DCE-l3 HB Aug 2007

CACHE
Candidate Handbook
Level 3 Diploma in Child Care and Education 2007
Syllabus, Regulations and Assessment Materials (Centres have a Centre

Information Pack which contains additional information)
8th edition
© CACHE 2007
Except as allowed by law, or where specified in the text, no part of this publication
may be reproduced or transmitted in any form or by any means without prior permission
from the Council for Awards in Children's Care and Education.
Qualification Accreditation Number 100/0649/7
Published in Great Britain by CACHE
First edition 2000 Book code D633

Second edition 2001 Book code D775
Third edition 2002 Book code D908
Fourth edition 2003 Book code D1028
Fifth edition 2004 Book code D1174
Sixth edition 2005 Book code D1174-05/06
Version 7 June 2006 Book code 100/0649/7/V7
Version 8 August 2007 Book code 100/0649/7/V8
Publication date
August 2007
Publisher
Council for Awards in Children's Care and Education
Beaufort House
23 Grosvenor Road
St Albans
Hertfordshire
AL1 3AW
Telephone 0845 347 2123
Registered Company No: 2887166

Registered Charity No: 1036232
Printed in England by
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Level 3 Diploma in Child Care and Education
Candidate Handbook 2007 Contents
Contents
Information Sheet iii

Assignment Planner v
Introduction vii
Section 1 1
What do you have to do? 3
Candidate registration 4
Qualification fees 4
Entry requirements 4
Possible restrictions on entry to the qualification 4
Key Skills 4
Children with special needs 5
Recommended hours 5
Attendance at classes 5
Remission of tuition 5
Practical training 5
UCAS tariff points 6
Placement monitoring 6
Guidelines and requirements for direct entry to the Diploma Year 2 7
General requirements 8
Accreditation of prior achievement for candidates entering directly into Year 2 of the Diploma 8
Specific requirements for access from particular programmes 10
The Irish Further Education and Training Awards Council (www.fetac.ie) 12
Progression from the Level 3 Diploma in Child Care and Education 12
Section 2 – Learning Outcomes and the Syllabus 13

Unit 1 – Observation and Assessment 15
Unit 2 – Work with Young Children 21
Unit 3 – Foundations to Caring 29
Unit 4 – The Developing Child 33
Unit 5 – Health and Community Care 37
Unit 6 – Play, Curriculum and Early Learning 41
Unit 7 – Work with Babies in the First Year of Life 47
Unit 8 – Preparation for Employment 51
© CACHE 2007 Version 8 i

Contents Candidate Handbook 2007
Unit 9 – The Provision of Services and the Protection of Children 53

Unit 10 – Anti-Discriminatory/Anti-Bias Practice 57
Unit 11 – Working with Parents 61
Unit 12 – Practical Training 63
Section 3 – Assessment of your learning 67

Assessment of your learning 69
Assessment procedures 69
Plagiarism 69
Portfolios 70
Unit assignments 70
Referral of Unit Assignments 70
Improving your grades for assignments marked by the Centre 71
Reasonable adjustments 71
Overall grade for the qualification 72
Additional support 72
Certification 72
References and Bibliography 72
Re-mark enquiry and Appeals Procedure 72
Section 4 – Practice Evidence Record Sheets 73
Section 5 – Unit 1 & 2 Documentation & Unit Assignments 125
Annex A – Record of Grades table 177
Annex B – About CACHE 181
Annex C – The CACHE website: www.cache.org.uk 185
Annex D – The Links between the Diploma Programme and 189

the National Occupational Standards
ii © CACHE 2007 Version 8

Candidate Handbook 2007 Information Sheet
Information Sheet
Your Personal Details
Name:
Address:
Telephone Number:
PIN:
Date you registered for the Diploma in Child Care and Education:
Your Study Centre Details

Site/Centre Name:
Address:
Telephone Number:
Site/Centre Number:
Name of your Course Tutor:
© CACHE 2007 Version 8 iii

Information Sheet Candidate Handbook 2007
This page is intentionally blank.
iv © CACHE 2007 Version 8

Assignment Planner
It should be noted that this form is not
CACHE Level 3 Diploma in Child Care and
mandatory and Centres may devise their
Education own form for planning
Candidate Name: _____________________________ Group Tutor: ___________________________
© CACHE 2007 Version 8

Candidate Handbook 2007
PIN: ________________________________________ Please enter submission date into appropriate box
Date Sept Oct Nov Dec Jan Feb March April May June July
Unit 1 Marker
Portfolio I.M
Unit 2 Marker
Portfolio
I.M
Unit 3 Marker
I.M
Unit 4 Marker
I.M
Unit 5 Marker
I.M
Unit 6 Marker
I.M
v
Assignment Planner
Assignment Planner
vi
Continued – Page 2.
Assignment Planner
Date Sept Oct Nov Dec Jan Feb March April May June July
Unit 7 Marker
I.M
Unit 8 Marker
I.M
Unit 9 Marker
I.M
Unit 10 Marker
I.M
Unit 11 Marker
I.M
Unit 12
External
Component CACHE
SAP
* * *

Candidate Handbook 2007 Introduction
Introduction
Would you like to work as a:
• Nursery practitioner
• Pre-school leader
• Nanny
• Home based carer
• Creche leader
• Nursery supervisor
• Special educational needs support worker
• Community nursery practitioner, working with different professionals.
Then this qualification is for you.
The CACHE Level 3 Diploma in Child Care and Education:
• provides an qualification that allows the candidate to practice in almost every early years
environment of Children's Services in the United Kingdom and several countries abroad
• prepares you to work with children in their early years and their families as well as older
children with special needs
• gives you a secure basis of knowledge and assesses practical skills
• allows you to work unsupervised or in a supervisory capacity
• provides an qualification that allows progression to higher level professional training

such as the CACHE Level 4 qualifications, related higher education programmes for
example nursing, teaching or foundation degrees (subject to the entry requirements of
the individual university or college)
• carries UCAS tariff points i.e. you can achieve a maximum of 240 points for the theory
component and 120 for the professional practice, e.g. an A grade for both these
components is equivalent to 3 "A" levels
• is a level 3 qualification on the Qualifications and Curriculum Authority (QCA) National

Framework of Qualifications.
© CACHE 2007 Version 8 vii

Introduction Candidate Handbook 2007
viii © CACHE 2007 Version 8

Candidate Handbook 2007 Section 1
Section 1
© CACHE 2007 Version 8 1

Section 1 Candidate Handbook 2007
2 © CACHE 2007 Version 8

Section 1
What do you have to do?
The Diploma is normally a two-year full-time programme. Some Centres however may offer
the qualification in a part time mode or, where candidates have already achieved specific
CACHE qualifications, may allow direct entry into year 2.
There are 12 units including the practical training. Each unit can stand-alone and be
certificated. Unit 12 Practical Training: Practice Evidence Records/Professional Development
Profiles, is not certificated.
CACHE advises Centres to offer Unit 3 Foundations to Caring in the first year. Units 1 and 2
are studied throughout both years. Other than this, the Centre will decide the order in which
they deliver the units.
The requirements of the Practice Evidence Records and Professional Development Profiles
in Unit 12 must be met to a satisfactory standard. It is very important to link theory to
practice and you will find that generally, the unit you are studying has close links with the
training environment where you have been placed.
Unit Title Recommended Guided

Learning Hours
1 Observation and Assessment 120 hours
2 Work with Young Children 120 hours
3 Foundations to Caring 90 hours
4 The Developing Child 90 hours
5 Health and Community Care 90 hours
6 Play, Curriculum and Early Learning 90 hours
7 Work with Babies in the First Year of Life 30 hours
8 Preparation for Employment 30 hours
9 The Provision of Services 60 hours
10 Anti-Discriminatory 60 hours
11 Working with Parents 30 hours
12 Practical Training 750 hours
Personal and subject based tutorial time 90 hours
Total for the whole course including practical training 1650 hours

Candidate registration
When you start the course your Centre will register you for the qualification with CACHE.
You must have this in order to enter for the external assessment of the qualification.
If this is the first qualification you have undertaken with CACHE you will be issued with a
Personal Identification Number (PIN). The PIN should be used if you are registered for any
subsequent qualifications with CACHE.
Qualification fees
CACHE charges a registration fee for all candidates, which will be dealt with by your Centre.
If you require information about fees you should contact your Centre or see the CACHE fees
list on our website.
Entry requirements
CACHE does not recommend any formal entry qualifications. However you should:
• be over 16 years of age
• be able to show you will be able to cope with the demands of the programme. For
example you have achieved a GSCE at grade C or above in English and at least one
other subject. Mature applicants may have different equivalent qualifications.
You should not under-estimate the demands of the Diploma programme. You will have to
complete both academic and practical work at level 3. You should have a sensible and
mature attitude to both work and study and be prepared to make a considerable
commitment of time and effort during your course.
Possible restrictions on entry to the qualification

If you work with children and young people you are exempt from the Rehabilitation of
Offenders Act 1974. In most Centres a security check, e.g. Criminal Record Bureau will be
necessary for all volunteers, candidates in placement and employees working in this
vocational area.
Key Skills
This is not a compulsory part of the CACHE Level 3 Diploma in Child Care and Education,
but you may be required to study Key Skills.
With your tutor, you may wish to use the website: www.cache.org.uk to identify where the
best evidence for your Key Skills portfolio can be found.

Children with special needs

When dealing with children with special needs, it may be necessary to refer to their
developmental age rather than their chronological age (provided that is not beyond 18
years). You will find that, throughout the programme of study, you will consider children with
disabilities and those with special or particular needs. You may choose to spend some of
the placement days in special needs environments. This should be taken from the 40 days
which are not allocated to a specific age range.
Recommended hours
Your Centre will use a number of different teaching methods so that not all the hours
recommended in the table on page 3 will be spent in the classroom.
Attendance at classes
CACHE recommends that you attend at least 80% of the teaching time allocated by the
Centre for each unit. Your Centre will keep a record of your attendance and if they feel that
you have not attended sufficient teaching time, they may ask you to take additional study
before allowing you to submit the relevant assignment.
Remission of tuition
If you have a considerable amount of experience or previous training, you should discuss
remission of tuition with your Centre. The Centre may agree a reduction of up to 50%
teaching time. However, you will have to complete all the assessments to gain the
qualification within your registration period of 3 years.
Practical training
A total of 125 days or 750 hours of practical training is recommended and your Centre will
allocate the hours within the age groups below.
Birth – 11 months recommended 15 days
1 – 3 years 11 months recommended 30 days
4 – 7 years 11 months recommended 40 days
The remaining 40 recommended days may be spent with any of the above age ranges,
except in a special needs environment where the age range may differ.
To become a competent practitioner the range of training environments should provide for a
spread of experience. Your tutor will only sign Unit 12 when satisfied that you have achieved
the criteria for the Practice Evidence Record Profiles and Professional Development Profiles.
You will need to demonstrate satisfactory personal and professional development

throughout your training by passing at least 3 Professional Development Profiles. One must
come from at least two different age ranges, with a minimum of one being produced in each
academic year of the two year programme.

Where you are in supervised employment with children within the age range Birth – 7 years
11 months you may take some of your practical training in your place of employment as
long as it is approved by your Centre and registered by the appropriate authorities. However
you must cover all the age ranges and should have placements outside your work
environment to gain balanced and wider experience.
At least two of your Professional Development Profiles should come from other
environments. For candidates who enter year two this is reduced to one external
environment and Professional Development Profile.
UCAS tariff points

The CACHE Diploma has UCAS tariff points. A maximum of 240 points can be given for the
theoretical component of the qualification i.e. a combined grade for units 3 - 11 and a
maximum of 120 points for your professional practice i.e. a combined grade for units 1 and
2. Your total UCAS tariff points are allocated on the basis of the overall grades awarded
shown below.
Theory Professional
Practice
240 AA A 120
200 BB B 100
160 CC C 80
120 DD D 60
80 EE E 40
See page 179 or 180 to calculate your overall grade achieved.
Placement monitoring
It is necessary for the Centre to work closely with practical work environments to assess
your level of competence. The criteria are set out in Section 4. This qualification has been
mapped to the NVQ in Children's Care, Learning and Development. The relationship
between the units in this qualification and the NVQ Children's Care, Learning and
Development are shown on the Practice Evidence Record sheets in Section 4.
You will be visited in your training environments by a tutor or placement officer from your
Centre and will be given verbal and written feedback following the visit.

Guidelines and requirements for direct entry to the

Diploma Year 2
Candidates who have successfully completed any of the following qualifications and who
registered for their qualification after September 2000 may be able to enter directly into the
year 2 of the Diploma, but this is at the discretion of the Centre. You should speak to your
Centre if this may apply to you.
• CACHE Level 2 Certificate in Child Care and Education
• NVQ Level 2 in Early Years Care and Education or NVQ Level 2 in Children’s Care,
Learning and Development
• CACHE Level 3 Diploma in Pre-School Practice
• Northern Ireland Pre-School Playgroup Association (NIPPA) Diploma in Pre-School

Practice
• Wales Pre-School Playgroup Association Diploma in Playgroup Practice.
Candidates with the qualifications listed may fall into the following categories:
(a) Those who will benefit from direct entry into the year 2 of the Diploma and undertake a
reduced programme of teaching and assessment for the Diploma and are able to
undertake this in less than two years.
(b) Those who will benefit from direct entry into the year 2 of the Diploma and undertake a
reduced programme of teaching and assessment for the Diploma but require a greater
time to do this than category (a) candidates.
(c) Those who will benefit from the full two year (or equivalent) Diploma programme without
any reduction in the programme, either teaching or assessment.
N.B. Study Centres are reminded that they must exercise discretion in the selection of
category (a) candidates as the assessment burden will be very demanding.

General requirements
Attainment of the Diploma by candidates entering directly into the year 2
Candidates entering directly into the year 2 must:
• pass the assessment scheme in each of the following Units: 1, 2, 4, 5, 6, 8, 9 and 10.
Units 7 or 11 may need to be completed dependent on your previous qualification.
Generally, work cannot be brought forward from past study for assessment purposes
• complete the PERs relating to the units taken
• complete two successful PDPs
• pass the external assessment (test) at the end of the course.
Accreditation of Prior Achievement for candidates

entering directly into Year 2 of the Diploma
Candidates entering directly into year 2 of the Diploma will be referred to as being exempted
for a maximum of 2 units. These candidates take 9 units, plus Practice Evidence Records
and PDPs.
Centres must use the appropriate registration form and the overall grade calculations are on
page 179.
Programme for all candidates entering directly into the year 2 of the Diploma (includes
recommended hours for practical training):
Unit Title Suggested Time Allocation
1 Observation and Assessment 60 hours
2 Work with Young Children 60 hours
4 The Developing Child 60 hours
5 Health and Community Care 60 hours
6 Play, Curriculum and Early Learning 60 hours

7 Work with Babies in the First Year of Life 30 hours
Candidates registered from Sept 2000

who have completed Option Unit 5a
Working with Babies of the CACHE Level 2
Certificate in Child Care and Education are
exempt from this unit
8 Preparation for Employment 30 hours
Candidates registered before Sept 2000 for

the Certificate in Child Care and Education,
who completed Option Unit 2 "Skills for
Employment" may not require the full tuition
hours for Unit 8. However all candidates
must complete the unit assignment
9 The Provision of Services and the 30 hours

Protection of Children
10 Anti-Discriminatory/Anti-Bias Practice 30 hours
11 Working with parents 30 hours*
Candidates who have successfully

completed the following qualifications and
who registered for their qualification after
2000 are exempt from the assessment of
this unit:
• NVQ Level 2 in Early Years Care and
Education or Children’s Care, Learning
and Development
• CACHE Level 3 Diploma in Pre-School
Practice
• Northern Ireland Pre-School Playgroup
Association (NIPPA) Diploma in Pre-School
Practice
• CACHE Level 3 Diploma in Playgroup
Practice in Wales
• CACHE Level 2 Certificate in Child
Care and Education Option Unit 5b,
Parents and Carers.

12 Practical Training: Practice Evidence 360 hours

Records/Professional Development Profiles
CACHE Diploma Test Paper Candidates will be tested on

the whole Diploma curriculum
Tutorial 60 hours
Total including practical training 840 hours
* NB
• All candidates have to pass the test paper (including Units 3, 7 and 11) and
candidates must be given a flexible programme that ensures they have covered the
whole Diploma syllabus, therefore Centres must ensure candidates entering directly into
year 2 are sufficiently prepared in all units.
• Candidates may only be exempted from Unit 3 and ONE other unit (7 or 11only).
Specific requirements for access from particular

programmes
Direct access to year 2 from Certificate or NVQ Level 2 in Early Years

Care and Education entrants - requirements for practical training
placements
A total of 60 days (360 hours) should be in practical training placements. In order to achieve
competence in practical work, the range of placements used by Centres must provide for
the spread of experience in working with young children.
The following are recommended days with particular age groups but may be varied
according to an individual candidate's needs:
Birth - 1 year – recommended 15 days (90 hours) OR 10 days for those who have
completed the Certificate in Child Care & Education Option 5a Working with Babies, or
NVQ units C12, C13
1 - 3 years 11 months – recommended 20 days (120 hours)
4 - 7 years 11 months – recommended 10 days (60 hours)
The setting(s) for the remaining 10/20 days required in practical placements are at the
Centre's discretion and should reflect local circumstances and candidate need. Placements
giving experience of a range of settings such as with Health Visitors, in hospital settings or in
special schools are encouraged, even when not indicated by the PERs.

If you are in employment at least one practical placement of 20 days or above should be
outside your employment setting and should provide one of your required Professional
Development Profiles (PDPs).
Candidates with an NVQ at Level 2 in Early Years Care and Education NVQ Level 2 in
Children’s Care, Learning and Development must be given additional teaching and support
in the area of work with parents. This is to enable them to attain the same standard as
Diploma candidates undertaking Unit 11.
The form and content of this additional teaching is not specified by CACHE, but the external
moderator may ask for evidence that it is taking place.
Direct Access to the Diploma year 2 is available for holders of the qualifications below:
• Pre-School Learning Alliance Diploma in Pre-School Practice
• Northern Ireland Pre-School Playgroup Association (NIPPA)
• CACHE Level 3 Diploma in Pre-School Practice
• Wales Pre-School Playgroup Association Diploma in Playgroup Practice.
Candidates must have obtained their qualifications within the last five years.
Direct entrants with the above qualifications must:
• have substantial authenticated practical experience of employment or as a volunteer in

this occupational field, i.e. 3 years full time or part-time equivalent. A candidate's
experience of bringing up their own family cannot be considered
• complete the full training and its associated assessment
• undertake the following recommended minimum days of practical training:
Birth - 1 year 15 days
1 - 2 year 11 months 5 days
3 - 4 years 11 months 5 days
5 - 7 years 11 months 20 days (in primary school setting)
These direct access candidates can only be exempted from units 3 and 11.

The Irish Further Education and Training Awards Council

(www.fetac.ie)
Where candidates who wish to gain the Diploma already hold the FETAC Certificate in Child
Care Level 2, they do not need to undertake Units 3 or 4 of the Diploma (teaching or
assessment). A grade E Pass only should be entered on to the Mark Record Sheet.
Candidates holding the FETAC qualification must complete the whole of the remainder of
the Diploma programme.
In addition to accreditation for Units 3 and 4 the following will also apply:
• Remission of tuition up to 50% for Units 5, 6, 7, 8. Candidates will be required to

undertake the assessment for these units.
• No remission for Units 9 and 10.
• Assessed work from the FETAC course can be used in the Diploma Units 1 and 2
portfolios if it meets all the criteria and is assessed using CACHE grading criteria.
• No accreditation for practical work and practical placement requirements.
Progression from the Level 3 Diploma in Child Care and

Education
You may want to progress on to higher level qualifications. These may include professional
development such as CACHE Level 4 professional development qualifications or higher
education qualifications for example nursing or teaching. This will be subject to individual
university or higher education college requirements.

Section 2
Learning Outcomes and the Syllabus


Section 2 – Learning Outcomes and the Syllabus

Unit 1 – Observation and Assessment
Aims
This module aims to enable candidates to develop knowledge and understanding of the
principles of observation and assessment and their use in the care and education of
children.
Learning outcomes
On successful completion of this unit you will be able to:
• Explain:
- the use of observations as a means of recording development
- different methods of observation and recording techniques
• Consider:
- the role of observation and assessment in planning
- the value of observing and assessing children
• Examine:
- the assessment of children's development and the implications for practice
- the links between current research and practice in explaining development and
learning.

Syllabus
This unit will teach you about:

1. Demonstrate knowledge and understanding of the principles of observation
and assessment:
a) Show understanding of the reasons why practitioners use observations and

assessment to:
• inform planning
• build a profile of individuals
• review effectiveness of areas of provision and use of resources
• promote children's development
• identify learning priorities and plan relevant and motivating experiences
• review own practice
• develop understanding of the areas of development
• develop understanding of the areas of learning
• protect children
• understand how children deal with conflict
• identify changes in behaviour
• see how children interact with adults and other children
• understand individual children's needs.
b) Have knowledge of different methods of observation:
• written record
• time and event samples
• target child
• checklists
• graphs, pie and bar charts and histograms
• longitudinal studies
• sociograms
• media - photographs, video, taped language samples
• high Scope Pre-school key Experiences.

c) Consider the appropriate method to use in different situations
d) Explore the advantages and limitations of the different observational methods and
the validity and reliability of observation material
e) Reflect upon confidentiality issues when carrying out observations
f) Show understanding of inclusive and anti-discriminatory/ anti bias
g) Identify the difference between objectivity and subjectivity
h) Recognise the need for unbiased, non-judgemental analysis
i) Practice carrying out observations using different methods and build confidence
j) Consider the professional role and responsibilities of the student in carrying out
observations and assessments.
2. How to use observations and assessments to identify the development of

children:
a) Develop knowledge and understanding of all areas of child development:
• physical
• intellectual
• cultural
• language
• emotional
• social
• spiritual/moral.
b) Knowledge of development for a range of ages
c) Understanding of factors that may affect development
d) Consider the role of the childcare practitioner in meeting children's development

needs
e) Consider the role of the student in meeting children's developmental needs
f) Develop an understanding of observations and assessments of children involved in

activities within the curriculum frameworks
g) Understand how observations and assessments are used to demonstrate

awareness of children who may need additional support and consider how support
is to be provided

h) How to identify the needs of children through observing individuals, and groups,
using a variety of methods
i) Consider the use of observations as a basis for discussion with children and
parents
j) Consider the methods used to share information with other professionals and in
partnership with parents
k) Consider the impact of information gained from observations and assessments on

the practitioner, the child and the parent.
3. Using observations and assessments to respond appropriately to children's

needs and facilitate their progress:
a) Recognise that every aspect of development and learning is interrelated and

interdependent
b) Investigate current methods of recording assessments based upon observations
c) The role of evaluation of observations carried out in different settings with a range of
children and using different methods
d) The importance of being a reflective practitioner in understanding of children's

development and learning
e) The use of observations to assess children's achievements, interests and learning

styles and recommend activities that are well planned and purposeful based upon
this information
f) Recognise patterns in children's play, development, interactions, learning and link to

the age and stage of development
g) An understanding of current research in relation to children's development and

learning
h) Using observations to identify learning priorities and to plan appropriate and

motivating experiences for children to promote development
i) The use of observation and assessment in informing planning and in relation to

current curriculum frameworks
j) How to use information gained from observations to reflect on whether individual

needs are met
k) Understand the use of observations when working with other professionals.

Assessment
You will need to demonstrate that you have achieved the outcomes by producing:
A portfolio of 20 observations and assessments (known as 'observations') throughout the

whole study period.
Requirements for each observation and the final portfolio
The portfolio must contain:
• 2 - 4 observations of children Birth - 11 months
• 2 - 4 observations of children 1 - 3 years 11 months
• 2 - 4 observations of children aged 4 - 7 years 11 months
• 2 observations of children learning through a framework/curriculum for children aged

Birth - 5 years 11 months
• 2 observations of children learning through a curriculum for children aged aged 6 - 7

years 11 months
• 3 observations which must be of groups of children
• 10 observations which must be of individual children
• 4 different methods of observation/forms of recording
• The remaining observations can be from any of the above age ranges.
Each observation must:
• be undertaken during your approved work environment
• be individually numbered
• include confirmation from the early years environment of primary carer's permission to
carry out the observation and authenticated by a signature
• include the date, time duration of observation and type of setting
• maintain confidentiality and protect the identity of children
• state the roles of other adults present
• be signed as authentic by your workplace supervisor or tutor
• meet all the CACHE criteria for observations
• be recorded on the DCE Unit 1 Portfolio Requirements matrix.


Unit 2 – Work with Young Children

Your work, and learning for this unit will continue throughout the whole of the qualification. It
will link in to your placements and practical work and will involve you in demonstrating that
you can plan and carry out activities which promote children's learning over the whole of the
age range Birth - 7 years 11 months, with a wide range of abilities and from different
cultures and backgrounds. You will develop a set of plans which will provide evidence of
your knowledge and understanding.
Your workplace supervisor, as well as your tutor will give you advice and support for this
unit.
Overseas candidates please note:
Assessment for this unit should be produced in relation to the curriculum and country where
you live. All candidates will need to have a knowledge of the UK curriculum as it may appear
in the external assessment.
Learning Outcomes
• plan curriculum activities which will promote children's learning and development
• identify curriculum activities which will promote children's learning and development
• evaluate the use of curriculum activities in promoting children's learning and

development
• plan appropriate routines for babies and young children
• understand your role and that of other colleagues.
Syllabus

1. Planning the curriculum, activities/experiences and routines to promote
children's learning:
a) ways of providing a rationale for the play, activities and experiences within the
curriculum plans
b) working within a structured and unstructured framework
c) how to plan routines for young children including the Birth - 1 age range
d) how to plan play, learning activities and experiences for children aged
Birth - 3 years 11 months utilising everyday opportunities

e) the constraints of the setting
f) safety and needs of children, carers and colleagues
g) how to use the views of primary carers, colleagues and other professionals
h) how to involve children in planning
i) Early Years curriculum frameworks in the UK including Foundation Stage,

Foundation Phase in Wales and Curriculum Guidance for Pre-school Education in
Northern Ireland
j) The National Curriculum
k) the role and responsibilities of the childcare practitioner in planning for babies and
young children
l) layout and attractive presentation of activities.
2. Appropriate activities and experiences to promote children's learning and

development:
a) Providing a range of activities and experiences such as:
Communication, language and literacy:
• books and stories
• songs and rhymes
• music
• speaking and listening
• early reading and writing
• experimenting with sounds, words and texts.
Mathematical development:
• counting; using numbers in context
• recognising numerals
• sorting and matching
• number operations
• number rhymes, songs and stories
• using mathematical language.

Knowledge and understanding of the world:
• exploring and selecting equipment and materials
• using the environment and the natural world
• using technology
• using tools and techniques
• discovering how things happen and work
• understanding immediate past and present.
Personal, social and emotional development:
• games of various types
• turn taking and sharing; working as a group
• role play
• dressing and personal hygiene.
Physical development:
• physical play using balls and small equipment
• physical activity using large equipment
• activities to encourage balance, co-ordination and movement
• handling tools, objects, equipment and materials safely
• activities to develop an awareness of keeping healthy.
Creative development:
• activities involving texture, shape, form, space, colour and

dimension
• activities involving sand
• tactile and sensory experiences
• imaginative and role play
• music, dance, stories, using imagination
• expression of thoughts and ideas through tools and materials.
b) Providing or suggesting suitable supporting materials and resources with

reasons for their use
c) Ways of making maximum use of the available resources in the setting and in the
local community.

3. How to evaluate activities and experiences designed to promote children's

learning and development:
a) how to set and use criteria for evaluation, e.g. validity, reliability, links to
assessment, self-reflection etc
b) methods of monitoring, observing and recording
c) how to present evaluations and plans for future work to primary carers, carers or
other professionals
d) resource considerations
e) modifying, adapting and revising plans following evaluation and/or the changing
needs of children.
4. The importance of inclusive practice/anti-discriminatory/anti-bias practice in

providing activities for all children:
a) ways to use material designed to extend understanding, equality of opportunity and

a positive world view
b) how to provide activities and routines for children with particular needs including
sensory impairment.
5. The role of the child care and education practitioner:
a) the planning cycle
b) the roles of other professionals and the lines of reporting and responsibility
c) self-reflection and self-evaluation.

Assignment Task – What do I have to do?
The whole task must be completed in order to achieve the unit.
Complete this task
Carry out and present 4 pieces of work in a final portfolio that demonstrates your ability to:
• identify and plan curriculum activities which will promote children's learning and
development
• evaluate the use of curriculum activities in promoting children's learning and

development
• plan appropriate routines for babies and young children
• understand your role and that of other colleagues'.
In order to meet the assessment outcomes of this unit, the final portfolio of 4 pieces of work
must contain:
1) ONE curriculum plan, which will promote the learning and development of children from
ONE of the following age groups:
• Birth - 3 years
• 3 - 5 years 11 months
2) Two detailed activity plans that support the teacher's planning for children's learning
(aged 6-7 years 11 months) according to the appropriate curriculum of the country in
which they (and you) live.
3) A routine for a session in an early years environment for children from ONE of the
following age groups:
• Birth - 11 months
4) One additional piece of work from any of the above.
Each piece of work must be signed as authentic by your workplace supervisor or tutor.
Each piece of work must be numbered and easy to find.
You must maintain confidentiality and protect the identity of children.
You may include charts and diagrams to show your plans.

1. Requirements for the Curriculum Plan, which will promote the children's
learning and development.
Curriculum Plan
ONE curriculum plan, which will promote the learning and development of children from
ONE of the following age groups:
• Birth - 3 years
The curriculum plan must show how you can plan and carry out a range of appropriate
activities/or experiences for ONE area of a relevant curriculum framework.
Your curriculum plan must include:
• an overall plan showing a range of activities/experiences
• how your plan relates to the appropriate curriculum framework
• TWO detailed activity plans developed from the range of activities/experiences, which
you must implement in your placement
• a resource for ONE of your detailed activity plans which will support the children's
learning, such as a story sack, game, chart, book, a display in which the children have
been involved
• reflections on your learning after implementation.
The detailed activity plans should include:
• a description of the planned activity
• the learning that may take place for the child
• how the detailed activities planned relate to the age and stage of development of the
children
• an assessment of the learning which has taken place for the children after the detailed
activity plans have been implemented.

2. Requirements for TWO activities/experiences that support the teacher's

planning for children's learning (aged 6-7 years 11 months) according to the
appropriate curriculum of the country in which they (and you) live.
You must include:
• two detailed activity plans that support the learning of children aged 6-7 years 11
months. (The activity plans should support the planning which has been undertaken by
the class teacher.)
• a suitable resource for ONE detailed activity plan that will support the learning and
development of the children.
EACH detailed activity plan must be implemented.

3. Requirements for a daily routine to support the care and development of
children.
A routine should cover all the aspects of all activities to meet the development needs of
children throughout the period of the routine.
You should use a daily routine from an early years setting, which takes account of a session
for children from ONE of the following age groups:
• Birth - 11 months
• 1 - 3 years 11 months.
You must be able to take part in carrying out this routine.
Your work must include:
• the aim of the overall routine
• an outline of the overall routine
• the aim of the chosen part of the routine
• a detailed description of the chosen activity/aspect of care
• how this part of the routine relates to the age and stage of development of the children
• reflections on your learning after carrying out this part of the routine
• recommendations for future practice.
4. One additional piece of work.
You should choose to carry out the additional piece of work from the above sections 1-3.
Please note that if you choose a second curriculum plan or a daily routine, you should
choose a different age group to demonstrate the range of your knowledge and
understanding.

These are the overall grade criteria for your PORTFOLIO.
See pages 105 - 115 for grading criteria.
You must achieve Grade A - E for each piece of work in your portfolio. Each grade will be
allocated these points:
Grade A = 5 points
Grade B = 4 points
Grade C = 3 points
Grade D = 2 points
Grade E = 1 point
The points for each piece of work will be added together and the total of your points will
determine the overall grade for your portfolio as follows:
Portfolio Grade A = 18 - 20 points

Portfolio Grade B = 15 - 17 points
Portfolio Grade C = 11 - 14 points
Portfolio Grade D = 7 - 10 points
Portfolio Grade E = 4 - 6 points
Referral
If your Portfolio contains less than Four pieces of work at Grade E or above your grade for
this unit will be a Referral.
The grade you achieve for your portfolio will be your grade for Unit 2.

Unit 3 – Foundations to Caring

This unit will prepare you to work safely with children, to provide care and appropriate
stimulation in a variety of settings.
The physical care of children is vitally important, and you will need to learn how to meet the
physical needs of children and to comply with legal requirements, policies and guidelines.
The environment of the child refers to both indoor and outdoor settings.
CACHE recommends that you undertake additional training in food handling.
Learning Outcomes
On successful completion of this unit, you will be able to:
• recognise the factors which provide a positive environment for children
• understand your role and that of other colleagues in promoting and maintaining a
positive environment
• understand how to provide an environment which will meet the needs of individual
children
• identify best practice in provision of physical care for children
• understand the regulations and good practice which support physical care and a
positive environment for children
• understand the principles of nutrition and the importance of food.
You will need to demonstrate that you have achieved the outcomes by
successfully completing the Unit Assignment for this unit.
Syllabus
1. The characteristics of a positive child care and education environment:
a) physical, social, personal, cultural environment and other aspects of a child's

experience
b) ways to promote a healthy, hygienic, safe, caring and stimulating environment
c) the importance of a reassuring and secure environment
d) the importance of supporting and promoting inclusive/anti-discriminatory practice

and equality of opportunity

e) ways of adapting the environment to meet special and particular needs
f) environmental factors such as layout, lighting, heating, use of colour
g) how to display children's work
h) ways to encourage children to relate positively to the world around them.
2. Professional practice in the support of a positive care and education

environment:
a) ways to promote relationships between the care and education setting and the
primary carer/home and family
b) working as part of a team
c) lines of management and reporting
d) effects of other professionals on the child's environment.
3. Physical care:
a) basic physical and health needs of children
b) basic care of individual children and groups of children throughout the age range
Birth - 7 years 11 months e.g. washing, toileting, mealtime and general supervision
c) care and protection of skin, oral hygiene, care of hair and feet
d) children's needs for rest and sleep and the benefits for children
e) signs and symptoms of potential concern including signs and symptoms of

infection, skin abrasions, or injuries
f) bladder and bowel control including signs and symptoms of potential concern.
4. Regulations and good practice to support physical care and a

positive environment:
a) current food handling and health and safety requirements and regulations for child
care and education settings to include current health and safety, risk assessment,
food handling, inspection requirements, settings own polices practices
b) personal hygiene routines for each level of development
c) use of equipment and materials, safety and cost factors
d) safe and hygienic practice with children when caring for animals

e) identification and reporting of potential hazards in all types of settings
f) significant adults as positive role models
g) safe management of daily routines such as home times as well as emergency

procedures
h) safe management of trips and outings.
5. Diet, nutrition and food:
a) the role of food and nutrition as part of an overall healthy lifestyle
b) requirements of a balanced diet
c) methods of preparation and their effects on nutritional value
d) economic and social factors affecting diet and nutrition
e) the effects of dietary deficiencies and common food allergies
f) the effects of illness on a child's appetite and ways to meet their nutritional needs
g) presentation and children's food preferences
h) cultural, and religious importance of food
i) the social and educational role of food and mealtime preparation, mealtimes and
clearing away.


Unit 4 – The Developing Child

Understanding how children develop is a key requirement for all those who work in early
years. Your learning in this unit will underpin much of the work you carry out and a great
deal of the content of other units.
This unit covers the development of children from Birth - 7 years 11 months. It will assist
you with the requirements for many of the units within the National Occupational Standards.
Learning Outcomes
• understand the general principles of child development
• show a basic and broad understanding of the stages of children's development from
Birth - 7 years 11 months
• understand the role of the adults in the development of the child
• understand the effects of separation on the child
• implement basic techniques for managing behaviour.
Syllabus
1. The general principles of child development:
a) an overview of the main theoretical perspectives of development
b) use of measurements and age and stage of development, recognition of variations

in ages of achievement
c) the role of social, cultural, religious, economic and environmental factors in the
promotion of development
d) provision for children whose development falls outside the accepted norms.

2. Cognitive development:
a) the stages and sequence of cognitive development Birth - 7 years 11 months
b) concentration, attention and memory span, sensory and perceptual development
c) influences from biological, environmental and social and emotional development
d) basic conceptual development
e) active learning, the importance of play
f) the role of the adult in promoting development
g) the importance of stimulation
h) children who experience developmental delay
i) children who experience sensory impairment.
3. Language development:
a) the stages and sequence of language development Birth - 7 years 11 months
b) the inter-related components of language development such as listening,

expressive and receptive language, reading and writing
c) the particular needs of children who use more than one language
d) the effect of language delay on overall development
e) the role of adults in promoting language development.
4. Physical development:
a) the stages and sequence of physical development Birth - 7 years 11 months
• different aspects of physical development e.g.
- gross motor skills/large muscle movements
- fine manipulative skills/eye/hand co-ordination
- skills of locomotion and balance
• relationship to other developmental areas.
b) implications and consequences of delayed or impaired physical development
c) the role of the adult in promoting physical development.

5. Emotional and social development:
a) the stages and sequence of emotional and social development Birth - 7 years
11 months
b) environmental influences on emotional and social development
c) the importance of play in social and emotional development
d) factors which affect emotional and social development, such as genetic,

physical, and cultural influences
e) the role of the adult in promoting social and emotional development
f) strategies to help young children relate to others and encourage socially acceptable
behaviour
g) how to meet the needs of children who express themselves or relate to others in
particular, or challenging ways
h) influences on the development of self-image e.g. ethnicity, gender, language,

particular and special needs, abuse, economic circumstances
i) role of adults in promoting a positive self-image.
6. Effects on children of separation from primary carer/s or carer/s:
a) an outline of the main theoretical perspectives on attachment, separation and loss

in children's lives
b) effects on children of different ages and their families of the transition from the
home environment to other settings
c) effects of multiple transitions, separations and/or carers on children at different ages

and stages of development
d) strategies to enable children and families to cope with change and transition e.g.
key worker system.
7. Managing behaviour:
a) links between needs, feelings and behaviour
b) strategies and resources to encourage children to recognise and deal with their
feelings
c) the effects of loss and grief
d) the role of the adult
e) links between behaviour and stages of development including conditioning and

social learning theory

f) causes of change in usual behaviour patterns including distress, abuse, illness
g) promoting and encouraging positive behaviour
h) techniques of managing undesirable aspects of children's behaviour including

modification, encouragement, re-inforcement, harm reduction
i) goals and boundary setting, frameworks for behaviour
j) use of physical punishment by:
• primary carers/carers
• professionals
k) management of challenging situations
l) policies and procedures of work settings
m) responses to racist, sexist or other discriminatory behaviour
n) sources of specialist help and guidance.

Unit 5 – Health and Community Care

In this unit you will learn about the promotion and maintenance of health, including
surveillance programmes, childhood illnesses, the care of the sick child and a child with a
life threatening or terminal illness. This unit will provide you with the basic knowledge
required to work in most early years care and education settings.
If you plan to work in a hospital setting, this unit will provide a useful introduction and
overview, although it is not intended to be a detailed preparation for that role.
The Council strongly recommends that you undertake a practically based externally
assessed course in First Aid of at least 12 hours duration.
Learning Outcomes
On the successful completion of this unit you will be able to:
• identify how the health of children and their families can be promoted and maintained
• demonstrate a basic understanding of how ill health is caused and the steps which can
be taken to prevent it
• recognise and respond to basic, common illnesses in children
• recognise and respond to health emergencies
• provide support to sick children and to their parents/carers and families.
1. The promotion and maintenance of health:
a) the principles of the promotion and maintenance of personal health in children and
adults including definitions of health and rights to health
b) methods of preventing illness e.g. education, public health, immunisation, screening

surveillance
c) the key factors in the promotion of community health and health education e.g.
primary, secondary and tertiary groups, approaches such as educational,
empowerment, fear
d) primary, secondary and tertiary health care

e) influences on health and access to health care e.g. social, economic, cultural
f) the role of the child care and education practitioner and other professionals in
supporting health services to children and families in the community e.g. health
promotion specialist, health visitor, GP etc.
2. Causes and prevention of ill-health:
a) causes of ill health e.g. genetic inheritance, microbiological infection, allergies,

parasitic infections, environmental causes
b) the range and purpose of immunisations available for young children and the
relative responsibility of parents and professionals involved
c) the possible side effects and contra-indications to immunisation programmes and

parental concerns
d) tests involved in common screening/surveillance programmes.
3. The effects of ill health on children and families:
a) possible effects of:
• acute and chronic illness on the overall development of the child and their
family
• prolonged illness, hospital or institutional care on a child's overall

development.
b) the impact on children of varying ages of planned and emergency admission to

hospital
c) role of carer/child care and education practitioner in providing support for the child
and family
d) the particular problems of children in isolation
e) particular problems and needs of children with life threatening terminal illness and
those of their families
f) the role of play and specific play activities in mitigating the effects of illness,
hospitalisation and/or medical and surgical procedures for children.

4. Responses to childhood illness:
a) symptoms of the more commonly encountered acute chronic illnesses or

infections including any common complications and possible treatments e.g.
asthma, cystic fibrosis, diabetes, measles, rubella, meningitis etc.
b) significance of symptoms in relation to age, developmental stage and skin tone
c) actions to take - e.g. reporting, obtaining help
d) monitoring children's health
e) ways of dealing with distress in a sick child
f) basic routines in caring for sick children e.g. informing parents, adapting normal
routines, safe hygiene practices
g) health and safety policies and procedures for the hygienic and safe disposal of
body fluids/waste, the prevention of cross-infection, and the minimising of health
and safety risks in the different settings
h) procedures for administering medicines e.g. legal requirements, settings
i) safe storage and labelling of medicines
j) medication and health records
k) first aid responses in emergency situations.
5. Ways of supporting children suffering from common illnesses:
a) range of common illnesses and conditions e.g. asthma, eczema, ENT conditions,
cystic fibrosis, diabetes, epilepsy etc
b) methods of support e.g. establishing routines, working with families, working with
other professionals, empowering etc
c) use of common medications, range of medications
d) signs and symptoms which indicate an emergency.
6. Providing support to parents and families:
a) needs and anxieties of parents/carers when children are ill
b) range of social, emotional, cultural and religious responses to illness of a child
c) multi-disciplinary working, liaison and sharing information, confidentiality
d) support groups and networks available to families including access to information.


Unit 6 – Play, Curriculum and Early Learning

This unit is designed to give you an understanding of the play and learning opportunities
offered to babies and children in a variety of group care and education settings. It explicitly
includes children who are in Key Stage 1 classes in primary schools and children who may
be following the appropriate curriculum for children aged 5 - 7 years in the country in which
they live, which means that if you work in a school setting, you will be able to support the
work of the class teacher. The term 'early years curriculum' refers to all early years education
which is the curriculum offered to children before they commence statutory education.
* Overseas candidates please note:
Assessment for this unit is to be produced in relation to the curriculum and country where
you live. All candidates will need to have a knowledge of the UK curriculum as it may appear
in the external assessment.
Learning Outcomes
On successful completion of this unit, you will be able to:
• demonstrate how to provide a positive environment for play and learning
• recognise the links between play and learning
• show how the Early Years and National Curriculum are structured and
assessed and how learning and play are linked
• identify the extent of your own role and that of other adults in promoting play and
learning
• identify the value of various types of play and the ways in which each can be promoted.
Syllabus
1. How to provide an environment that supports and encourages learning:
a) the selection of equipment and materials which promote a non-biased and a

positive world view
b) developmentally appropriate activities, materials, equipment and resources

designed to promote and support learning
c) provision which builds on the experiences and background of a baby or young

child

d) role of play and playful experiences in early learning
e) how to care for and maintain the equipment, room and materials.
2. The role of the adult in supporting children's learning and development:
a) the learning opportunities in everyday routines
b) the different types and forms of activity including adult directed, child initiated,
structured, and spontaneous
c) appropriate interventions to support learning and development
d) how to support self-reliance, self-confidence and independence
e) how to support concentration, direction, application and task achievement.
3. The principles of effective communication with babies and young children:
a) how to communicate appropriately with babies and young children according to

their stage of development
b) use of non-verbal communication e.g. touch, massage, tone of voice, expression

etc
c) common communication difficulties experienced by young children and babies
d) speaking and listening activities
e) methods of communicating with children who have sensory impairment or delayed

development
f) the importance of songs, rhymes, story telling, finger plays and musical activities
with young children
g) criteria for selecting appropriate books.
4. The curriculum:
a) different educational and philosophical approaches to the curriculum for babies and
young children
b) curriculum designed to meet the social, cultural and linguistic needs of all children
including those with particular needs which encourages a positive image and
identity
c) the current curriculum/framework for children from Birth - 7 years eleven months.

5. The role of the child care and education practitioner in the delivery of the
curriculum/framework for babies and young children:
a) developing children's competence in language and literacy (e.g. emergent writing,

auditory discrimination, early reading skills, reading and writing skills, reading
conventions and writing forms)
b) developing children's knowledge and understanding of the environment, other

people and features of the natural and made world
c) numeracy skills, using and understanding simple mathematical language and the
development of mathematical concepts such as number, shape, pattern,
sequencing mass and volume
d) creative development (e.g. exploration of sound, colour, texture, shape and form
and space in two and three dimensions; art, music, dance, stories and imaginative
play; using materials, tools and instruments)
e) physical development (e.g. physical control, mobility, awareness of space and

manipulative skills in indoor and outdoor environments; developing positive attitudes
to a healthy and active way of life)
f) personal, social and emotional development (e.g. learning how to work, play and
co-operate with others, understanding of self and others and aspects of personal,
social, moral, spiritual and cultural learning)
g) development of learning towards the current curriculum/framework for children from

birth to the end of the early years curriculum.
6. The structure and content of the National Curriculum:
a) structure and component parts
b) the assessment structure at Key Stage 1
c) how to support children's abilities in speaking and listening (e.g. encouraging

children to talk, listen to others and respond appropriately, develop confidence in
speaking and listening, develop awareness of use of English language)
d) how to support children's reading and writing abilities (e.g. reading aloud
shared and guided reading, phonic and graphic clues, composition, transcription,
writing forms)
e) how to support children's learning in mathematics (e.g. numeracy concepts,

sorting, matching, ordering, classify, represent and interpret data, shape, space
and measures, mathematical language, use and application of mathematics)
f) how to support children's learning in science (e.g. use of play, importance in health
and day to day life application of information technology, life processes and living
things, developing questioning skills, materials and properties).

7. The purpose and potential of play activities:
a) theoretical and philosophical approaches to children's play
b) providing for a range of different types of play both individual and group
c) the role of play for the developing child
d) how to provide materials and approaches to meet the particular needs of

individual children including those with special needs.
8. Play environments and materials:
a) safe secure and stimulating play environment e.g. the effects of room design and
physical conditions on play, safety issues in respect of equipment, security
considerations
b) different play materials and equipment e.g. indoor equipment, outdoor equipment,
uses with different age groups
c) selection, maintenance and organisation of material and equipment within the home
and group settings e.g. safe and hygienic storage, labelling, inspection, reporting
faults, de-commissioning
d) evaluation of the role of play in an overall curriculum plan e.g. methods of

evaluation, developing criteria, using observations etc.
9. Types of play:
a) creative play with natural and other materials including:
• play with natural and other materials, tools and equipment e.g. sand, water,
paint, clay, dough, musical instruments, sensory materials
• opportunities for creative play appropriate to a child's stage of development.
b) physical play with large equipment including:
• activities and large equipment suitable for physical play, both indoors and
outdoors
• the value of physical play to the overall development of the child including
the particular value of outdoor play
• safety issues with regard to physical play, both indoors and outdoors, the
setting up and use of equipment
• potential hazards and the principles of accident prevention
• how to use space effectively
• balancing the provision of a challenging play experience against the child's

need to consolidate and practice skills.

c) imaginative play including:
• different forms of imaginative play, e.g. role, domestic, doll, small world play,
fantasy and dramatic play
• different forms of imaginative play for different stages of development
• 'pretend play' areas and how to use space, both indoors and outdoors
• props for imaginative play including those which could be used to extend
children's understanding of different cultures and which reflect the cultural
diversity of the children in the group.
d) manipulative play including:
• range of materials and equipment suitable for gross and fine manipulative
play
• ways to evaluate materials and equipment used in manipulative play
• providing for manipulative play for different stages of development.


Unit 7 – Work with Babies in the First Year of Life

In this unit you will learn about conception, birth, ante-natal care and the care and learning
opportunities of young babies.
You may have already covered the development of children Birth - 7 years 11 months in
Unit 4. The emphasis of this unit is on the growing and developing baby and you will learn
about pregnancy and birth in less detail. However, all the different aspects of working with
babies are very closely linked, so it is hard to separate care, development and learning.
It is likely that you will undertake a work placement with babies under 1 year around the
same time as you work on this unit.
Learning Outcomes
• understand in outline the processes of conception, pregnancy, birth and the post-natal
period
• understand how to promote development and learning
• identify how to practice with safety and provide a positive caring environment
• understand how to promote a positive relationship with primary carers
• understand the dietary needs of the baby
• recognise and meet the needs of babies being cared for in a group or home-based
setting.
Syllabus

1. The processes of conception, birth and the post-natal care of mother and
baby:
a) outline knowledge of the process of conception and development of the unborn

baby
b) the key principles and practice of ante-natal care
c) outline knowledge of the birth process and difficulties which may be encountered
and their effects
d) the particular needs of low birth weight babies and multiple birth babies, the
potential impact on their care and subsequent overall development.

2. The principles of promoting development and learning:
a) the role and responsibilities of the child care and education practitioner and other
adults in promoting the overall development of the baby
b) the role and responsibilities of the child care and education practitioner and other
adults in the provision of a safe, secure and stimulating environment for children
Birth - 1 year
c) the importance of the quality of adult/baby interaction
d) the role of play and playful experiences in overall development
e) activities, materials and equipment which promote the overall development of the
baby according to his/her needs.
3. Positive overall care and safe practice:
a) the principles of positive care of a baby Birth - 1 year including understanding and
sensitively responding to diverse cultural needs and practice
b) the principles of adequate preparation and safety when carrying out any routine
c) importance of care routines providing a pleasurable experience for babies
d) the principles and practice of care for the skin, hair and teeth of babies Birth - 1
year and understanding diverse cultural needs and practice
e) the commonly encountered symptoms and signs which may indicate that a baby is
ill
f) the role of the child care and education practitioner and other adults in obtaining
further assistance and advice where appropriate
g) different types of surveillance for babies under one year and the preventative health
screening programmes available
h) the normal care and maintenance of equipment and materials with particular
reference to safety
i) 'Sudden Infant Death Syndrome' (SIDS) and ways in which basic care and choice
of infants can minimise risk
j) are and choice of clothing and footwear for babies Birth - 1 year
k) appropriate health and safety measures in the disposal of body waste/fluids

including policies of setting, agreement in home setting, cross infection risks.

4. Positive relationships with primary carers:
a) the diversity of child rearing practices and the need to avoid stereotypical attitudes
b) potential for positive and negative attitudes from primary carers
c) the pressures on families and family life of caring for a baby Birth - 1 year
d) access to health care and support for all families caring for babies
e) support groups and networks available for families with babies, the role of the child
care and education practitioner and other professionals in providing access to
information, includes confidentiality
f) dealing with primary carers who may have difficult or challenging attitudes towards
the staff and setting.
5. The nutritional needs of babies:
a) the nutritional needs of babies aged Birth - 1 year
b) methods of meeting nutritional needs including breast and bottle feeding
c) the principles of weaning on to solid food and the importance of this to the baby's
overall development
d) the principles of safety and hygiene in the preparation and storage of feeds and
solid foods
e) common food allergies and feeding difficulties, how to get further information and
advice.
6. The particular requirements of young babies in group and home-based care:
a) the emotional and social needs of babies separated from their primary carer/s e.g.
attachment and separation
b) how babies learn through everyday interactions with their carers
c) the importance of child care and education practitioner giving one to one attention
to young babies and developing appropriate attachments
d) the key worker system e.g. methods of implementation, advantages and

disadvantages.


Unit 8 – Preparation for Employment

In this unit, you will learn about what you can expect when you begin work as a Child Care
and Education Practitioner. If you already have experience, this unit will help you by
providing you with information about how to plan your career and professional development.
You will work alongside your workplace supervisor as well as your tutor in this unit.
Learning Outcomes
• recognise the structures of a range of work settings
• identify the role of the early years care and education worker in a range of work settings
• prepare yourself for employment in the sector
• work as part of a team.
Syllabus
1. Structures of organisation and work settings and the job role:
a) structure of the organisation, including the role of the team within the organisation,
types of working arrangements in family settings
b) different organisational arrangements for service provision including key worker

system and staff rotas
c) implications of policies, practices and guidelines of different settings
d) lines of management and reporting, the constraints which operate within the setting
e) responsibilities and relationships which exist between employer and employee

including contractual arrangements
f) the effects of different management styles.

2. The responsibilities of a professional worker:
a) the principles of confidentiality
b) respect for the choices and freedoms of others
c) respect for the roles and contributions of others within multi-disciplinary working
d) accountability, reliability
e) principles of decision making including information, sharing alternatives, using

criteria, making judgements, accepting responsibility
f) the role of trade unions and professional organisations and ways to access help
and information
g) the role of the Child Care and Education Practitioner within the public sector
including factors and constraints, policies, statutory responsibilities, health,
education or social services settings, child protection issues
h) the role of the Child Care and Education Practitioner in the independent, private and
voluntary sector e.g. policies and procedures, relationships with primary carers,
quality assurance and registration requirements, financial factors, child protection
issues
i) the role of the Child Care and Education Practitioner in private homes e.g. the need
for professional support and advice when working alone within a home setting,
ensuring access to evaluation and feedback, contractual issues, recording and
reporting, child protection and allegations of possible abuse.
3. Prepare for employment through:
a) accurate and representative curriculum vitae
b) interview techniques
c) the requirements of employers.
4. How teams work including:
a) effective communication between team members and between the team and other
professionals
b) participation in team meetings
c) seeking and using feedback from others
d) stress and conflict within teams
e) grievance and complaints procedures.

Unit 9 – The Provision of Services and the Protection of

Children
This unit is designed to give you an overview of the area of legal and social relationships as
they affect the family. It will also give you an understanding of how to protect children from
the possibility of abuse, and how to support children who have been abused.
The way in which society works has an important effect on how you do your job, you will
need to understand the structure of the family lives of the children you work with. You will
also need to understand the provision of services and the children's legal framework for
England, Wales and Northern Ireland. You may record your assessment in relation to current
legislation or framework in the country where you live.
Learning Outcomes
• describe the development and structure of family in society
• understand the role of the statutory, voluntary and independent services in relation to
children and families
• describe the principles of protecting children and recognising abuse
• empower children in how to protect themselves
• identify different forms of abuse and the effects on the child, family and workers
• explain child protection procedures
• describe how to support children.
Syllabus
1. Development and structure of the family in society:
a) diverse range of family structures including nuclear, extended, re-constructed, lone

primary carer
b) changing patterns of family roles including gender roles, division of labour,

employment
c) effects of social and economic deprivation on families

d) recent and relevant legislation relating to children and their families i.e. marriage,
marital breakdown, fostering and adoption, including Children Act 1989/2004
e) pressure faced by some children and their families such as violence, poverty,
housing, discrimination and disadvantage, high expectations, bullying
f) economic and social policy which affects children and their families including,
welfare benefits, funding for service provision
g) outline of provision for children and families
h) rights and responsibilities of adults to children.
2. The role of the statutory, voluntary and independent services in relation to

children and families:
a) function of the local authority in relation to children's services
b) local authority powers, obligations and responsibilities to children and their families
who may be in need
c) types of care for those children in need
d) role of statutory, voluntary and private provision in relation to children and families
including current initiatives such as the Sure Start programme
e) main relevant legislation in relation to the rights of the child
f) the power and responsibilities of service provision for young children and families by
major national voluntary organisations
g) how and where to obtain detailed help and information on family entitlements and
benefits
h) the role of the media and information technology in providing and disseminating
information to families.
3. Principles of protecting children and recognising abuse:
a) the paramount interest and welfare of the child
b) the needs and rights of young children
c) signs of abuse
d) listening to children
e) disclosure and methods of recording and reporting
f) confidentiality on a need to know basis

g) the influence of judgement attitudes concerning social class, family structures and
functioning, race, gender and disability on the possible assessment of abuse
h) theories of abuse such as the medical, feminist, social and psychological models
i) policies in the setting relating to the consultation and information given to the
primary carer when abuse is suspected
j) enabling and empowering children and their families
k) policies and procedures of the setting on dealing with institutional abuse.
4. Enabling children to protect themselves:
a) confidence, assertion and body awareness
b) respecting children, listening and believing what they say
c) personal safety for example always telling an adult where they are going
d) sharing worries and the concept of secrets
e) empowering children and the teaching of the concept of 'no'.
5. Forms of abuse, and effects on child, family and practitioners including:
a) the types of abuse within the four categories of: physical abuse; sexual abuse;
emotional abuse and neglect
b) abuse perpetrated in group settings by a practitioner providing care for young

children and the policies and procedures for dealing with this
c) the effects of different types of abuse on the child, family and the local community
d) the long term effects of abuse on the child
e) strategies used by the Child Care and Education Practitioner when coping with
children and their families who may have experienced abuse
f) abuse of vulnerable children including those with special needs.
6. Child protection procedures:
a) legislative framework and procedures for child protection at national and local level
b) your own role and roles of other professionals and agencies involved
c) procedures and regulations of the work setting including recording, reporting, lines
of responsibility and confidentiality
d) procedures for reporting and investigating institutional abuse

e) stages of child protection procedures such as recording, reporting, investigation,

protection of child/ren, case conference, at risk register, key worker and monitoring
f) the role of the Child Care and Education Practitioner in gathering evidence to be
used by other professionals.
7. Supporting children:
a) use of play therapy
b) strategies for dealing with anger
c) measures for building confidence and self-esteem
d) day care provisions for children in need
e) co-ordination of multi-disciplinary support
f) provision of safe environments.

Unit 10 – Anti-Discriminatory/Anti-Bias Practice

This unit covers equality of opportunity and rights issues as they relate to child care and
education and you may study it at any time during the course. Although this is a free
standing unit, the principles of rights, equality of opportunity, anti-discriminatory and anti-bias
practice are integrated throughout all the work you do. You will need to demonstrate that
you understand and use the principles behind this unit in both the practical and academic
work of the whole course.
This unit will provide you with the opportunity to participate in a series of learning
experiences designed to give you greater self awareness and a deeper understanding and
awareness of the experiences of children and families who, for whatever reason, suffer
discrimination and deprivation.
You will learn about issues of discrimination from a range of perspectives which will include:
age, class, disability, gay, lesbian, or bi-sexual people, gender, health, race and religion.
You will also learn how to support children with special educational needs and their families.
Learning Outcomes
• show that you understand the rights of children and their families
• explain the causes and effects of discrimination
• identify legislation, charters and policies designed to promote equal opportunities
• clearly identify the role of the child care and education worker in promoting
anti-discriminatory and anti-bias practice.
Syllabus
1. The rights of children and their families:
a) definitions of children's rights e.g. United Nations Convention on the Rights of the
Child
b) human rights and rights of families e.g. enforceable and non-enforceable rights,
basic human rights, legal rights, charters etc
c) balance of rights and responsibilities
d) ethical issues e.g. confidentiality, conflicts with rights of others.

2. The causes and effects of discrimination:
a) the role of attitudes, values and stereotyped views in influencing behaviour
b) labelling and stereotyping
c) the general effects on individuals of discriminatory practices and behaviour, e.g. self
esteem, employment, promotion, housing, education
c) the effects of discrimination and discriminatory practices on children's development

assumptions, employment practices, organisational culture etc
f) educational issues e.g. inclusion, materials, resources, access etc
g) the benefits of a diverse environment for all children.
3. How society promotes equal opportunities:
a) the role of legislation in combating racism, sexism and other forms of discrimination
and discriminatory practices. e.g. Race Relations Act, Sex Discrimination Act, Equal
Pay Act, Disability Discrimination Act, Criminal Justice Act etc
b) codes of practice, charters and equal opportunities and anti-discriminatory policies

e.g. Citizen's Charter, Patient's Charter
c) organisational and personal review and evaluation of all provision and practice within
an equal opportunities framework
d) where to obtain information and resources concerning equal opportunities,

anti-discriminatory and anti-bias practice e.g. Commission for Racial Equality, Equal
Opportunities Commission, Disability Council for UK, Council for Human Rights
e) providing an environment and curriculum which actively opposes discrimination and

encourages a positive world view
f) valuing a variety of child rearing practices which provide security for children and
foster development
g) providing resources, equipment and activities which avoid bias and which present
positive images for all children
h) implementation of anti-discriminatory and anti-bias practice
i) provision of accessible information for all service users.

4. The identification and support of children with special educational needs:
a) code of Practice for special educational needs
b) identification of children's special educational needs
c) the range of special educational needs
d) supporting children with special educational needs and their families
e) professionals working with children with special education needs and their families
f) practical ways of working with children with special education needs.
5. How individuals can promote effective equal opportunities, anti-discriminatory

and anti-bias practice:
a) how to recognise and support the rights of all children and families
b) the practitioner's role in recognising discrimination and discriminatory practices
c) the practitioner's role in confronting and combating discrimination and discriminatory

practices
d) reflecting on own values, attitudes and beliefs and the effects on practice
e) valuing diversity
f) anti-bias care and educational practice in relation to children with disabilities,

children from a range of cultural, religious and linguistic backgrounds, children with
challenging behaviour etc
g) supporting and valuing families of children
h) how to use materials, equipment, images and types of play which reflect positive
models of diversity for all children.


Unit 11 – Working with Parents

This unit refers to work with parents or whoever is the child's primary carer.
In Unit 11 you will find out about the roles of parents and the type of pressures faced by
many families, you will also have the chance to explore how parents, and children, can react
when being separated for the first time. The key lessons of this unit are the ways in which
you can make parents feel involved in the care you are providing for their child and ensure
that they have all the information they need. This unit will also help you to examine your own
role and the role of the practitioner in your workplace in respect of parents and to be clear
about its scope and limitations.
Learning Outcomes
On the successful completion of this unit you will be able to:
• recognise, value and respect parents as the primary carers and educators of their
children
• explain the factors which affect good communication with parents
• identify the scope of your role, and responsibilities towards parents and the setting
• describe the impact on parents of their first experience of an early years setting.
Syllabus
1. The roles of parents:
a) roles of parents and carers
b) different parenting styles and attitudes
c) values
d) rights and responsibilities of parents under current legislation
e) factors, which affect the lifestyle and life choices of many families, including:
economic factors, environmental factors, education, health, culture
f) range of values held by parents and potential differences with those of the setting
g) ways to recognise and respond to the needs of parents and children.

2. The principles of good communication with parents:
a) the importance of positive relationships with parents
b) ways of effectively using a range of communication methods and skills with parents
c) potential barriers to communication and how to overcome them
d) methods of communicating and sharing all types of information with parents where
there are communication differences or difficulties
d) how to recognise when you should refer parents to other sources of information.
3. Your role in relation to parents:
a) the boundaries and scope of your role in the work setting
b) the roles and responsibilities of colleagues
c) the lines of management and reporting
d) the rules, limits and boundaries of confidentiality according to the setting and
circumstances
e) how to challenge discriminatory or oppressive behaviour
f) methods of offering support to parents with particular requirements or who are

experiencing difficulties.
4. Meeting the needs of parents and children in the setting:
a) possible negative reactions of parents and children
b) ways of managing negative reactions
c) management and negotiation of commitments and priorities of parents
d) liaison with other agencies, scope and limits of information sharing.

Unit 12 – Practical Training
1. What is in Unit 12?

Unit 12 contains 3 parts which must be completed.
a) Placement Summary Record
b) Practice Evidence Records (PERs)
c) Interim (not mandatory) and Final Professional Development Profiles (PDPs).
(a) Placement Summary Record
This is a record of the placements/environments that you have attended and the number of
days or equivalent hours you have completed. You should fill in the record when you have
completed each practical training environment. Your tutor will then sign the placement
summary record at the end of your course. It is very important that you keep this record up
to date and provide accurate information.
(b) Practice Evidence Records (PERs)
The Practice Evidence Records contain statements which describe the skills and tasks you
must be able to perform in your practical training environment in order to achieve the
CACHE Level 3 Diploma in Child Care and Education.
The statements are linked to the learning outcomes in each of the units within the Diploma
and also show the links with the National Occupational Standards for NVQ 3 in Children's
Care, Learning and Development.
Your placement supervisor or tutor will sign each statement only when they are satisfied that
you are competent. Additional days may be required at the discretion of your tutor and
supervisor.
Statements may be signed in different environments.
All documentation should be completed in ink and signed and dated as appropriate to
ensure it is authentic. Corrections should only be made using a single line through the text
to be amended - the use of correcting fluid or erasers of any type is not permitted.

(c) Professional Development Profiles (PDPs)
There are nine sections in a PDP. You must achieve a pass in each section to achieve a
satisfactory PDP. If you do not achieve a pass you will be referred. There is the opportunity
to have your supervisor complete an interim report to assess progress.
Each placement/environment supervisor will complete a PDP towards the end of the
placement.
You must complete three PDPs satisfactorily at pass level (in each of the nine sections) in
order to achieve an overall pass in the Professional Development Profiles. These must be
achieved in at least two different age ranges.
Each PDP must be completed over a period of at least 20 days unless it was achieved in
the Birth - 1 year environment.
If at the end of your course of study you have not achieved the required number of
satisfactory PDPs you will be required to undertake an additional practical training placement
of 20 days for each outstanding PDP.
Your study Centre can photocopy additional copies of the PDP or take a copy from the
CACHE website, if these are required.
Interim Reports are not mandatory. They may be completed at any time to support you in
achieving the placement.
2. Who is responsible for the Practice Evidence Records?

This is a very important document and it is your responsibility to ensure that it is completed
by the end of the course. Take great care of it as this is your only evidence for Unit 12.
3. Do I need to complete every PER?

All candidates must complete all of the PERs in order to gain the CACHE Level 3 Diploma in
Child Care and Education.
4. What happens if I sign or falsify a PER?

If you sign a PER yourself, or falsify any area of the PERs, that part of your work will not be
considered valid for assessment.

5. Additional evidence?
An Additional Evidence column is on the Practice Evidence Record Sheet. This is intended
to provide evidence of the candidates' ability to transfer skills to different settings/age range
of children. The 'additional evidence' section is not mandatory.
6. Can I use my own family experience towards completing

my PERs?
No. Experience with your own family cannot be used towards the required number of
placement days. All placement days must be carried out in an approved setting, closely
monitored by your placement supervisor or tutor. Evidence of your performance recorded in
the PERs must be from an approved setting only.
7. Can I use my observations and activities from Units 1 and 2

in my PERs?
Yes. If the observations and activities demonstrate that you are competent in a particular
area then you could make reference to it in the section entitled 'additional evidence'.
8. National Curriculum PERs for Overseas Candidates (Refer

to Unit 6 – Play, Curriculum and Early Learning)
If you have no direct practical experience of implementing the National Curriculum because
your placements are outside the UK, you may complete the PERs (37 - 44) by referring to
the appropriate curriculum for children aged 5 - 7 years in the country in which they live.


Section 3
Assessment of Your Learning


Section 3 – Assessment of Your Learning

Assessment of your Learning and Practical Competence
You will have to complete each of the following assessments at E grade or above in order to
gain the diploma within your registration period.
The Diploma has 12 units. You must successfully complete the assessments for the
following:
Unit Title Type of Assessment
1 Observation and Assessment Portfolio of 20 child observations
2 Work with Young Children Portfolio of 4 pieces of work
3 - 11 Unit Assignments Assignment set by CACHE and

marked by your Centre
12 Practical Training Practice Evidence Records and

3 Professional Development Profiles
(Pass grade only is possible)
Diploma Test Paper A test paper covering Units 3 - 11
Assessment Procedures
You will find the word limit for each assignment printed on the task sheet of this handbook.
Assignments should be submitted on A4 paper where possible and can be hand written in
ink, typed or word-processed. You need to write your name, personal identification number
and Centre name and number on each sheet of paper.
Plagiarism
This means claiming work to be your own which has been copied from elsewhere. All the
work you submit must be your own and not copied from somewhere else unless it has
been clearly referenced. Your tutor will explain how to provide a reference list showing
where you found your information. If the Centre has evidence that your work has been
copied it will not be accepted and you may be subject to their disciplinary procedure.
To complete you will have to submit a further piece of work for assessment. CACHE will be
notified of any cases of plagiarism.
Candidates are not allowed to offer their assignments for sale. This includes on eBay.
A candidate who attempts to sell an assignment will not be permitted to submit any further
work for assessment for this qualification.

Portfolios
Units 1 and 2 will be assessed by a portfolio of work you have compiled. For Unit 1 this will
consist of a series of child observations, and for Unit 2 a range of curriculum plans and
routines. Grades A - E are awarded for individual pieces of work which meet the
requirements of the grading criteria. Work that does not meet the requirements of the
grading criteria will be graded as a Refer. Grades A - E are also awarded overall for each
portfolio. You should make sure that you have understood and followed the details for each
unit and that each piece of work is clearly labelled and easy to find in your portfolio.
Your portfolios are very important and are essential pieces of evidence. You must make sure
that you keep them safely and look after them. It would take a huge amount of work to
replace a lost or damaged portfolio. It is your responsibility to keep your portfolios safe and
to produce them when asked, for example for the internal moderator.
Unit Assignments
Units 3-11 are assessed through an assignment which is set by CACHE and marked by
your Centre. The assignment task and grading criteria are shown in Section 5.
You should read the grading criteria before starting your assignment. In order to achieve the
higher grades you must achieve all the criteria as stated on the grading sheet i.e. you must
achieve all the criteria for an E grade before working on the criteria necessary to obtain a D
grade and so on.
Your Centre will agree the date when you are to submit the assignment to them. If there are
special reasons why it will be difficult for you to submit on this date, you must discuss these
with your tutor who will inform you of the Centre's policy on submitting assignments after the
date agreed.
The tutor marks the assignment against the grading criteria written by CACHE, which is
found at the back of this handbook with the assignment. Then another tutor, the internal
moderator, will take a sample to ensure the correct standard has been achieved.
Referral of Unit Assignments

If your assignment does not meet the criteria for an E grade it will be graded as a Referral.
You may submit your work with improvement. Your tutor will negotiate a resubmission date.
If your assignment still does not achieve an E grade or above your tutor will discuss an
action plan which may involve some extra study before submitting your assignment again.
You can achieve grades E to A at any stage. All assignments must be achieved within your
registration period.

Improving your grades for assignments marked by the

Centre
If you have achieved an E - B grade on your first submission of your assignment, you may
try to improve your result to achieve a higher grade. For your resubmission your work must
remain within the word limit and you should resubmit the original work with the additional
work.
Please note: Once you have handed in your completed portfolio for Units 1 and 2 it cannot
be upgraded.
Diploma Test Paper

There is one Diploma Test paper to assess your knowledge of units 3 - 11. For this test
paper there are three test dates available. (January, May and September.)
You will not see the paper in advance, so you will have to make sure that you are confident
about everything you have learned in the units. Your Centre is responsible for entering and
preparing you for the test paper. Practice test papers and the external assessment dates
are available on the CACHE website.
The papers are sent away to be marked by CACHE examiners who use CACHE's marking
guidelines. Grades E - A are awarded according to the number of marks gained.
If your tutors believe that your result does not reflect your ability, you may request a re-mark.
Your Centre will do this on your behalf and a request to CACHE must be made within 20
working days of the issue of results.
If the result remains unchanged CACHE will charge your Centre.
Referral in the Test
If you are referred in the test, your Centre should discuss arrangements to re enter you for
any test date within your registration period until you are successful.
Improving your grade for an Externally Assessed

assignment
You may want to improve your result and achieve a higher grade. You may do this provided
it is within your registration period. This is called an upgrade. You should discuss any
upgrades with your tutor and Centre. There is no fee for your first upgrade but CACHE will
charge a fee for the second and subsequent entries to re-sit.
Reasonable Adjustments
If you need to have adjustments made in order for you to complete your assessments you
should discuss this with your tutor.

Overall grade for the qualification

Each unit is marked against CACHE grading criteria and points are allocated. The table in
Annex A will help you calculate the overall grade. The points achieved for the Test Paper
and all units (except the Practical Unit 12) will be totalled and overall grades for the Diploma
will be set within grades E - A.
Unit 12 must be successfully completed in order to achieve the full Diploma.
CACHE remains the sole arbitrator of this decision and will apply "natural justice" where
appropriate.
Additional Support
If you require additional support with your unit assignments, you can access the following
documents from the CACHE website:
• Finding the level
• Assignment Guidance.
Both of these documents will help you understand what is required to complete the
assignment.
Certification
If you successfully complete all units of the qualification you will be issued with a full
qualification certificate. Your Centre will be able to request unit certificates for each unit if
you register 'Unit by Unit', or if you do not complete the full course. Individual unit certificates
are not available for Unit 12 or the test paper.
References and Bibliography

Your assessment may require you to include references and a bibliography. You should
include at least two references in the text of your work. These references should be clearly
identified and related to one or more sources of information which should be included in
your bibliography. Your bibliography should list two or more relevant sources of information.
The CACHE booklet 'Finding the Level' explains how to show your references and
bibliography.
Re-mark enquiry and Appeals Procedure

CACHE operates an enquiries and appeals procedure which candidates may use if they
wish to challenge an assessment decision. Details are available on the CACHE website:
www.cache.org.uk click on ‘CACHE Centres’ tab, then ‘Support for CACHE Centres’ and
scroll down to find this and other useful information.

Section 4
Practice Evidence Record Sheets


COUNCIL FOR AWARDS IN CHILDREN’S CARE AND EDUCATION Candidate

CACHE Level 3 Diploma in Child Care Name:
and Education
PIN:
Placement Summary
Record Site/Centre No:
Placement Summary
Placement dates Name of placement supervisor Number of days*/hours with children
and address of placement/environment
From To Birth – 1 year 1 – 3.11 years 4 – 7.11 years
Total number of days*/hours attended throughout course:

*A day represents approximately six hours
Authorisation
Tutor’s Name:
Tutor’s Signature: Date:

CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
AL1 3AW Site/Centre Name:
Tel: 0845 347 2123
Fax: 01727 818613
Web: www.cache.org.uk


Diploma in Child Care and Education Practice Evidence Records
You must identify evidence that shows your competence (ability) in each task. Evidence should be obtained by observation, that is your supervisor or
the person who visits you in placement, seeing you doing the task. If this is not possible, discussion with your supervisor, tutor or teacher, or
assignment work can be used as evidence. In certain circumstances evidence can be shown in a simulated environment, but only where identified
in the following list of tasks.
Wherever possible complete the Optional Evidence 2 Additional evidence column to show your ability to transfer skills to a different setting/age range

of children.
To complete Evidence 1 (and Optional Evidence 2 Additional evidence) column, tick:

• Seen – if you were seen doing the task, and state the age of the child(ren), or
• Other – if you discussed the task with your tutor, teacher or supervisor, or your assignment work was used, and state the age of the child(ren)
• Simulated – only to be used where identified in the list, and state the age of the child(ren).
You must show/complete evidence for all the tasks to complete the course.

NOS The candidate is able to: Evidence 1 Signature Date Optional Signature Date
Children’s Candidate to complete of supervisor/ evidence 2 of tutor/
Care, Learning by ticking evidence placement Additional supervisor
and type visitor evidence
Development Candidate to
Units* complete by ticking
evidence type
Unit 3 Identify potential hazards in Seen Age Seen Age

302.1.2 the setting and know what to or or
do with this information. Other Age Other Age
Unit 3 Following set procedures for Seen Age Seen Age

302.1.4 managing potential hazards or
77
Section 4
or
with your placement Other Age Other Age
supervisor.
Candidate Name: PIN: Centre No:

78
Section 4

evidence type
Unit 3 Show an understanding of the Seen Age Seen Age

302.1.5 security procedures around or or
arrival and departure times. Other Age Other Age
Unit 3 Provide activities to Seen Age Seen Age
302.2.5/6 encourage children’s or or
awareness of their own Other Age Other Age
and other’s safety.
Unit 3 Follow the correct procedures Seen Age Seen Age

302.3.2 in the setting when dealing with or or
302.3.4 minor accidents/injuries i.e. Other Age Other Age
reassure the child in a
calm manner.
Unit 3 Follow the correct procedures Seen Age Seen Age

302.3.6 for reporting and recording or or
incidents. Other Age Other Age

evidence type

Unit 3 Following correct procedures to Seen Age Seen Age

302.3.3 avoid transmitting infection e.g: or or
• hand washing Other Age Other Age
• use of disposable gloves
• safe disposal of waste
• safe handling of body fluids

• safe handling of food.
Unit 3 Support children in their personal Seen Age Seen Age

302.2.3 hygiene routines (respecting or or
309.2.6 parents/carers wishes) and the Other Age Other Age
child’s age/stage of development,
by promoting hygiene awareness
e.g. during the following routines:
• handwashing
• care of the teeth
• care of the hair and skin
• toileting.
Unit 3 Providing food and drink (in a Seen Age Seen Age
307.2.1/2 real or simulated situation) which or or
meets the dietary and nutritional Other Age Other Age
needs of the child, follows the
principles of healthy eating and is
79
Section 4
prepared according to dietary

and cultural requirements.

80
Section 4

evidence type
Unit 3 Encourage healthy eating by Seen Age Seen Age

307.2.3/4/5 involving children in planning and or or
preparing food or snacks, Other Age Other Age
appropriate to their age/stage
of development, following safety
procedures.
Unit 3 Following set procedures Seen Age Seen Age

307.2.7 regarding special dietary or or
requirements of individual Other Age
Other Age
children and maintain accurate
records.

Unit 4 – The Development Child


evidence type
Unit 4 Plan, provide and review Seen Age Seen Age

309.1.11 activities which reflect the or or

304.1.1 needs of individual children Other Age
Other Age
and promote e.g.
307.1.7 • fine manipulative skills
307.1.6 • gross motor skills
307.1.6 • locomotion and balance
307.1.8 • eye-hand co-ordination
Unit 4 Ensure safety and encourage Seen Age Seen Age

302.2.1/4 the children to use equipment/ or or
resources in a safe and Other Age Other Age
controlled away.
81
Section 4
82
Section 4

evidence type
Unit 4 Promote the child’s sensory Seen Age Seen Age

306.1.9 development through appropriate or or
activities/experiences. Other Age Other Age
Unit 4 Listen and encourage the child Seen Age Seen Age
301.2.2 to talk about their experiences or or
301.2.4 including, where appropriate, Other Age Other Age
giving opportunities for children
who are learning English to
describe their experiences.
Unit 4 Promote the children’s Seen Age Seen Age

self-reliance and self esteem or or
306.3.3 by for example: Other Age Other Age
• Giving praise and recognition
301.1.3 for effort and achievement.
• Encouraging discussion with
301.1.3 the child about their needs
and preferences.
307.1.10 • Encouraging the child to
make choices and decisions
appropriate to their age and
stage of development.
• Encouraging the child to work

at developing a skill on its own

but be there to help when
necessary.

evidence type

Unit 4 Provide a positive role model for Seen Age Seen Age
301.1.1 children that helps them feel or or
welcome and valued. Other Age Other Age
Unit 4 Encourage child/children to Seen Age Seen Age

301.3.5 or
resolve arguments and difficulties or

themselves in a safe and Other Age
Other Age
301.3.4 reassuring manner. Support
children who have been upset
by others.
Unit 4 Provide attention to individual Seen Age Seen Age

301.1.6 children in a positive sensitive or or
manner that is fair to them and Other Age Other Age
the group as a whole.
Unit 4 Be consistent in approach and Seen Age Seen Age

301.1.2 adapt your behaviour to meet or or
the age, needs and abilities of Other Age Other Age
individual children.
Unit 4 Manage incidents of unwanted Seen Age Seen Age

301.3.2 behaviour in a calm and or or
controlled way which enables Other Age
Other Age
83
Section 4
children to understand other

peoples feelings.

84
Section 4

evidence type
Unit 4 Promote the children’s active Seen Age Seen Age

308.2 enjoyment in the day-to-day life or or
of the setting. Provide a positive Other Age Other Age
308.1 environment, which encourages
children to relate to adults and
other children.



evidence type

307.2.1 activities/experiences which or

or
307.2.4 promote the personal health of
Other Age Other Age
the child, which avoid bias and
take account of any cultural or
social factors.
Seen Age Seen Age
Unit 5 Comfort a child who is ill or
or or
302.3.4 feeling unwell.
Other Age Other Age
Unit 5 Report information concerning Seen Age Seen Age

302.2.66 a child who is ill, in an accurate or or
way to the appropriate adult. Other Age Other Age
85
Section 4



evidence type
Unit 6 Set out and clear away Seen Age Seen Age
309.1.5/6 resources,which promote or

or
children's learning through play
Other Age Other Age
e.g:
• sand play
• water play
• malleable materials dough,
clay etc
• painting, drawing and three
dimensional creative materials
• items for heuristic play and
stimulating sensory
experiences
• small scale equipment and
toys.
305.2.1/2 Provide a learning environment
that promotes positive images of
children and reflects a diverse
society.
87
Section 4

88
Section 4

evidence type
Unit 6 Encourage children to participate Seen Age Seen Age

309.2.4/ in curriculum activities which or or
5/7 support e.g: Other Age
Other Age
• communication, language
and literacy
• understanding of mathematics
• knowledge and understanding
of the world
• personal, social and emotional
development
• physical development
• creative development.
Unit 6 Encourage children to participate Seen Age Seen Age

306.2.3 in the setting out, clearing away or or
and cleaning of play materials as Other Age Other Age
appropriate.
Unit 6 Provide protective clothing for Seen Age Seen Age

307.1.3/4 children and clean and safe or or
resources to ensure their well Other Age
Other Age
being when playing.


evidence type

Unit 6 Encouraging children to share Seen Age Seen Age

308.1.2/3 and co-operate in the activities or or
and to consider the feelings of
Other Age Other Age
others in the group.
Unit 6 Support the development of

Seen Age Seen Age

345.3.1/ literacy skills by encouraging the or or
8/9 child to, for example:
Other Age Other Age
• join in conversations and
discussions.
• listen to others contributions
and respond positively to what
they say.
• respect and value home
languages, local accents and
dialects in a way that values
cultural diversity.
89
Section 4
90
Section 4

evidence type
Unit 6 Encourage the child to develop Seen Age Seen Age

345.3.2/ and extend his/her vocabulary by: or or
5/7 • using every opportunity to Other Age
Other Age
introduce new words to the
child.
• using open-ended questions
to encourage the child to join
in conversations and
discussions.
• giving praise and
encouragement to enhance
self-confidence.
Unit 6 Support the development of Seen Age Seen Age

345.1.5 children's reading skills. or or
Other Age Other Age
345.2.5 children's writing skills. or or
Other Age Other Age

evidence type


346.1.6 numeracy skills by: or or
• Helping children to interpret Other Age Other Age
and follow mathematical
instructions in activities.
• Asking questions which

encourage understanding of
mathematical concepts e.g.
"How many more/less".
• Explaining and repeating the
correct use of mathematical
language.
346.11.7 • Use praise and give help in
order to maintain the child's
interest in numeracy.
Unit 6 Support activities, which promote Seen Age Seen Age

346.2.6 children's understanding of or or
shape, space and measure. Other Age Other Age
Unit 6 Support and encourage children Seen Age Seen Age
346.2.6 in solving numerical problems or or
and interpreting simple data. Other Age Other Age
91
Section 4

92
Section 4

evidence type
Unit 6 Support children using Seen Age Seen Age

306.2.5 information and communication or or
technology. Other Age Other Age
Unit 6 Support activities, which promote Seen Age Seen Age

309.1.4/6 children's understanding of or or
science: Other Age Other Age
• Provide children with
resources that enable them to
investigate and understand
scientific concepts.
301.2.3 • Ask questions, which will
encourage children to
investigate, understand and
develop scientific thinking.
305.2.1/2 Support a learning environment Seen Age Seen Age

that promotes positive images or or
of children and reflects a diverse Other Age Other Age
society.



evidence type
Unit 7 Understand the importance of Seen Age Seen Age

314.4.9 encouraging parents to share or or

information that may affect the Other Age Other Age
baby’s development and well
being.
Unit 7 Support effective communication Seen Age Seen Age

314.3.11 with parents to keep them or or
informed about the child’s Other Age
Other Age
development and progress.
93
Section 4
94
Section 4

evidence type
Unit 7 Show a non-judgemental attitude Seen Age Seen Age

332.13 that values diversity and takes or or
into account cultural, religious Other Age Other Age
and ethnic differences.
Unit 7 Carry out routines suited to the Seen Age Seen Age
314.3.1/ individual needs of the baby e.g: or or
2/3 • washing Other Age Other Age
• dressing
• nappy changing
• bathing
314.1 Follow set procedures for health Seen Age Seen Age
and safety. or or
Other Age Other Age
Unit 7 Use caring routines to promote Seen Age Seen Age

314.3.7 sensory development. or or
314.3.8 Identify learning and Other Age
Other Age
development opportunities when
carrying out routines of care.
Unit 7 Sterilise feeding equipment. Seen Age Seen Age

or or

314.2.3 Other Age Other Age

evidence type

Unit 7 Make up infant feeds for babies. Seen Age Seen Age
314.2.3 or or
Other Age Other Age
Unit 7 Feed a baby (bottle or spoon Seen Age Seen Age

314.2.4 feeding).
or or
314.2.7 Interact sensitively with the
Other Age Other Age
314.4.1 baby to make feeding a positive
social and emotional experience.

314.1.1 opportunities for physical or or
314.3.10 development according to age, Other Age Other Age
need and ability.
Unit 7 Promote the social and Seen Age Seen Age

314.4.2 emotional development of the or or
baby by, for example: Other Age Other Age
314.4.3 • Respond promptly to signs
of distress.
• Use different ways to calm
and reassure a baby who is
upset.
• Take into account their age,
95
Section 4
needs and level of

understanding.

96
Section 4

evidence type
Unit 7 Promote the language and Seen Age Seen Age

312.2.9 learning of the baby by planning, or or
312.3.3 providing and reviewing a variety Other Age Other Age
of activities that are
developmentally appropriate e.g:
• listening
• talking
• singing
• stories
• rhymes.
Use the child’s home language
where possible.


evidence type
Unit 8 Contribute to the work of the Seen Age Seen Age

338.1/2/3/7 team in a positive and effective or or
way. Other Age Other Age
Unit 8 Participate in team meetings in Seen Age Seen Age

301.4.1/3/4 an appropriate way. or or
Sim Age Sim Age
Unit 8 Follow procedures set out in the Seen Age Seen Age
301.4.2 Diversity/Equal Opportunities or or
policy of the work setting. Other Age Other Age
97
Section 4
98
Section 4

evidence type
Unit 8 Carry out instructions and Seen Age Seen Age

338.4 responsibilities given to him/her or or
by the placement supervisor, in Other Age Other Age
a responsible and effective
way.
Unit 8 Provide feedback to the team Seen Age Seen Age

301.4.4 concerning the task that he/she or or
has been involved in. Other Age Other Age
Unit 8 Reflect on the task you have Seen Age Seen Age
304.2.1 carried out and identify where or or
improvements could be made. Other Age Other Age
Unit 8 Act upon advice given by other Seen Age Seen Age
304.2.2 members of the team. or or
Other Age Other Age

Unit 11 – Working with Parents


evidence type
Unit 11 Maintain confidentiality of any Seen Age Seen Age

314.4.10 personal information shared with or or

you concerning the parent. Other Age Other Age
Unit 11 Greet with the child’s parent in a Seen Age Seen Age
332.1.3 respectful, welcoming manner or or
332.1.4 making no stereotypical
Other Age Other Age
assumptions and taking care to
demonstrate an attitude
that values diversity.
Unit 11 Respond to enquiries by referring Seen Age Seen Age

332.1.5 the parent to appropriate staff or or
when necessary. Other Age Other Age
99
Section 4

Professional Development Profile Interim Report 1 Candidate Name:
(NOT MANDATORY) Candidate PIN No:
No Grade Core Principles Comments from placement supervisor

1. Pass Needs Refer Demonstrates positive and consistent attitudes and
more behaviour which shows commitment to the welfare of the
practice child and family.
2. Pass Needs Refer Respects confidentiality of information relating to the
more child, family and the setting, recognising the boundaries
practice and limits within their role.

3. Pass Needs Refer Demonstrates a commitment to diversity, inclusiveness and

more differentiation.
practice
4. Pass Needs Refer The ability to communicate effectively with children.
more
practice
5. Pass Needs Refer Ability to relate politely, courteously and appropriately

more with parents, carers and other adults.
practice
6. Pass Needs Refer Demonstrates professional standards of time keeping.
more
practice
7. Pass Needs Refer Use of personal initiative within the setting and with
more regard to Centre course work completed within the setting.
practice
8. Pass Needs Refer A recognition and respect for the contribution of other
more professional staff and the ability to work effectively as a
practice team member.
9. Pass Needs Refer A knowledge and awareness of hygiene, safety and
more security and the ability to implement this in practice.
practice
Number of days attended by Candidate: Placement Supervisor’s signature: Date:
CACHE,
Beaufort House,
Placement Tutor’s Comments
23 Grosvenor Road,
101
Section 4
St Albans, Herts,
Location Name and Address:
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613 Tutor’s Signature: Date:
Supervisor/Placement Visitors Guidance on PDPs 1
Criteria
1. • The candidate is consistently open, friendly and enthusiastic towards children and their families
• The candidate values the child as an individual and enjoys being in their company
• The candidate is suitable to continue training and working with young children.
2. • The candidate understands the principles of confidentiality on a 'need to know' basis.
3 • The candidate works with ALL children in the class/setting
• The candidate values children's identity and promotes the child's positive self-esteem.
• The candidate challenges stereotypical views.
4. • The candidate communicates with children in a way that is appropriate to their age, needs and
abilities
• The candidate listens and responds to children.
• The candidate encourages children to ask questions and offer ideas.
• The candidate recognises when there are communication difficulties and is able to adapt
accordingly.
5. • The candidate demonstrates a non-judgemental attitude.
• The candidate values diversity and recognises cultural, religious and ethnic difference.
• The candidate communicates with parents in an open welcoming manner.
• The candidate respects the setting's policy relating to their role with parents etc.
6. • The candidate arrives at the time agreed with the supervisor.
• The candidate leaves at the time agreed with the supervisor.
• The candidate follows placement procedures concerning late arrival or absence.
7. • The candidate discusses work plan with the placement supervisor.
• The candidate takes responsibility for completing the plan/s on time.
• The candidate is aware of routine tasks to be completed and carries them out appropriately
within the confines of their job role.
• The candidate is able to ask for clarification when needed.
• Wide ranges of tasks are willingly undertaken within their job role.
8. • The candidate is able to accept and act upon constructive criticism given by the staff in the
setting.
• The candidate understands their job role within the placement.
• The candidate recognises the importance of preparing, providing and reviewing tasks that they
have agreed to undertake.
9. • The candidate has up to date and accurate information about health, safety and security
requirements for the placement.
• The candidate follows health, safety and security procedures in the placement.
• The candidate supervises children according to legislation and accepted policy and practice in
the placement.
The "Needs more practice" option is to identify areas of practice where candidates need guidance and
support.
• At the interim stage you should develop an action plan with the candidate and Centre staff which
should help the candidate achieve a "Pass" by the end of the placement.
• If the candidate has not improved you should choose the "Refer" option.
In either case please include feedback in the comments column as to why a "Pass" has not been achieved.
Candidates need a pass in every criteria to achieve a Pass PDP.

Professional Development Profile Report (Final) 1 Candidate Name:
Candidate PIN No:

1. Pass Refer Demonstrates positive and consistent attitudes and
behaviour which shows commitment to the welfare of the
child and family.
2. Pass Refer Respects confidentiality of information relating to the

child, family and the setting, recognising the boundaries
and limits within their role.

3. Pass Refer Demonstrates a commitment to diversity, inclusiveness and
differentiation.
4. Pass Refer The ability to communicate effectively with children.
5. Pass Refer Ability to relate politely, courteously and appropriately

with parents, carers and other adults.
6. Pass Refer Demonstrates professional standards of time keeping.
7. Pass Refer Use of personal initiative within the setting and with
regard to college course work completed within the setting.
8. Pass Refer A recognition and respect for the contribution of other

professional staff and the ability to work effectively as a
team member.
9. Pass Refer A knowledge and awareness of hygiene, safety and
security and the ability to implement this in practice.
CACHE, Placement Tutor’s Comments

Beaufort House,
103
Section 4
23 Grosvenor Road, Location Name and Address:

St Albans, Herts,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613 Tutor’s Signature: Date:




more
practice

practice
more
practice
more regard to college course work completed within the setting.
practice
practice
CACHE,
Placement Tutor’s Comments
105
Section 4
Beaufort House,
23 Grosvenor Road,
St Albans, Herts, Location Name and Address:
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613
Criteria
abilities
accordingly.
setting.
the placement.
support.

Candidate PIN No:

child and family.


differentiation.


team member.
CACHE,
Beaufort House, Placement Tutor’s Comments
107
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613

Candidate PIN No:
(NOT MANDATORY)


more
practice

practice
more
practice
practice
practice
CACHE,
109
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613
Web: www.cache.org.uk Tutor’s Signature: Date:
Criteria
abilities
accordingly.
setting.
the placement.
support.

Candidate PIN No:

child and family.


differentiation.


team member.
CACHE,
111
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613

Candidate PIN No:
(NOT MANDATORY)


more
practice

practice
more
practice
practice
practice
CACHE,
113
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613
Criteria
abilities
accordingly.
setting.
the placement.
support.

Candidate PIN No:

child and family.


differentiation.


team member.
CACHE,
23 Grosvenor Road,
115
Section 4

AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613




more
practice

practice
more
practice
practice
practice
CACHE,
117
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613
Criteria
abilities
accordingly.
setting.
the placement.
support.

Candidate Name:
Professional Development Profile Report (Final) 5
Candidate PIN No:

child and family.


differentiation.


team member.
CACHE,
119
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613




more
practice

practice
more
practice
practice
practice
CACHE,
121
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613
Criteria
abilities
accordingly.
setting.
the placement.
support.

Candidate PIN No:

child and family.


differentiation.


team member.
CACHE,
123
Section 4
23 Grosvenor Road,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613

Section 5
Unit 1 & 2 Documentation & Unit

Assignments
You will find an Assignment Planner at the front of this handbook. it is not mandatory but is
available for you to record submission dates.
The star shows where the external assessment (test) is available. Your Centre will advise
you of the exact date you have been entered for this.


CACHE Level 3 Diploma in Child Care Candidate

and Education Name:
Unit 1 – Portfolio Requirements

Notes: PIN:
1. Three observations should be of groups of children.
2. Ten observations should be of individual children. Site/Centre No:
3. Please record whether individual or group, in column 3 overleaf, alongside
observation technique.
4. At least four different observation techniques must be used.
Overall grade criteria for Diploma in Child Care and Education Unit 1
In order to achieve a GRADE E for your PORTFOLIO you must:
• Include 20 observations which are at GRADE E or above

• Meet all the requirements for each observation and for the final portfolio
In order to achieve a GRADE D for your PORTFOLIO you must:
• Include 20 observations which are at GRADE E or above, 12 of which must be Grade D or above
In order to achieve a GRADE C for your PORTFOLIO you must:
• Include 20 observations which are at GRADE E or above, 12 of which must be Grade C or above
In order to achieve a GRADE B for your PORTFOLIO you must:
• Include 20 observations which are at GRADE E or above, 14 of which must be Grade B or above
In order to achieve a GRADE A for your PORTFOLIO you must:
• Include 20 observations which are at GRADE E or above, 14 of which must be Grade A

The grade you achieve for the PORTFOLIO will be your grade for Unit One.
Declaration and Agreement

I confirm that all the material contained in this file was undertaken at the time,
date and place stated on each individual observation and assessment.
CACHE,
Candidate Signature: Date:
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
AL1 3AW Tutor Signature: Date:
Tel: 0845 347 2123
Fax: 01727 818613


CACHE Level 3 Diploma in Child Care and Name:
Education
PIN:
Unit 1 Portfolio Requirements
Site/Centre No:
A range of observation techniques should be demonstrated throughout the file. The
observations must cover the following areas of development; Physical; Cognitive;
Language; Social and Emotional; Play; The Curriculum or Framework appropriate to the age
of the child and country in which you practice.
Diploma in Child Care and Education Unit 1 Portfolio Requirements

Each observation must contain the information detailed below in order to achieve a pass. Result of observation
Age range Observation Technique Individual/Group Page Grade Date
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Overall Grade Awarded
CACHE,
Beaufort House,
23 Grosvenor Road, Photocopy as required
St Albans, Herts,
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613

Unit 1 – Observation and Assessment P.I.N:

I declare that this is entirely my own work and I understand that any grades given
Candidate Name:
are provisional until internal and external moderation has taken place.
Candidate’s Signature: Date:
E1: No: Date:
Title of Observation
E1: Details of Environment (eg. Day care, School)
Immediate Context eg. In the book corner
E2: Aim of Observation
Time observation started: Time observation finished:
Total number of adults in setting: Total number of children in setting:
Roles of Adults
E3: Children identifier eg. child; A Age in years and months

NB Protect the identity of the child
E4: Method eg. Checklist
I confirm that permission has been given and that this observation was undertaken as stated above
Supervisor
Signature
Print Name
Tutor’s Comments
(Staple any continuation sheets to this top copy)
CACHE,
Beaufort House, Signatures
23 Grosvenor Road,
St Albans, Herts, Grade awarded:
AL1 3AW
Tel: 0845 347 2123
Fax: 01727 818613
Tutor's Signature: Date:
IM Signature: Date:
(if chosen for sample)

Unit 1 – Observation and Assessment
Criteria Description Evidence of criteria met Criteria met? Resubmission or upgrade
Candidate Internal Marker Internal Internal criteria met?
Page Page Marker Moderator Marker Moderator
130
E1 Date your observation and describe the immediate environment for the observation Yes / No Yes / No Yes / No Yes / No
Section 5
E2 State a clear aim for the observation Yes / No Yes / No Yes / No Yes / No
E3 Give the age of the child/children being observed but maintain confidentiality Yes / No Yes / No Yes / No Yes / No
E4 Identify the method to be used for the observation Yes / No Yes / No Yes / No Yes / No
E5 Present an accurate record of the observation clearly and appropriately Yes / No Yes / No Yes / No Yes / No
E6 Describe the developmental milestones that have been identified in the observation Yes / No Yes / No Yes / No Yes / No
E7 Link these developmental milestones to the age of the child observed Yes / No Yes / No Yes / No Yes / No
E8 Make recommendations of appropriate ways to meet the development needs of the child/children Yes / No Yes / No Yes / No Yes / No
E9 Reflect on your own understanding of children’s development as a result of the observation Yes / No Yes / No Yes / No Yes / No
E10 Show an understanding of anti-discriminatory/anti-bias practice Yes / No Yes / No Yes / No Yes / No
E11 Include references and bibliography Yes / No Yes / No Yes / No Yes / No
CIRCLE IF CRITERIA FOR GRADE E ACHIEVED E / REFER
D1 Explain how effective the observation has been in informing planning or documentation required
by the setting Yes / No Yes / No Yes / No Yes / No
CIRCLE IF CRITERIA FOR GRADE D ACHIEVED D
C1 Explain how current research into children’s development and learning supports your Yes / No Yes / No Yes / No Yes / No
recommendations for the child/children
CIRCLE IF CRITERIA FOR GRADE C ACHIEVED C
B1 Analyse your learning about the observed child/children and the implications for your practice Yes / No Yes / No Yes / No Yes / No
CIRCLE IF CRITERIA FOR GRADE B ACHIEVED B

A1 Evaluate the results of your observation in relation to current research into children’s development Yes / No Yes / No Yes / No Yes / No
and learning.
CIRCLE IF CRITERIA FOR GRADE A ACHIEVED A
Signature of I.M. (if sampled): .................................................................................................................................

Unit 1 – Observation and Assessment Portfolio

Tutor’s comments
Signatures
Name of Candidate: PIN:
Grade awarded: Date:
CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
AL1 3AW IM Signature: Date:
Tel: 0845 347 2123 (if chosen for sample)
Fax: 01727 818613



and Education
PIN:
Unit Submission Form
You must complete this form and attach it to your portfolio on submission. Site/Centre No:
The portfolio will not be accepted without this form.
Candidate Declaration
Unit 2 – Work with Young Children
I declare that this is entirely my own work and I understand that any grades given are provisional until internal and external moderation
has taken place.
Tutor Feedback
Signatures
Grade awarded:

CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts, IM Signature: Date:
AL1 3AW
Tel: 0845 347 2123
(if chosen for sample)
Fax: 01727 818613


Unit 2 – Work with Young Children (Curriculum Plan)
Detailed Activity Detailed Activity Detailed Detailed
Plan 1 Plan 2 Activity Plan 1 Activity Plan 2 Marker Moderator Marker Moderator
E1 State the age of the children for which the Curriculum Plan is appropriate and describe briefly where the Yes / No Yes / No Yes / No Yes / No
plan will be implemented
E2 Identify clearly the aim of the Curriculum Plan Yes / No Yes / No Yes / No Yes / No
E3 Identify the appropriate length of time for the Curriculum Plan Yes / No Yes / No Yes / No Yes / No
E4 Make an overall plan of activities/experiences to be included in the Curriculum Plan Yes / No Yes / No Yes / No Yes / No

E5 Show how your plan relates to the appropriate curriculum framework Yes / No Yes / No Yes / No Yes / No
E6 Include TWO detailed activity plans selected from your curriculum plan which you will implement Yes / No Yes / No Yes / No Yes / No
E7 (For ONE detailed activity plan) Include a resource which will support the children’s learning Yes / No Yes / No Yes / No Yes / No
E8 Describe the learning which may take place for the children in each of the detailed activity plans Yes / No Yes / No Yes / No Yes / No
E9 Show how the two detailed activities planned relate to the age and stage of development of the children Yes / No Yes / No Yes / No Yes / No
E10 Assess the learning which has taken place for the children after the detailed activity plans have been Yes / No Yes / No Yes / No Yes / No
implemented
E11 Reflect on what you have learnt from implementing the detailed activity plans Yes / No Yes / No Yes / No Yes / No
E12 Make recommendations for future practice Yes / No Yes / No Yes / No Yes / No

D1 Discuss the effectiveness of the implemented detailed activity plans Yes / No Yes / No Yes / No Yes / No
D2 Discuss the effectiveness of the resource (for one detailed activity plan) Yes / No Yes / No Yes / No Yes / No
C1 Explain how current research into children’s learning and development influenced your recommendations Yes / No Yes / No Yes / No Yes / No
for future practice
B1 Analyse what you have learnt about planning and how this will inform your practice Yes / No Yes / No Yes / No Yes / No
135
Section 5
A1 Evaluate your planning in relation to current research into how children learn and develop Yes / No Yes / No Yes / No Yes / No
CIRCLE IF CRITERIA FOR A GRADE A ACHIEVED A


Unit 2 – Support Children's Learning 6 – 7 years 11 months
Page Numbers
Detailed Activity Detailed Activity Detailed Detailed Activity
Plan 1 Plan 2 Activity Plan 1 Plan 2 Marker Moderator Marker Moderator
E1 Include Two detailed activity plans which you will implement Yes / No Yes / No Yes / No Yes / No
E2 State the age of the children for which the detailed activity plan is appropriate and describe briefly where the plan Yes / No Yes / No Yes / No Yes / No
will be implemented
E3 Describe the activity Yes / No Yes / No Yes / No Yes / No
E4 Identify clearly the aim of the detailed activity plan Yes / No Yes / No Yes / No Yes / No

E5 Give the rationale for the detailed activity plan and clearly link the rationale to the overall planning of Yes / No Yes / No Yes / No Yes / No
the class/group teacher
E6 (For ONE detailed activity plan) describe briefly a resource which will help the children learn Yes / No Yes / No Yes / No Yes / No
E7 Describe the learning which may take place for the children Yes / No Yes / No Yes / No Yes / No
E8 Show how the detailed activity plan relates to the age and stage of the children Yes / No Yes / No Yes / No Yes / No
E9 Assess the learning which has taken place for the children after the detailed activity plan has been Yes / No Yes / No Yes / No Yes / No
implemented
E10 Reflect on what you have learnt from implementing the detailed activity plan Yes / No Yes / No Yes / No Yes / No

D1 Discuss the effectiveness of the implemented detailed activity plan Yes / No Yes / No Yes / No Yes / No
D2 Discuss the effectiveness of the resource (for one detailed activity plan) Yes / No Yes / No Yes / No Yes / No
C1 Explain how current research into children’s learning and development influenced your Yes / No Yes / No Yes / No Yes / No
recommendations for future practice
B1 Analyse what you have learnt about supporting the planning of the class teacher and how this will Yes / No Yes / No Yes / No Yes / No
inform your practice
137
Section 5
A1 Evaluate your detailed activity plans in relation to current research into how children learn and develop Yes / No Yes / No Yes / No Yes / No


Unit 2 – Routine
Page No. Page No. Marker Moderator Marker Moderator
E1 State the age of the children for which the routine is planned and briefly describe where the routine Yes / No Yes / No Yes / No Yes / No
will be implemented
E2 Identify clearly the aim of the overall routine Yes / No Yes / No Yes / No Yes / No
E3 Give an outline of the overall routine Yes / No Yes / No Yes / No Yes / No
E4 Identify one part of the overall routine Yes / No Yes / No Yes / No Yes / No

E5 State the aim of the chosen part of the routine Yes / No Yes / No Yes / No Yes / No
E6 Describe in detail the chosen activity/experience or aspect of care Yes / No Yes / No Yes / No Yes / No
E7 Show how this part of the routine relates to the age and stage of development of the children Yes / No Yes / No Yes / No Yes / No
E8 Reflect on what you have learnt from taking part in carrying out this part of the routine Yes / No Yes / No Yes / No Yes / No
D1 Discuss how effectively the chosen part of the overall routine has been in meeting the developmental Yes / No Yes / No Yes/No Yes/No
needs of the children
C1 Explain how current research into children’s care and development influenced your Yes / No Yes / No Yes / No Yes / No
recommendations for future practice
B1 Analyse what you have learnt about routines and how this will inform your practice Yes / No Yes / No Yes / No Yes / No
139
Section 5
A1 Evaluate the overall routine in relation to current research into children's care, learning and Yes / No Yes / No Yes / No Yes / No
development



and Education
Unit Submission Form PIN:
You must complete this form and attach it to your assignment on submission.
Site/Centre No:
The assignment will not be accepted without this form.
I declare that this is entirely my own work and I understand that any grades given are provisional until internal moderation has taken
place.
Tutor Feedback
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To be filled in by the candidate –
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St Albans, Herts,
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IM Signature: Date:
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142
E1 Complete the assignment task Yes / No Yes / No Yes / No Yes / No
Section 5
E2 State the chosen setting Yes / No Yes / No Yes / No Yes / No
E3 Identify the characteristics of a positive environment for children in the chosen setting Yes / No Yes / No Yes / No Yes / No
E4 Describe how the setting meets the health and safety requirements and regulations Yes / No Yes / No Yes / No Yes / No
E5 Identify the basic physical and health needs of the children in the chosen setting Yes / No Yes / No Yes / No Yes / No
E6 Describe how the physical and health needs of the children are met in the chosen setting Yes / No Yes / No Yes / No Yes / No
E7 Identify an appropriate days menu for a child in the setting which demonstrates an understanding Yes / No Yes / No Yes / No Yes / No
of the term ‘balanced diet’
E8 Give the age of the child the menu is for Yes / No Yes / No Yes / No Yes / No
E9 Describe the role of the adult in maintaining and promoting a positive environment Yes / No Yes / No Yes / No Yes / No
E10 Describe why it is important to work as a member of a team Yes / No Yes / No Yes / No Yes / No
E12 Include references and bibliography to support your work Yes / No Yes / No Yes / No Yes / No
D1 Explain the importance of providing a balanced diet for all children in the setting Yes / No Yes / No Yes/No Yes/No
C1 Discuss the role of the child care and education worker in the provision of food for children Yes / No Yes / No Yes/No Yes/No
B1 Analyse the importance of providing a positive environment for children Yes / No Yes / No Yes/No Yes/No

A1 Evaluate how relevant health and safety legislation can support the adult in maintaining and promoting a Yes / No Yes / No Yes/No Yes/No
positive environment


Education
Unit 3 Assignment – Foundations to Caring
This assignment provides the assessment for the unit.
The completed assignment MUST be submitted and marked as a whole and not in
separate sections.
ASSIGNMENT TASK - What do I have to do?
Your tutor will choose ONE of the following settings:
Private day care

Nursery class
School setting
COMPLETE THIS TASK

Produce a document for a Child Care and Education student, which explains
how the chosen setting can provide a positive environment for children.
The document should contain:
• The characteristics of a positive environment

• How the setting meets the health and safety requirements and regulations
• How the basic physical and health needs of the children are met in the chosen
setting
• A menu for a day, which promotes a balanced diet for a child in the chosen
setting
• State the age of the child that the menu is for
• The role of the adult in maintaining and promoting a positive environment
• The importance of working as a member of a team.
Throughout the assignment you should ensure that you address anti-discriminatory/
anti-bias practice where it is appropriate to the task.
The completed work should not exceed 3,500 words. There is no lower word limit.
Work that is more than 10% above the word limit will not be marked. You should
include references and a bibliography to support your work. References and quotations
within the text are not included in the word limit.



and Education
You must complete this form and attach it to your assignment on submission. Site/Centre No:
Unit 4 – The Developing Child
place.
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St Albans, Herts,
Fax: 01727 818613

Unit 4 - The Developing Child
146
Section 5
E2 Describe the stage of development of the chosen child based on the observations Yes / No Yes / No Yes / No Yes / No
E3 Describe the developmental needs of the observed child Yes / No Yes / No Yes / No Yes / No
E4 Identify ways the developmental needs of the observed child may be met in the setting Yes / No Yes / No Yes / No Yes / No
E5 Describe the role of the Child Care and Education worker in promoting and supporting Yes / No Yes / No Yes / No Yes / No
the developmental needs of the observed child
E6 Identify factors which may affect children’s behaviour Yes / No Yes / No Yes / No Yes / No
E7 Identify ways to promote and encourage positive behaviour Yes / No Yes / No Yes / No Yes / No
E8 Describe strategies which may be used to help children deal with feelings Yes / No Yes / No Yes / No Yes / No
E9 Describe the role of the Child Care and Education worker in resolving conflict Yes / No Yes / No Yes / No Yes / No
E11 Include references and a bibliography to support your work Yes / No Yes / No Yes / No Yes / No
D1 Explain how children’s behaviour may be affected by the factors identified in E6 Yes / No Yes / No Yes / No Yes / No
C1 Explain the importance of the role of the adult in promoting and encouraging positive behaviour Yes / No Yes / No Yes / No Yes / No
B1 Analyse the effectiveness of strategies used to resolve conflict Yes / No Yes / No Yes / No Yes / No

A1 Evaluate the use of the norm as an effective measurement of child development Yes / No Yes / No Yes / No Yes / No


Education
Unit 4 Assignment – The Developing Child
Individual observations should be marked and when they have been completed.
They may be used for Unit 1.
This assignment has TWO tasks, which must be successfully completed in

order to achieve the unit.
Task 1
Your tutor will choose THREE areas of development from the list below:
Physical development
Cognitive development
Social development
Emotional development
Language development
COMPLETE THIS TASK

Carry out THREE observations on one child in your 1 – 3 years 11 months or
4 – 7 years 11 months placement, one observation for each area of
development. Each observation must achieve a grade E or above according
to the assessment criteria for Unit 1 Observation and Assessment.
Write a report, using the findings of your observations (primary research) and
appropriate secondary research. The report should include information under
the following headings:
1. The developmental stage of the chosen child based on the observations

2. The developmental needs of the observed child
3. How the developmental needs of the observed child may be met in the setting
4. The role of the Child Care and Education worker in meeting the developmental
needs of the observed child.
Task 2
Produce a document for a Child Care and Education student who is new to a
1 – 3 years 11 months or 4 – 7 years 11 months placement about children’s
behaviour. The document should include the following information:
1. Factors which may effect children’s behaviour

2. Ways to promote and encourage positive behaviour
3. Strategies which may be used to help children deal with feelings
4. The role of the Child Care and Education worker in resolving conflict

Throughout the assignment you should ensure that you address anti-discriminatory and
Your completed work should not exceed 3,500 words. Work that is more than 10%
above the word limit will not be marked. You should include references and a
bibliography to support your work. References and quotations within the text are not
included in the word limit.
The three observations are not included as part of the word limit and should be included
as appendices only.


and Education
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CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts, IM Signature: Date:
AL1 3AW
Fax: 01727 818613

Unit 5 - Health and Community Care
150
E1 Complete the assignment task. Yes / No Yes / No Yes / No Yes / No
Section 5
E2 Identify the causes of the chosen infection and condition Yes / No Yes / No Yes / No Yes / No
E3 Describe the signs and symptoms of the chosen infection and condition Yes / No Yes / No Yes / No Yes / No
E4 Describe how to prevent or control the chosen infection and condition Yes / No Yes / No Yes / No Yes / No
E5 Identify the key factors in promoting and maintaining the health of a child with Yes / No Yes / No Yes / No Yes / No
the chosen infection and condition
E6 Describe the support available for children with the chosen infection and condition and their families Yes / No Yes / No Yes / No Yes / No
E7 Compare and contrast the differences between the chosen infection and condition Yes / No Yes / No Yes / No Yes / No
E9 Include references and a bibliography to support your work Yes / No Yes / No Yes / No Yes / No
D1 Explain the role of the Child Care and Education worker in supporting parents of a child with these illnesses Yes / No Yes / No Yes / No Yes / No
C1 Discuss the possible effects of these illnesses on the child and family Yes / No Yes / No Yes / No Yes / No
B1 Analyse the importance of how the Child Care and Education worker responds to a Yes / No Yes / No Yes / No Yes / No
child with a chronic condition when they are experiencing a crisis
A1 Evaluate the effectiveness of health promotion strategies for the common infectious diseases Yes / No Yes / No Yes / No Yes / No



Education
Unit 5 Assignment – Health and Community Care
separate sections.
Your tutor will choose ONE infectious disease and ONE chronic condition:
Infectious diseases Chronic condition

Mumps Asthma
Measles Cystic fibrosis
Chicken pox Diabetes
Rubella Sickle cell anaemia
COMPLETE THIS TASK

Compare and contrast the chosen infection and condition. Your work should
include:
• The causes, signs and symptoms and methods of prevention
• The key factors in promoting and maintaining the health of the children and their
families
• The support available for children and their families.
Your completed work should not exceed 3,500 words. There is no lower word limit.



and Education
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Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
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154
Section 5
E2 State the chosen age range Yes / No Yes / No Yes / No Yes / No
E3 Describe how each of the 3 different types of play can promote learning for the chosen age range Yes / No Yes / No Yes / No Yes / No
E4 Describe ONE play opportunity for EACH type of play for the chosen age group Yes / No Yes / No Yes / No Yes / No
E5 Describe how the play opportunity for each type of play may link to the Early Years Yes / No Yes / No Yes / No Yes / No
Curricula or the National Curriculum
E6 Describe the role of the adult in promoting play which meets the needs of individual children Yes / No Yes / No Yes / No Yes / No
E7 Describe the importance of providing a positive environment for play and learning Yes / No Yes / No Yes / No Yes / No
D1 Explain clearly how EACH play opportunity will promote the intended learning Yes / No Yes / No Yes / No Yes / No
C1 Discuss the strategies that adults may use to promote children’s learning Yes / No Yes / No Yes / No Yes / No
B1 Analyse the use of a structured curriculum for children Yes / No Yes / No Yes / No Yes / No

A1 Evaluate how the Child Care and Education worker could enrich and extend the child’s play Yes / No Yes / No Yes / No Yes / No


Education
Unit 6 Assignment – Play, Curriculum and Early
Learning
separate sections.
Your tutor will choose ONE of the following age ranges.
3 – 4 years
4 – 5 years
6 – 7 years 11 months
Creative play, imaginative play and physical play are used as play opportunities, which
can promote learning in children of all ages.
COMPLETE THIS TASK

Produce a document explaining to new Diploma Candidates the importance of
play, curriculum and early learning. The document should contain information
on the following:
1. How the THREE different types of play promote learning for children of the
chosen age range.
2. A description of ONE play opportunity for EACH type of play.
3. For EACH of your chosen play opportunities, make links to the Early Years
Curricula or the National Curriculum.
4. The role of the adult in promoting play which meet the needs of individual
children.
5. The importance of providing a positive environment for play and learning.
6. Include references and a bibliography.



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CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
Fax: 01727 818613

Page no. Page No. Marker Moderator Marker Moderator
158
Section 5
E2 Identify the chosen case study Yes / No Yes / No Yes / No Yes / No
E3 Identify the care requirements and routines necessary for this baby Yes / No Yes / No Yes / No Yes / No
E4 Identify the developmental needs which need to be considered when caring for this Yes / No Yes / No Yes / No Yes / No
baby for the next 3 months
E5 Identify TWO appropriate play experiences for the baby Yes / No Yes / No Yes / No Yes / No
E6 Show your understanding of the nutritional needs of this baby for the next 3 months Yes / No Yes / No Yes / No Yes / No
E7 Describe the importance of establishing and maintaining partnerships Yes / No Yes / No Yes / No Yes / No
with the parent(s)
E8 Describe the role of the Child Care and Education worker when working Yes / No Yes / No Yes / No Yes / No
with this baby
D1 Describe the nutritional requirements of this baby and link these to the Yes / No Yes / No Yes / No Yes / No
developmental needs
D2 Explain how the TWO play experiences will support the development of this baby Yes / No Yes / No Yes / No Yes / No
C1 Explain how you will meet ALL the developmental needs of this baby Yes / No Yes / No Yes / No Yes / No
B1 Analyse how you will work with the parent(s) Yes / No Yes / No Yes / No Yes / No
A1 Evaluate the role of the Child Care and Education worker in meeting the Yes / No Yes / No Yes / No Yes / No

care and learning needs of babies separated from their primary carers


Education
Unit 7 Assignment – Work with Babies in the First
Year of Life
separate sections.

Your tutor will choose one of these case studies.
Case Study 1
As a Child Care and Education worker in a home setting you are responsible for working
with a baby and the baby’s parents. You have been working in this setting for two
months.
• Scenario
The baby you are responsible for was born at 35 weeks gestation and is now nine
months old. The parents of the baby both work full-time. The baby has two sleeps of at
least an hour during the day. The baby has formula milk from a bottle and enjoys a
varied vegetarian weaning diet, but prefers the food in a soft puree and shows little
interest in finger feeding. The baby can sit with support. The baby does not enjoy lying
prone and is reluctant to bear weight on his/her legs. The baby likes communicating with
sounds and babbles tunefully.
Case Study 2
As a Child Care and Education worker in a day care setting you are responsible for
working with a baby and the baby’s parents. The baby will be starting to attend the
setting full-time when the mother returns to employment in one month.
• Scenario
The baby you are responsible for was born full-term and is now four months old. The
baby is fully breast-fed on demand. The baby has several short sleeps during the day.
The baby enjoys being in a bouncy chair when awake and can hold a rattle. The baby
smiles and vocalises readily in response to adults.
Continued

Case Study 3
As a Child Care and Education worker in a day care setting you are responsible for
working with a baby and the baby’s parents. The baby has been attending the setting
for two months.
• Scenario
The baby you are responsible for was born full-term and is now eight months old. The
baby attends the setting from 12 midday to 6 pm as the mother works part-time. The
baby is very active and moves around the floor by rolling. The baby enjoys a varied
weaning diet and likes to finger feed. The baby is breast-fed morning and night and will
only accept small amounts of water in a cup. The baby is responsive to adults she/he
knows well and babbles loudly. The baby wakes frequently at night and the parents
prefer that the baby does not sleep when in the day care setting.
COMPLETE THIS TASK
Produce an account to show how you will plan to meet the care and
developmental needs of the chosen baby for the next three months.
Work that is more than 10% over the word limit will not be marked. You should


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CACHE,
Beaufort House,
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St Albans, Herts,
Fax: 01727 818613

162
Section 5
E2 State the chosen environment Yes / No Yes / No Yes / No Yes / No
E3 Describe the types of work arrangements and conditions of employment in Yes / No Yes / No Yes / No Yes / No
the chosen environment
E4 Describe the advantages and disadvantages of working in the chosen setting Yes / No Yes / No Yes / No Yes / No
E5 Compare and contrast the roles and responsibilities of the Manager/Head Teacher and Yes / No Yes / No Yes / No Yes / No
the newly qualified Child Care and Education worker
E6 Describe why it is important to communicate effectively within the team Yes / No Yes / No Yes / No Yes / No
E7 In the letter of application, identify the skills and qualities required for the chosen position Yes / No Yes / No Yes / No Yes / No
D1 In the letter of application, explain why the skills and qualities are required for the chosen position Yes / No Yes / No Yes / No Yes / No
C1 Explain the importance of working as a member of a team Yes / No Yes / No Yes / No Yes / No
B1 Analyse the differing roles between the manager and the employee Yes / No Yes / No Yes / No Yes / No
A1 Evaluate the effects of different management styles in creating an effective team Yes / No Yes / No Yes / No Yes / No



Education
Unit 8 Assignment – Preparation for Employment
The completed assignment MUST be submitted and marked as a whole and not in sepa-
rate sections.
Your tutor will choose ONE of the following settings:
Private nursery
Local authority day care
Primary school
Local authority nursery school or nursery class

Task 1
Write an article for the school or college magazine entitled, ‘Working in a (insert chosen
setting)’
The article will contain 3 sub headings:

• The setting
Describe the types of work arrangements and conditions of employment AND
Describe the advantages and disadvantages of working in the chosen setting
• The professional worker
Compare and contrast the roles and responsibilities of the Manager/Head
Teacher and the newly qualified Child Care and Education worker
• Team work
Describe the importance of effective communication within the team
The article should consist of no more than 1,250 words.
AND
Continued

Task 2
Write a letter of application for a position in the chosen setting. State the job role you are
applying for. The letter should include the skills and qualities required for the chosen
position.
The letter should consist of no more than 750 words.
There is no lower word limit. Work that is more than 10% above the word limit will
not be marked. You should include references and a bibliography to support your
work. References and quotations within the text are not included in the word limit.


and Education
Unit 9 – The Provision of Services and the Protection of Children
place.
Tutor Feedback
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Signatures
Grade awarded:

CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
IM Signature: Date:
AL1 3AW
Fax: 01727 818613

Unit 9 – The Provision of Services and the Protection of Children
166
E2 Identify THREE different pressures that may be experienced by children and their families Yes / No Yes / No Yes / No Yes / No
Section 5
E3 Describe the effects that EACH pressure may have on children and their families Yes / No Yes / No Yes / No Yes / No
E4 Describe the role of the voluntary, statutory and private services in supporting children Yes / No Yes / No Yes / No Yes / No
and their families through EACH of the different pressures identified in E2
E5 Identify ONE piece of legislation which protects the rights of the child Yes / No Yes / No Yes / No Yes / No
E6 Describe the effects of different types of abuse on the child and family Yes / No Yes / No Yes / No Yes / No
E7 Identify strategies which will empower children to protect themselves Yes / No Yes / No Yes / No Yes / No
E8 Identify TWO voluntary services that support children who have been abused Yes / No Yes / No Yes / No Yes / No
E9 Describe the role of TWO voluntary services in supporting children who have been abused Yes / No Yes / No Yes / No Yes / No
D1 Explain why it is important to help children to protect themselves Yes / No Yes / No Yes / No Yes / No
C1 Explain the preventative measures that the Child Care and Education worker may take to Yes / No Yes / No Yes / No Yes / No
protect themselves whilst working with young children
B1 Analyse the role of observation and record keeping in the identification of possible abuse Yes / No Yes / No Yes / No Yes / No

A1 Evaluate the role of the voluntary and private services in supporting children and their Yes / No Yes / No Yes / No Yes / No
families under pressure


Education
Unit 9 Assignment – The Provision of Services
and the Protection of Children
separate sections.

Task 1
Produce a leaflet for parents which provides information on voluntary, statutory and
private services that are available to children and their families.
The leaflet should include information on the following:

• Different pressures that may be experienced by children and their families
• The effect of three different pressures on children and their families
• The role of statutory, voluntary and private services in supporting children and
their families under pressure
• Relevant legislation, which protects the rights of the child.
The leaflet should not exceed 1,000 words.
Task 2
Write an essay, which explains how the Child Care and Education worker can empower
children to protect themselves.
The content of the essay should include:

• The effects of different types of abuse on the child and family
• Strategies which will empower children to protect themselves
• The role of voluntary services in supporting children who have been abused.
The essay should not exceed 1,500 words.
Throughout the assignment you should ensure that your address anti-discriminatory/
There is no lower word limit. Work that is more than 10% above the word limit will
not be marked. You should include references and a bibliography to support your
work. References and quotations within the text are not included in the word limit.



and Education
Unit 10 – Anti-Discriminatory/Anti-Bias Practice
place.
Tutor Feedback
Word Count
Signatures
Grade awarded:

CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
AL1 3AW
IM Signature: Date:
Fax: 01727 818613

Unit 10 – Anti-Discriminatory / Anti-Bias Practice
Criteria Description Evidence of criteria met criteria met? Resubmission or upgrade
170
Section 5
E2 Give valid reasons for carrying out the investigation Yes / No Yes / No Yes / No Yes / No
E3 Describe the chosen area of discrimination Yes / No Yes / No Yes / No Yes / No
E4 Identify the effects that this type of discrimination can have on children and their families Yes / No Yes / No Yes / No Yes / No
E5 Describe briefly some of the important writings on the area of discrimination Yes / No Yes / No Yes / No Yes / No
E6 Identify ONE piece of current legislation about the area of discrimination Yes / No Yes / No Yes / No Yes / No
E7 Describe how you carried out your investigation Yes / No Yes / No Yes / No Yes / No
E8 Present and describe the results of your investigation Yes / No Yes / No Yes / No Yes / No
E9 Summarise the key points of the results of your investigation Yes / No Yes / No Yes / No Yes / No
D1 Explain how the Child Care and Education student can promote anti-discriminatory Yes / No Yes / No Yes / No Yes / No
practice while working on placement in the early years setting
C1 Discuss how equipment, images and types of play may be used to promote Yes / No Yes / No Yes / No Yes / No
anti-discriminatory practice
B1 Analyse the role of the qualified Child Care and Education worker in promoting the rights Yes / No Yes / No Yes / No Yes / No
of children and their families
A1 Evaluate the impact that the review of literature and legislation has on promoting Yes / No Yes / No Yes / No Yes / No
anti-discriminatory practice



Education
Unit 10 Assignment – Anti-Discriminatory/Anti-Bias
Practice
separate sections.
Your tutor will choose ONE area of discrimination
Race
Gender
Disability
COMPLETE THIS TASK
Carry out an investigation and write a report on your chosen area.
The report should include the following sub headings:

1. Title.
2. Abstract – This is a brief summary or overview of your report, giving conclusions.
Restrict this to one short paragraph.
3. Introduction – Briefly describe what the investigation is about explaining why it is
important.
Describe the area of discrimination and identify the effects that discrimination can
have on children and their families.
4. Review of literature – Discuss briefly some of the recent research on the area of
discrimination
and identify current legislation.
5. Method – How did you carry out your investigation? What methods did you use?
6. Results – Present your results.
7. Findings – Discuss your results – Summarise your findings. Were they what you
expected?
8. Conclusions – Summarise your key points. As a result of the investigation,
identify ways in which the Child Care and Education student can promote
anti-discriminatory practice while working on placement in the early years setting.
9. References and bibliography.
Continued



and Education
Unit 11 – Working with parents
place.
Tutor Feedback
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Signatures
Grade awarded:

CACHE,
Beaufort House,
23 Grosvenor Road,
St Albans, Herts,
AL1 3AW
IM Signature: Date:
Fax: 01727 818613

Unit 11 – Working with parents
criteria met?
174
Candidate Internal Marker Internal Internal
Section 5
E2 State the chosen setting Yes / No Yes / No Yes / No Yes / No
E3 Describe the legal responsibility on settings to work in partnership with parents Yes / No Yes / No Yes / No Yes / No
E4 Describe the principles of good communication with parents Yes / No Yes / No Yes / No Yes / No
E5 Describe the role of the Child Care and Education worker in relation to parents Yes / No Yes / No Yes / No Yes / No
E6 Describe how the setting values and respects all parents Yes / No Yes / No Yes / No Yes / No
D1 Explain the importance of recognising and valuing different parenting styles Yes / No Yes / No Yes / No Yes / No
C1 Explain possible barriers to promoting positive working relationships with parents Yes / No Yes / No Yes / No Yes / No
B1 Analyse methods of overcoming barriers, which may affect relationships with parents Yes / No Yes / No Yes / No Yes / No
A1 Evaluate the importance of positive relationships with parents Yes / No Yes / No Yes / No Yes / No



Education
Unit 11 Assignment – Working with parents
separate sections.
Your tutor will choose ONE of these settings:
Primary school
Local authority nursery school/nursery class
Family home
COMPLETE THIS TASK
Write an essay on the importance of working with all parents in the chosen
setting.
The essay should include information on the following;

• the legal responsibility on settings to work in partnership with parents
• the principles of good communication with parents
• the role of the Child Care and Education worker in relation to parents
• how the setting values and respects all parents.
Throughout the assignment you should ensure that your address anti-discriminatory/
anti-bias practice.


Candidate Handbook 2007 Annex A
Annex A
Record of Grades Table

Annex A Candidate Handbook 2007

Candidate Record of the Grades achieved for the CACHE Level 3 Diploma in Child Care and Education
Grades achieved Unit Grade Unit Grade Unit Grade Unit Grade Unit Grade Points
Grade A Grade B Grade C Grade D Grade E achieved
per
Description of Unit Hours No of Grade Points Grade Points Grade Points Grade Points Grade Points
unit
per Unit Increments Value Value Value Value Value
UNIT 1 – Observation and Assessment 120 4 5 20 4 16 3 12 2 8 1 4
Professional
Practice Grade
UNIT 2 – Work with Young Children 120 4 5 20 4 16 3 12 2 8 1 4
UNIT 3 – Foundations to Caring 90 3 5 15 4 12 3 9 2 6 1 3
UNIT 4 – The Developing Child

90 3 5 15 4 12 3 9 2 6 1 3
UNIT 5 – Health and Community Care 90 3 5 15 4 12 3 9 2 6 1 3

UNIT 6 – Play, Curriculum and Early Learning 90 3 5 15 4 12 3 9 2 6 1 3
UNIT 7 – Work with Babies in the First Year
of Life 30 1 5 5 4 4 3 3 2 2 1 1
UNIT 8 – Preparation for Employment 30 1 5 5 4 4 3 3 2 2 1 1

UNIT 9 – The Provision of Services and the
Protection of Children 60 2 5 10 4 8 3 6 2 4 1 2
Theory Grade
UNIT 10 – Anti-discriminatory/anti-bias
practice 60 2 5 10 4 8 3 6 2 4 1 2
UNIT 11 – Working with Parents 30 1 5 5 4 4 3 3 2 2 1 1

UNIT 12 – Practical Training
(Must be successfully completed to
achieve a pass)
Diploma Test Paper 4 5 20 4 16 3 12 2 8 1 4
Total number of points achieved:
No of Increments x Grade Value = Points for unit assignment
To achieve the CACHE Level 3 Diploma in Child Care and Education candidates must achieve a minimum of Grade E
for each unit, Grade E for the Diploma Test Paper and be assessed as practically and professionally competent through the PERs and the PDPs.
The overall grade for the Candidates must achieve to gain overall Grade The overall grade for the Candidates must achieve to gain overall Grade
179
Annex A
Professional Practice of the 40 points A Theory component of the 95 – 115 points A

CACHE,
Beaufort House, CACHE Level 3 Diploma in 32 – 39 points B CACHE Level 3 Diploma in 74 – 94 points B
23 Grosvenor Road, Child Care and Education is 24 – 31 points C Child Care and Education is
determined by the number of determined by the number of 53 – 73 points C
St Albans, Herts, 16 – 23 points D
AL1 3AW points gained from Unit 1 + 2 points gained within the 32 – 52 points D
Tel: 0845 347 2123 and within the ranges shown. 8 – 15 points E ranges shown: 23 – 31 points E
Fax: 01727 818613
This Candidate Record of Grades is for Candidates entering Year 2 with a CACHE Level 2 Certificate in Child Care and Education. Candidates entering with any other qualification should
contact CACHE for an appropriate Candidate Record of Grades
Overall Grading for the CACHE Level 3 Diploma in Child Care and Education – direct entrants to Year 2
Grades achieved Grade A Grade B Grade C Grade D Grade E
Points
180
Description of Unit Hours No of Grade Points Grade Points Grade Points Grade Points Grade Points achieved
Annex A
per Unit Increments Value Value Value Value Value per unit
UNIT 1 – Observation and Assessment 120 4 5 20 4 16 3 12 2 8 1 4
Professional
Practice Grade
UNIT 2 – Work with Young Children 120 4 5 20 4 16 3 12 2 8 1 4
UNIT 3 – Foundations to Caring Accreditation of Prior Achievement (APA) for direct entrants
UNIT 4 – The Developing Child 90 3 5 15 4 12 3 9 2 6 1 3
UNIT 5 – Health and Community Care 90 3 5 15 4 12 3 9 2 6 1 3
UNIT 6 – Play, Curriculum and Early Learning 90 3 5 15 4 12 3 9 2 6 1 3
UNIT 8 – Preparation for Employment 30 1 5 5 4 4 3 3 2 2 1 1

UNIT 9 – The Provision of Services and the
Protection of Children 60 2 5 10 4 8 3 6 2 4 1 2
UNIT 10 – Anti-discriminatory/anti-bias practice 60 2 5 10 4 8 3 6 2 4 1 2

UNIT 12 – Practical Training
Theory Grade
(Must be successfully completed to
achieve a pass)
Diploma Test Paper 4 5 20 4 16 3 12 2 8 1 4

Candidates entering with the CACHE Level 2 certificate in Child Care and Education may be given accreditation of prior learning for either Unit 7 or Unit 11 dependent on the Diploma in Child Care and
Education Option Completed. (Please indicate whether Unit 7 or 11 has been undertaken)
UNIT 7 – Work with Babies in the First
Year of Life OR 30 1 5 5 4 4 3 3 2 2 1 1
UNIT 11 – Working with Parents
Total number of points achieved:
No of Increments x Grade Value = Points for unit assignment
To achieve the CACHE Level 3 Diploma in Child Care and Education, direct entry candidates to Year 2 must achieve a minimum of Grade E for units
1, 2, 4, 5, 6, 7, 8 ,9 and 10, Grade E for the Diploma Test Paper and be assessed as practically and professionally competent through the PERs and the PDPs.

The overall grade for the Candidates must achieve to gain overall Grade The overall grade for the Candidates must achieve to gain overall Grade
CACHE, Professional practice of the 40 points A Theory component of the 79 – 95 points A
Beaufort House, CACHE Level 3 Diploma in 32 – 39 points B CACHE Level 3 Diploma in 62 – 78 points B
23 Grosvenor Road, Child Care and Education is Child Care and Education is
St Albans, Herts,
24 – 31 points C 45 – 61 points C
determined by the number of determined by the number of
AL1 3AW points gained from Unit 1 + 2 16 – 23 points D points gained within the 28 – 44 points D
Tel: 0845 347 2123 and within the ranges shown. 8 – 15 points E ranges shown: 19 – 27 points E
Fax: 01727 818613
Candidate Handbook 2007 Annex B
Annex B
About CACHE

Annex B Candidate Handbook 2007

Candidate Handbook 2007 Annex B
Annex B – About CACHE

1 What is CACHE?
Council for Awards in Children's Care and Education (CACHE).
CACHE is the leading provider of nationally recognised qualification in early years care and
education and in playwork. Its courses and qualifications (shown on the back cover) provide
the underpinning knowledge and practical training for child care and education practitioners
who work with children and families in a wide range of settings. The settings include
childminding, play groups, crèches, nursery, infant or primary schools or classes, day
nurseries, family Centres, play settings, hospitals within the public, private and voluntary
sectors. CACHE also awards Key Skills, Assessor and Verifier Awards, NVQs in Early Years
Care and Education, NVQs in Playwork, NVQs for Teaching Assistants and NVQs in Care
for those involved in working with children, families and young people in the voluntary, public
or private sectors.
2 CACHE Mission Statement

‘To raise the professional standards of children and young people’s care and education, and
to offer the best quality courses and qualifications as a service to children and their families.’
3 CACHE's Equality and Diversity Policy

CACHE and its Board of Trustees value diversity. We believe that a variety of backgrounds
enriches all aspects of life.
CACHE fully believes that all individuals should be treated fairly, with respect and dignity in
their employment and in their learning.
CACHE requires its approved Centres to have their own Diversity/Equality Policy. We will
encourage Centres to create a positive environment for candidates and those who have
responsibility for the recruitment, teaching and the assessment of these candidates.
CACHE will continue to promote the development and understanding of diversity and
anti-bias practice throughout all products and activities relating to our qualifications. This
includes curricula, publications, training and assessment procedures.
CACHE is committed to complying fully with current and future legislation and requirements
from regulators and to develop lead practice in the areas of diversity and inclusion.
This CACHE statement will evolve to reflect the changing laws and mores of our society and
this will be reflected in all policies and procedures.

Annex B Candidate Handbook 2007
4 CACHE Statement of Values

This statement of values should underpin the content and delivery of the syllabus for this
qualification and every aspect of the assessment.
The CACHE candidate will:
Put the child first by:
• ensuring the child’s welfare and safety
• showing compassion and sensitivity
• respecting the child as an individual
• upholding the child’s rights and dignity
• enabling the child to achieve their full learning potential.
Never use physical punishment
Respect the parent as the primary carer and educator of the child
Respect the contribution and expertise of staff in the child care and education field and
other professionals with whom they may be involved
Respect the customs, values and spiritual beliefs of the child and their family
Uphold the Council's Equality of Opportunity policy
Honour the confidentiality of information relating to the child and their family, unless its
disclosure is required by law or is in the best interest of the child.

Candidate Handbook 2007 Annex C
Annex C
The CACHE website:

www.cache.org.uk

Annex C Candidate Handbook 2007

Candidate Handbook 2007 Annex C
Annex C – The CACHE website:

www.cache.org.uk
The CACHE website offers a huge variety of resources to support candidates and Centres.
These include the following CACHE procedures:
• Re-mark enquiry
• Appeals
• Complaints
• Malpractice
• Diversity Statement
You will also be able to access mapping for the following:
• Key Skills (2004) to Qualification Unit Assignments
• Common Core of Skills and Knowledge
• National Occupational Standards relating to this qualification
Useful publications offering additional guidance include:
• Finding the Level helps understand the different levels of demand when studying for
CACHE qualifications
• Assignment Guidance supports tutors and candidates with the assessment

requirements of CACHE unit assignments

Annex C Candidate Handbook 2007

Candidate Handbook 2007 Annex D
Annex D
The Links between the Diploma

Programme and the National
Occupational Standards

Annex D Candidate Handbook 2007

Candidate Handbook 2007 Annex D
Annex D – The Links between the Diploma

Programme and the National
Occupational Standards
CACHE's Diploma in Child Care and Education aims to provide an qualification that is
closely related to the National Vocational Qualification (NVQ) at Level 3 in Early Years Care
and Education. It is designed, firstly, to provide the underpinning knowledge and
understanding which supports competent performance and, secondly, to offer training in
many of the practical skills and competencies defined in the National Occupational
Standards.
Details concerning the relationship between the units within the Diploma and the units within
the NVQ scheme are shown in the table.
Units in the NVQ Level 3 in Early NVQ Level 3,

Diploma Years Care and Children’s Care,
Education Units Learning and
Development
Implemented from
(November 2005)
1 Observation & Assessment C16
2 Work with Young Children M7 M8 309, 310
3 Foundations to Caring C2 E3 302, 306, 307
4 The Developing Child C3 C5 C7 C10 308, 337

C11
5 Health and Community Care C2 302, 306, 307
6 Play, Curriculum and Early C10 C24 C25 345, 346

Learning
7 Work with Babies in the First C14 312, 314

Year of Life
8 Preparation for Employment MC1 C4 311, 338

Annex D Candidate Handbook 2007
Units in the NVQ Level 3 in Early NVQ Level 3,

Diploma Years Care and Children’s Care,
Education Units Learning and
Development
Implemented from
(November 2005)
9 The Provision of Services and C15 326

the Protection of Children
10 Anti-Discriminatory/Anti-Bias C17 C18 plus 305, 321

Practice statement of underlying
principles
11 Working with Parents P2 317
12 Practical Training: Practice

Evidence Records/
Professional
Development Profiles

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CACHE

Level 3 Diploma in Child Care and Education 2007

Syllabus, Regulations and Assessment Materials (Centres have a Centre

Qualification Accreditation Number 100/0649/7

Published in Great Britain by CACHE

First edition 2000 Book code D633

Registered Company No: 2887166

CDS Ref: 422286

Information Sheet iii

Section 2 – Learning Outcomes and the Syllabus 13

© CACHE 2007 Version 8 i

Unit 9 – The Provision of Services and the Protection of Children 53

Section 3 – Assessment of your learning 67

Section 4 – Practice Evidence Record Sheets 73

Section 5 – Unit 1 & 2 Documentation & Unit Assignments 125

Annex A – Record of Grades table 177

Annex B – About CACHE 181

Annex C – The CACHE website: www.cache.org.uk 185

Annex D – The Links between the Diploma Programme and 189

ii © CACHE 2007 Version 8

Your Study Centre Details

Name of your Course Tutor:

© CACHE 2007 Version 8 iii

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iv © CACHE 2007 Version 8

Candidate Name: _____________________________ Group Tutor: ___________________________

© CACHE 2007 Version 8

PIN: ________________________________________ Please enter submission date into appropriate box

© CACHE 2007 Version 8

• Home based carer

• Special educational needs support worker

• Community nursery practitioner, working with different professionals.

Then this qualification is for you.

The CACHE Level 3 Diploma in Child Care and Education:

• gives you a secure basis of knowledge and assesses practical skills

• allows you to work unsupervised or in a supervisory capacity

• provides an qualification that allows progression to higher level professional training

• is a level 3 qualification on the Qualifications and Curriculum Authority (QCA) National

© CACHE 2007 Version 8 vii

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viii © CACHE 2007 Version 8

© CACHE 2007 Version 8 1

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2 © CACHE 2007 Version 8

Unit Title Recommended Guided

© CACHE 2007 Version 8 3

• be over 16 years of age

Possible restrictions on entry to the qualification

4 © CACHE 2007 Version 8

Children with special needs

Birth – 11 months recommended 15 days

1 – 3 years 11 months recommended 30 days

4 – 7 years 11 months recommended 40 days

You will need to demonstrate satisfactory personal and professional development

© CACHE 2007 Version 8 5

UCAS tariff points

See page 179 or 180 to calculate your overall grade achieved.

6 © CACHE 2007 Version 8

Guidelines and requirements for direct entry to the

• CACHE Level 2 Certificate in Child Care and Education

• CACHE Level 3 Diploma in Pre-School Practice

• Northern Ireland Pre-School Playgroup Association (NIPPA) Diploma in Pre-School

• Wales Pre-School Playgroup Association Diploma in Playgroup Practice.

Candidate Name: ___ Group Tutor: _