CACHE Qualification Specification

More documents

Recommendations

Info

Section 1: Overview and Index Unit ref. Unit no. Unit title Unit type Level Credit GLH Page Notes D/600/9799 LDSSMP 3 Professional practice in learning, development and support services T/503/5878 FC 1 Understand the context of supporting children and young people through foster care Knowledge Skill 3 5 35 307 Knowledge 3 5 45 313 A/503/5879 FC 2 Practise as a foster carer Skills 3 5 46 319 M/503/5877 FC 3 Support positive attachments for children and young people Knowledge Skills 3 7 55 325 © <strong>CACHE</strong> 2011 Version 7.0 12
Section 2: Units This section includes <strong>CACHE</strong> assessment tasks for tutors’ convenience. They are not mandatory.
Page 1 and 2: CACHE Qualification Specification O
Page 3 and 4: Contents Optional Units Section 1:
Page 5 and 6: Section 1: Overview and Index
Page 7 and 8: Optional Units Index Units are chos
Page 9 and 10: Unit ref. Unit no. Unit title Unit
Page 11: Unit ref. Unit no. Unit title Unit
Page 15 and 16: CYPOP 1: Work with babies and young
Page 17 and 18: Learning outcomes The learner will:
Page 19 and 20: CYPOP 1: Work with babies and young
Page 21 and 22: CYPOP 2: Care for the physical and
Page 25 and 26: CYPOP 2: Care for the physical and
Page 27 and 28: CYPOP 3: Lead and manage a communit
Page 29 and 30: 5. Be able to provide learning oppo
Page 31 and 32: Unit assessment guidance - provided
Page 33 and 34: CYPOP 4: Promote young children’s
Page 37: CYPOP 4: Promote young children’s
Page 40 and 41: CYPOP 5: Understand how to set up a
Page 49 and 50: CYPOP 6: Support disabled children
Page 53 and 54: CYPOP 6: Support disabled children
Page 55 and 56: CYPOP 7: Promote creativity and cre
Page 57 and 58: Additional information about the un
Page 59 and 60: CYPOP 8: Support young people to de
Page 61 and 62: CYPOP 8: Support young people to de
Page 63:
CYPOP 8: Support young people to de
Page 66 and 67:
CYPOP 9: Provide information and ad
Page 68 and 69:
CYPOP 9: Provide information and ad
Page 71 and 72:
CYPOP 10: Develop interviewing skil
Page 73 and 74:
Unit assessment guidance - provided
Page 75 and 76:
CYPOP 11: Caseload management Unit
Page 77 and 78:
Additional information about the un
Page 79 and 80:
CYPOP 12: Support young people to m
Page 81 and 82:
Learning outcomes The learner will:
Page 83 and 84:
CYPOP 12: Support young people to m
Page 85 and 86:
CYPOP 13: Support children and youn
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93:
Page 96 and 97:
CYPOP 15: Support positive practice
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
CYPOP 16: Coordinate special educat
Page 104 and 105:
CYPOP 16: Coordinate special educat
Page 107 and 108:
CYPOP 17: Understand the needs of c
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
YP 016-03: Support young people who
Page 115 and 116:
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
CYPOP 20: Support speech, language
Page 125 and 126:
Page 127 and 128:
CYPOP 20: Support speech, language
Page 129 and 130:
CYPOP 21: Work with parents, famili
Page 131 and 132:
Page 133:
Page 136 and 137:
CYPOP 22: Understand the speech, la
Page 138 and 139:
Page 140 and 141:
Page 143 and 144:
CYPOP 23: Support the speech, langu
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
YP 010-03: Support young people in
Page 161 and 162:
YP 010-03: Support young people in
Page 163 and 164:
LLUK 302: Enable parents to develop
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
LLUK 301: Work with parents to meet
Page 171 and 172:
Page 173:
LLUK 301: Work with parents to meet
Page 176 and 177:
YP 009-03: Support young people wit
Page 178 and 179:
YP 009-03: Support young people wit
Page 180 and 181:
CYPOP 30: Support the creativity of
Page 182 and 183:
CYPOP 30: Support the creativity of
Page 185 and 186:
CYPOP 35: Work with children and yo
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
CYPOP 37: Support children or young
Page 193 and 194:
Page 195:
CYPOP 37: Support children or young
Page 198 and 199:
LLUK 312: Engage young parents in s
Page 200 and 201:
LLUK 312: Engage young parents in s
Page 203 and 204:
LLUK 313: Engage fathers in their c
Page 205 and 206:
Page 207:
LLUK 313: Engage fathers in their c
Page 210 and 211:
Engage parents in their children’
Page 212 and 213:
Engage parents in their children’
Page 215 and 216:
HSC 3045: Promote positive behaviou
Page 217 and 218:
Page 219 and 220:
Learner declaration of authenticity
Page 221:
Assessment task - HSC 3045 Promote
Page 224 and 225:
CYPOP 42: Support care within foste
Page 226 and 227:
CYPOP 42: Support care within foste
Page 228 and 229:
CYPOP 43: Improving the attendance
Page 230 and 231:
CYPOP 43: Improving the attendance
Page 233 and 234:
CYPOP 44: Facilitate the learning a
Page 235 and 236:
Page 237:
Page 240 and 241:
CYPOP 45: Support the referral proc
Page 242 and 243:
CYPOP 45: Support the referral proc
Page 244 and 245:
46BEYMP 1: Context and principles f
Page 246 and 247:
Page 248 and 249:
Page 251 and 252:
EYMP 1: Context and principles for
Page 253 and 254:
Learner declaration of authenticity
Page 255 and 256:
47BEYMP 2: Promote learning and dev
Page 257 and 258:
Page 259:
47BEYMP 2: Promote learning and dev
Page 262 and 263:
48BEYMP 3: Promote children’s wel
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
EYMP 4: Professional practice in ea
Page 270 and 271:
EYMP 4: Professional practice in ea
Page 272 and 273:
EYMP 5: Support children’s speech
Page 274 and 275:
Page 276 and 277:
Page 278 and 279:
SCMP 1: Assessment and planning wit
Page 280 and 281:
Page 282 and 283:
Page 284 and 285:
SCMP 2: Promote the well being and
Page 286 and 287:
Page 288 and 289:
Page 290 and 291:
SCMP 3: Professional practice in ch
Page 292 and 293:
Page 294 and 295:
Page 296 and 297:
LDSSMP 1: Support children and youn
Page 298 and 299:
Page 301 and 302:
Page 303 and 304:
Page 305:
Page 308 and 309:
LDSSMP 3: Professional practice in
Page 310 and 311:
LDSSMP 3: Professional practice in
Page 313 and 314:
FC 1: Understand the context of sup
Page 315 and 316:
Page 317 and 318:
FC 1: Understand the context of sup
Page 319 and 320:
FC 2: Practise as a foster carer Un
Page 321 and 322:
Page 323:
Assessment task - FC 2 Practise as
Page 326 and 327:
FC 3: Support positive attachments
Page 328 and 329:
FC 3: Support positive attachments
Page 330:
Section 3: Publication history This
show all

CACHE Qualification Specification

Create successful ePaper yourself

Delete template?

Save as template?