CACHE QCF support materials since 2010, is available on cachezone.© CACHE 2013 Version 6.0 99