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CANDIDATE HANDBOOK

CACHE Level 3 Diploma in Pre-school Practice

CACHE
Candidate Handbook
CACHE Level 3 Diploma in Pre-school Practice Syllabus, Regulations and Assessment Materials (Centres have a Centre Information Pack which contains additional information)

5th edition

© CACHE 2010
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 Care, Health and Education. Qualification Accreditation Number 100/5927/1

Published in Great Britain by CACHE
First edition 2006 Version 2 August 2007 Version 3 September 2008 Version 4 June 2009 Version 5 June 2010 Book Book Book Book Book code code code code code 100/5927/1/V1 100/5927/2/V2 100/5927/2/V3 100/5927/2/V4 100/5927/1/V5

Publication date
June 2010

Publisher
Council for Awards in Care, Health and Education Apex House 81 Camp Road St Albans Hertfordshire AL1 5GB Telephone [phone] Registered Company No: 2887166 Registered Charity No: 1036232

Printed in England by
Océ (UK) Limited Océ House Chatham Way Brentwood Essex CM14 4DZ Océ Ref: 469087

Level 3 Diploma in Pre-school Practice Candidate Handbook

Contents

Contents
Information sheet Assignment planner Section 1 – Candidate information
What do I do first? Qualification fees

iii v 1
3 3

Section 2 – CACHE Level 3 Diploma in Pre-school Practice
Introduction Links between this Diploma programme and the National Occupational Standards Structure of the Diploma Reflective practice and supervised study Attendance at classes Practical training Entry requirements for this Diploma Possible restrictions on candidate entry Key Skills Remission of tuition Progression from the Diploma

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7 9 9 9 10 10 10 10 10 11 11

Section 3 – Assessment of your learning
Assessment procedures Reasonable adjustments Plagiarism Internally marked unit assignments Referral of internally assessed unit assignments Improving your grade for internally assessed unit assignments External assessment of the core unit 3 assignment External assessment results Referral on an externally assessed assignment Word limits for written assignments Additional support Overall grade for the qualification

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Contents

Level 3 Diploma in Pre-school Practice Candidate Handbook

Certification Re-mark enquiry and appeals procedure Guidance for awarding marks

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Section 4 – Units of learning and assessments
Reference and bibliography in unit assignments Core Unit 1 – Understanding and promoting the development of pre-school children Core Unit 2 – Providing learning communities for pre-school children and their families Core Unit 3 – Making the pre-school setting a supportive and safe environment External assessment submission checklist External Assessment Cover Sheet Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting Option Unit 3 – Working in a parent managed pre-school setting Overall grading for the CACHE Level 3 Diploma in Pre-school Practice

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23 24 35 47 52 53 61 71 81 93

Section 5 – About CACHE Section 6 – Mapping of Key Skills Section 7 – Mapping of the Common Core of skills and knowledge for the children’s workforce and the National Occupational Standards Section 8 – The CACHE Website: www.cache.org.uk
Feedback form

95 99 107

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Level 3 Diploma in Pre-school Practice Candidate Handbook

Information sheet

Information sheet
Your Personal Details
Name:

Address:

Telephone Number:

PIN:

Date you registered for the Level 3 Diploma in Pre-school Practice:

Your Centre Details
Site/Centre Name:

Address:

Telephone Number:

Site/Centre Number:

Name of your Course Tutor:

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Assignment planner
Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

CACHE Level 3 Diploma in Pre-school Practice

Level 3 Diploma in Pre-school Practice Candidate Handbook It should be noted that this form is not mandatory and Centres may devise their own form for planning

© CACHE 2010 Version 5

Candidate Name: _____________________________ Group Tutor: ___________________________

PIN: ________________________________________ Please enter submission date into appropriate box

Date

Sept

Oct

Nov

Dec

Jan

Feb

March

April

May

June

July

Marker

Core Unit 1

I.M

Core Unit 2

Marker

I.M

External Component CACHE Core Unit 3 Marker Option

Unit 1

I.M

Option Unit 2

Marker

I.M

Option Unit 3

Assignment planner

Marker I.M

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* Please refer to the External Assessment Timetable for test dates, which can be found on the CACHE website.

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Level 3 Diploma in Pre-school Practice Candidate Handbook

Section 1

Section 1
Candidate information

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Level 3 Diploma in Pre-school Practice Candidate Handbook

Section 1

Section 1 – Candidate information
What do I do first?
When you start the course your Centre will register you for the qualification with CACHE. You must do 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 register 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 need information about fees, you should contact your Centre.

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Section 2

Section 2
CACHE Level 3 Diploma in Pre-school Practice

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Section 2

Section 2 – CACHE Level 3 Diploma in Pre-school Practice
Introduction
Are you working or would you like to work as a supervisor in pre-schools, playgroups or other under-fives settings or would you like to learn how to work with colleagues and parents to help provide under-fives in your care with the best possible start in life? Then this qualification is for you. The aims of the qualification are to: • • • • • • • • • • provide a qualification for candidates who wish to work as a supervisor in pre-school settings provide a joint initiative qualification between CACHE and the Pre-school Learning Alliance* provide a qualification that allows progression to higher level qualifications according to levels of experience and responsibility provide the opportunity to achieve free standing units or one qualification made up of 4 units, which are 3 mandatory core units plus 1 of the 3 option units provide a nationally recognised and graded Level 3 qualification on the Qualifications and Curriculum Authority (QCA) National Qualifications Framework promote inclusion, diversity and equality of opportunity and support pre-school supervisors to meet each child's individual learning needs provide knowledge and understanding which supports competent performance outline the responsibilities of pre-school supervisors to support children's social and emotional development, well-being and keeping them safe offer training in many of the practical skills and competencies set out in the National Occupational Standards in Children's Care, Learning and Development (See Section 7) promote positive partnerships between parents or primary carers and the pre-school in relation to the care and education of their children, and their own learning and personal development offer support to ensure a cohesive and effective childcare service for families seeking pre-school care and education for their children.

•

* You do not have to be a member of the Pre-school Learning Alliance to undertake this qualification

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Although the course may seem to be about mainstream pre-school practice, you will find that, throughout the programme of study, you will consider children with disabilities and those with special or particular needs. You will also learn about development across the wider age range of Children's Services. Your Candidate Registration period is valid for 3 years. If required, your Centre may request an extension of registration. This will be decided at CACHE's discretion. Achieving this qualification will allow you to work in a pre-school setting.

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Section 2

Links between this Diploma programme and the National Occupational Standards
This Diploma has been designed to provide knowledge and understanding which supports competent performance. The qualification covers many of the practical skills and competencies set out in the National Occupational Standards in Children's Care, Learning and Development at Level 3.

Structure of the Diploma
You must complete 3 core units plus 1 option unit to gain the Diploma: Unit Title Recommended hours supervised study and reflective practice 60 hours

Core unit 1

Understanding and promoting the development of pre-school children Providing learning communities for pre-school children and their families Making the pre-school setting a supportive and safe environment Working to support parents with literacy, numeracy and language needs in a pre-school setting or Working with children with disabilities and special educational needs and their families in a pre-school setting or Working in a parent managed pre-school setting

Core unit 2

90 hours

Core unit 3

60 hours

Option unit 1

Option unit 2

30 hours for the chosen unit

Option unit 3

Plus reflective practice Total to complete the Diploma Each individual unit can stand alone and is individually assessed.

360 hours 600 hours

Reflective practice and supervised study
Reflective practice is required in gaining the CACHE Diploma in Pre-school Practice. 350 hours are required for your practical work under supervision.

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240 hours are required for supervised study. This includes for example, time spent studying on your own as directed by your tutor. Your Centre will use a number of different teaching methods so that not all the recommended hours will be spent in the classroom with your tutor. A total of 600 hours are required to complete the qualification. Centres are able to include a further 30 hours for practical work under supervision.

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.

Practical training
There is no formal assessment of your practical work but many of your assignments directly relate to your day-to-day work in pre-schools, nurseries or playgroups.

Entry requirements for this Diploma
There are no formal entry qualifications for the Diploma, however, CACHE recommends that you have completed the CACHE Level 2 Certificate in Pre-school Practice (or a relevant Level 2 qualification). It is possible your Centre may set their own criteria. You must be at least sixteen years old at the date of registration for the qualification. You will need to be working with children in a pre-school setting either as a volunteer or in paid employment.

Possible restrictions on candidate entry
If you work with children or in health and social care you are exempt from the Rehabilitation of Offenders Act 1974. This means that prior convictions cannot become spent and will remain on your record indefinitely. Centres should be aware of the implications of this when recruiting learners to their programmes.

Key Skills
This is not a compulsory part of the CACHE Level 3 Diploma in Pre-school Practice, but you may be required to study Key Skills. See Section 6 for details. With your tutor, you may wish to use the website to identify where the best evidence for your Key Skills portfolio can be found.

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Section 2

Remission of tuition
If you have a considerable amount of experience or previous training, you should discuss remission of tuition with your study 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.

Progression from the Diploma
After you have achieved the Diploma in Pre-school Practice you could: • • work towards the Level 3 NVQ in Children's Care, Learning and Development progress to a related Level 4 qualification.

Your Centre will ask you to go through the usual selection procedures and you will need to discuss the application process with your tutor.

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Section 3

Section 3
Assessment of your learning

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Section 3

Section 3 – Assessment of your learning
You will have to complete core units 1, 2 and 3 and one option unit at Pass level or above to gain the Qualification. Core units 1, 2 and the option unit will be graded from E to A. Core unit 3 will be graded as a Pass or Refer. Units Core unit 1 (mandatory) Core unit 2 (mandatory) Core unit 3 (mandatory) Option unit 1 or Option unit 2 or Option unit 3 Type of Assessment Assignment – marked by the Centre Assignment – marked by the Centre Assignment – externally marked by CACHE Assignment (if chosen) marked by the Centre Assignment (if chosen) marked by the Centre Assignment (if chosen) marked by the Centre

Assessment procedures
Each assignment will require a substantial amount of research and work. 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 (PIN) and Centre number on each sheet of paper. It is recommended that you keep a copy of your assignment before handing it to your tutor.

Reasonable adjustments
If you need to have adjustments made in order for you to complete your assignments, you should discuss this with your tutor.

Plagiarism
Plagiarism means claiming work to be your own which has been copied from someone or somewhere else. All the work you submit must be your own and not copied from anyone else unless you clearly reference the source of your information. Your tutor will explain how to provide a reference list that shows where you found your information. If your Centre discovers evidence that your work is copied from elsewhere, it will not be accepted and you may be subject to your Centre’s disciplinary procedure. If this happens you will have to submit an additional piece of work for assessment. CACHE will be notified of any cases of plagiarism.

Buying and selling assignments
You are not allowed to buy or offer assignments for sale. This includes using sites such as eBay. If this happens CACHE reserves the right not to accept future entries from you.

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Internally marked unit assignments
Core units 1 and 2, and the option units are assessed through an assignment which is set by CACHE and marked by your Centre. Your Centre will set the date when you are to submit the assignment to them. If you are not going to be able to meet the deadline you must discuss this as soon as you can with your tutor. Your tutor will inform you of the Centre's policy on handing in assignments after the submission date. Your Centre's policy cannot adversely affect the grade you are awarded for your assignments. The tutor will mark the assignments against the grading criteria written by CACHE. These can be found with each assignment. Then another tutor, who is called an Internal Moderator, will take a sample to ensure the correct standard has been achieved. The marker will return the assignment if you need to resubmit or intend to upgrade. CACHE will also request a sample of candidates' assignments to ensure your Centre is marking consistently and accurately to the agreed CACHE standard.

Referral of internally assessed unit assignments
If your assignment does not meet the criteria for an E grade it will be graded as a referral. You may resubmit your work with improvements. Your tutor will negotiate a resubmission date. Any additional work must be presented on a separate page and retained with your original work for marking and moderation. If your assignment still does not achieve an E grade your tutor will discuss an action plan, which may involve some extra study before you submit your assignment again. You can achieve a grade E to A at any stage. When you have achieved a Pass grade you may, with the agreement of your Centre, resubmit in order to improve your Pass grade. All assignments must be achieved within your registration period.

Improving your grade for internally assessed unit assignments
You may want to improve your result and achieve a higher grade. From 1st September 2008 Centres may also allow you to resubmit your assignment to achieve a higher grade after sending the unit grade to CACHE for processing. This must be within 3 months of issue of a unit/qualification certificate. You should discuss this with your tutor.

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Section 3

External assessment of the core unit 3 assignment
Full details of the task, grading criteria and exactly what you need to submit for core unit 3 are shown in Section 4 of this handbook, after the unit learning. Your assignment is marked by a CACHE Examiner on one of three occasions during each academic year. Your Centre will let you know when to submit your assignment and must keep CACHE informed of any changes to that expected submission date. The CACHE Examiner will use the grading criteria shown in Section 4 to mark your assignment. These results are standardised by CACHE. If the assignment is not submitted on time you will need to wait until the next assessment opportunity. Your Centre will inform you of these dates or you can access the CACHE website for information on the External Assessment Timetable. The result of the externally assessed assignment is sent to your Centre within 40 working days of the submission date. Your Centre may request a re-mark if they and you do not think the result is a true reflection of your performance. This must be done within 20 working days of the result reaching your Centre. Your assignment will be returned to your Centre 20 days after the results are sent. Please make sure you keep a copy of your assignment in case you need to refer to it during this period.

External assessment results
Your external assessment result will be available from your Centre on the day shown on the CACHE External Assessment Timetable. CACHE is not able to issue you with your result.

Referral on an externally assessed assignment
If your assignment is graded as a 'Refer', you should discuss the arrangements for resubmitting your assignment with your tutor and Centre. All assignments must be achieved within your registration period.

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Word limits for written assignments
CACHE recommends your completed work should not exceed 3,500 words. There is no lower word limit. Work that is more than 10% above the word limit may not be marked.

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. Your tutor can direct you to the website - www.cache.org.uk

Overall grade for the qualification
Each unit is marked against CACHE grading criteria and points are allocated. These points translate into a grade category. When you have successfully completed the 4 assignments you will gain an A – E grade for the overall qualification. The table at the end of Section 4 will help you calculate the overall grade.

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.

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.

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Guidance for awarding marks

Grade descriptors for internally marked unit assignments

Criteria Achieving 2-3 marks Achieving 4-5 marks The candidate demonstrates a sound knowledge and understanding of the subject. The candidate demonstrates a basic knowledge and understanding of the subject with few omissions.

Achieving 0-1 mark

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E1-E9

The candidate demonstrates a basic knowledge and understanding of the subject but there are significant omissions. A least 2 references used in the text and a bibliography included.

E 10

Limited referencing and bibliography.

A range of appropriate sources used for references in the text and a bibliography included. Achieving 8-10 marks The candidate demonstrates a full and relevant description of an application of knowledge and understanding.

Achieving 0-3 marks Achieving 4-7 marks The candidate demonstrates a basic and relevant application of knowledge and understanding with few omissions.

D

The candidate demonstrates a basic and relevant application of knowledge and understanding but there are significant omissions. The candidate provides a sound but largely unsupported explanation relevant to the subject. Achieving 6-10 marks

C

The candidate provides a brief explanation relevant to the subject.

The candidate provides a full explanation, well supported by relevant examples and/or evidence. Achieving 11-15 marks The candidate provides a full range of relevant information, demonstrating the relative impact of some of these.

Achieving 0-5 marks

B

The candidate compares some aspects. The candidate compares some aspects, demonstrating the relative impact of some of these. The candidate draws a conclusion or makes a judgement based on some of the evidence available.

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A

The candidate draws a basic conclusion or makes a judgement without supporting evidence.

The candidate draws a valid conclusion or makes a reasoned judgement based on a comprehensive evaluation of the evidence.

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Section 4

Section 4
Units of learning and assessments

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Section 4

References and bibliography in unit assignments
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 one or more relevant source(s) of information which should include your wider reading. The CACHE booklet 'Finding the Level' explains how to show your references and bibliography.

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Section 4 – Units of learning and assessments
Core Unit 1 – Understanding and promoting the development of pre-school children
This unit provides you with the opportunity to learn about the development of children and young people, birth to 16 years, and ways in which you can promote that development. This unit examines the theory behind the stages and sequence of development and goes on to increase your skills as a reflective practitioner.

Learning outcomes
On successful completion of this unit you will be able to: 1. Describe the nature and patterns of children's physical, social, emotional, intellectual and language development between birth and 16 years of age 2. Describe the environmental, social and genetic factors which influence children's development 3. Use observation and assessment to promote pre-school children's development 4. Describe the effect of relationships between the child, and adults and other children on her/his development 5. Use an understanding of the principles of reflective practice to examine own practice in understanding and promoting pre-school children's development. You will need to demonstrate that you have achieved the outcomes by successfully completing the unit assignment for this unit.

Learning
This unit will teach you about: 1. The nature and patterns of children's physical, social, emotional, intellectual and language development between birth and 16 years of age a) b) definitions of sequences, norms, expectations and milestones the expected patterns of children's physical development between birth and 16 years the expected patterns of children's social and emotional development between birth and 16 years the expected patterns of children's intellectual development between birth and 16 years

c)

d)

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e)

the expected patterns of children's language and communication development between birth and 16 years the holistic nature of development and the interdependence of the areas of development effects of developmental delay the contribution of brain research to understanding children's development theoretical perspectives of social and emotional development, including: loss, separation, bonding, attachment, deprivation, personality development and behaviourism theoretical perspectives of intellectual development, including constructivists (Piaget, Bruner, Vygotsky, Donaldson), behaviourists (Skinner) and social learning theory (Bandura) theoretical perspectives of language development, including behaviourist, nativist (Chomsky) and social interactionists (Bruner) the links between behaviour and development

f)

g) h) i)

j)

k)

l)

m) the role of play in promoting development. 2. The environmental, social and genetic factors which influence children's development a) b) c) d) e) f) g) environmental and social factors cultural factors family values and beliefs genetic influences economic factors nutrition and diet lifestyle.

3. Using observation and assessment to promote pre-school children's development a) b) the role of observation and assessment in building a profile of individual children the use of summative and formative assessment in promoting pre-school children's development methods of observation including: naturalistic, socio-grams, time sampling, longitudinal and event sampling

c)

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d)

factors to consider when making observations: consulting with children in ways appropriate to their age and stage, working in partnership with parents, gaining permission, limitations of methods, validity, reliability, influence of observer, choosing appropriate methods methods for assessing development, including: analysis of observations, assessment in terms of early years' curriculum frameworks, assessment against milestones identifying developmental delay.

e)

f)

4. The effect of relationships between the child, and adults and other children on her/his development a) the importance of and how to help pre-school children to be involved in making decisions and choices, including using ways that are appropriate for their age and stage of development helping pre-school children to make mutually supportive relationships with adults and other children communicating with babies and pre-school children in ways that help them to benefit from the activities and routines involved in their care and education, including appropriate and effective ways to communicate with children under three years of age and babies how to stimulate pre-school children's interest in the world around them, including the importance of using the opportunities offered by activities to provide for babies' physical care responding to pre-school children's behaviour in ways that help them understand socially acceptable behaviour the positive model for pre-school children which can be provided by partnership relationships between their parents and practitioners.

b)

c)

d)

e)

f)

5. Using an understanding of the principles of reflective practice to examine own practice in understanding and promoting pre-school children's development a) b) c) the importance of the links between theory and practice for reflective practice using reflection to reinforce understanding of pre-school children's development how to use knowledge of children's development to examine the effectiveness of own practice in understanding and promoting pre-school children's development, including the use of observation and assessment to meet individual children's needs how to use the results of examining own practice in understanding and promoting pre-school children's development to decide on and take action to develop it.

d)

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Section 4

Unit Submission Form
CACHE Level 3 Diploma in Pre-school Practice
You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.

Centre
Site/Centre Code:

Site/Centre Name:

Declaration
Core Unit 1 – Understanding and promoting the development of pre-school children
I declare that this is my own work and I understand that any grades are provisional until confirmed by CACHE. Candidate Name: Candidate Signature: Candidate PIN: Date:

Tutor Feedback

Grade awarded:

Signatures
Tutor's Signature: Date:

IM Signature:
(if chosen for sample)

Date:

Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

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Section 4

Core Unit 1 – Understanding and promoting the development of pre-school children
Internal assignment task Choose one of the following: • • • • • • • • Report Reflective account Audiotape and transcript Guidance handbook Case studies Essay Diary Information booklet

Or another format or combination of formats which allows you to present the following information: Four observations of ONE child in the pre-school setting using a range of observation methods. The observations are to be included in the appendix. Each observation requires: • • • • • E1 the aim of the observation the observation method used the age of the child in years and months the date and time of the observation a record of the observation Include FOUR observations in the appendix which fulfil the criteria in the assignment task Identify factors which may have influenced the validity and reliability of the observations Include a profile of the child based on the observations in the appendix

E2

E3

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E4

Demonstrate how the observed development of the child relates to developmental norms Describe how to progress the holistic development of the observed child through play Discuss how to involve children in making decisions and choices Discuss the effectiveness of observation and assessment in meeting individual children's needs Reflect on your own role in understanding and promoting children's development Show an understanding of diversity and inclusive practice Include references and a bibliography to support your work Explain why it is important to involve children in making decisions and choices Explain how theoretical perspectives of child development support your suggestions for progressing the observed child's development (E5) Analyse the role of observation and assessment in building a profile of individual children Evaluate the importance of understanding the interplay between theory and practice

E5

E6 E7

E8 E9 E10 D C

B

A

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Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Resubmission/ upgrade Internal marker 012345 012345 Internal moderator

Core Unit 1 – Understanding and promoting the development of pre-school children
Internal marker circle mark achieved Internal moderator circle mark achieved 012345

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Criteria

Description

E1 012345

Include FOUR observations in the appendix which fulfil the criteria in the assignment task. 012345 012345

E2

Identify factors which may have influenced the validity and reliability of the observations. 012345

012345

012345

E3

Include a profile of the child based on the observations in the appendix. 012345

012345

012345

012345

E4

Demonstrate how the observed development of the child relates to developmental norms. 012345

012345

012345

012345

E5

Describe how to progress the holistic development of the observed child through play.

012345

012345

012345

Section 4

E6

Discuss how to involve children in making decisions and choices.

012345

012345

012345

012345

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Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Resubmission/ upgrade Internal marker 012345 012345 Internal moderator

Section 4

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Core Unit 1 – Understanding and promoting the development of pre-school children (continued)
Internal marker circle mark achieved Internal moderator circle mark achieved 012345

Criteria

Description

E7 012345

Discuss the effectiveness of observation and assessment in meeting individual children's needs. 012345 012345

E8

Reflect on your own role in understanding and promoting children's development. 012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10

012345

012345

E9

Show an understanding of diversity and inclusive practice.

012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10

012345 012345 012345 6 7 8 9 10 012345 6 7 8 9 10

012345 012345

E10

Include references and a bibliography to support your work.

D

Explain why it is important to involve children in making decisions and choices.

012345 6 7 8 9 10

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C

Explain how theoretical perspectives of child development support your suggestions for progressing the observed child's development (E5).

012345 6 7 8 9 10

B

Analyse the role of observation and assessment in building a profile of individual children.

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Resubmission/ upgrade Internal marker 012345 6 7 8 9 10 11 12 13 14 15 Internal moderator

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Core Unit 1 – Understanding and promoting the development of pre-school children (continued)
Internal marker circle mark achieved Internal moderator circle mark achieved 012345 6 7 8 9 10 11 12 13 14 15

Criteria

Description

A

Evaluate the importance of understanding the interplay between theory and practice.

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

Total Grade D = 50 - 59 E = 40 - 49 Signature of IM if sampled

A = 80 - 100 B = 70 - 79

C = 60 - 69

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Section 4

Core Unit 2 – Providing learning communities for pre-school children and their families
This unit will help you to understand your role in promoting partnerships and participation between yourself and parents or primary carers. Knowledge of appropriate curriculum frameworks will enable you to provide experiences that promote all areas of children's learning and include parents in this process.

Learning outcomes
On successful completion of this unit you will be able to: 1. Examine the potential outcomes of parents' participation in the provision for their pre-school children's care and education 2. Work within appropriate curriculum frameworks for children between birth and 5 years of age 3. Provide experiences that promote all areas of pre-school children's learning and development 4. Promote the well being and progress of individual pre-school children 5. Describe ways to ensure that all parents have the opportunity to benefit from the learning community provided by their children's pre-school 6. Use an understanding of reflective practice to examine the effectiveness of own practice in promoting the pre-school as a learning community for children and parents. You will need to demonstrate that you have achieved the outcomes by successfully completing the assignment for this unit.

Learning
This unit will teach you about: 1. The potential outcomes of parents' participation in the provision for their pre-school children's care and education a) why it is important and what it means to recognise parents as the first and most enduring educators of their children how making the pre-school a centre of learning for children and adults can support parents as the first and most enduring educators of their children how family expectations influence children's learning and development and parents' participation in pre-school provision for their children how to respect diverse family structures and child rearing practices

b)

c)

d)

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e) f)

ways in which parents can participate in the management of the pre-school setting the benefits for children of their parents' participation in their children's pre-school setting the benefits for parents of participating in their children's pre-school setting the benefits for the pre-school of parents' participation in their children's pre-school setting the benefits for the community of parents' participation in their children's pre-school setting.

g) h)

i)

2. Appropriate curriculum frameworks for children between birth and 5 years of age a) b) c) d) e) the framework for the care and education of the under-threes the appropriate early years curriculum the links between the early years curriculum and the primary curriculum how to use the early years curriculum to create individual profiles for children how to create plans for the whole pre-school setting which progress the learning and development of each child how to implement curriculum plans for the whole pre-school setting in ways that appropriately progress the learning and development of each child how to create and implement curriculum plans in inclusive ways which do not discriminate on the basis of ethnic, linguistic, cultural or family background, gender or ability ways in which the pre-school setting can work in partnership with the parents of individual children to progress their learning how to work in partnership with parents in the planning and implementation of the pre-school setting's curriculum ways in which pre-schools can provide learning opportunities to support parents' participation in the pre-school setting's activities to promote their children's learning.

f)

g)

h)

i)

j)

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Section 4

3. Providing experiences that promote all areas of children's learning and development a) Ways to provide experiences and interactions that progress the development of children between birth and 5 years including the following areas: – – – – – – b) personal, social and emotional development communication, language and literacy problem solving, reasoning and numeracy knowledge and understanding of the world physical development and creative development.

how to enable children to access activities and benefit from them through providing them in ways that are appropriate to children's age and stage of development how to ensure that children and babies have the space and opportunity to play and move safely and unhindered in ways appropriate to their age and stage ways in which parents can participate in providing the activities offered by the pre-school setting to promote children's learning and development the learning for parents which can result from this participation.

c)

d)

e)

4. Promoting the well being and progress of individual pre-school children a) b) ways to create profiles of pre-school children's progress making the creation of profiles of pre-school children's progress a shared activity with their parents how to use profiles of pre-school children's progress to work in partnership with their parents to provide appropriate activities for them how to use profiles of pre-school children's progress to provide a differentiated curriculum appropriate ways, including involving parents in the processes, to share information from pre-school children's profiles with other professionals and settings, including in supporting children's transitions to other settings the learning for parents that can result from their participation in the creation and use of profiles of their pre-school children's progress how to use profiles of children's progress to review the effectiveness of the pre-school setting's provision.

c)

d)

e)

f)

g)

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5. Ways to ensure that all parents have the opportunity to benefit from the learning community provided by their children's pre-school a) ways in which pre-schools can provide learning opportunities to support parents' engagement in the running of the pre-school setting the factors which will influence parents' response to the opportunities to participate in the pre-school setting how to take account of these factors in the ways in which opportunities to participate in the pre-school setting are provided how to review the ways used by the pre-school setting to encourage parents to participate in the setting.

b)

c)

d)

6. Using an understanding of reflective practice to examine the effectiveness of own practice in providing learning communities for pre-school children and their families a) b) the importance of the link between theory and practice for reflective practice using reflection to reinforce understanding of the implementation of curriculum frameworks and principles of working in partnership with parents how to use knowledge about implementing curriculum frameworks and principles of working in partnership with parents to examine own practice in progressing children's learning and development, through enabling parents to be knowledgeable partners in the process how examining your own practice, when providing learning communities for preschool children and their parents, enable you to develop your skills.

c)

d)

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Section 4

Unit Submission Form
CACHE Level 3 Diploma in Pre-school Practice
You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.

Centre
Site/Centre Code:

Site/Centre Name:

Declaration
Core Unit 2 – Providing learning communities for pre-school children and their families
I declare that this is my own work and I understand that any grades are provisional until confirmed by CACHE. Candidate Name: Candidate Signature: Candidate PIN: Date:

Tutor Feedback

Grade awarded:

Signatures
Tutor's Signature: Date:

IM Signature:
(if chosen for sample)

Date:

Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

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Section 4

Core Unit 2 – Providing learning communities for pre-school children and their families
Internal assignment task Choose one of the following: • • • • • • • • Report Reflective account Audiotape and transcript Guidance handbook Case studies Essay Diary Information booklet

Or another format or combination of formats which allows you to present the following information for either pre-school care and education workers/parents/inspectors/the management committee about how the pre-school setting provides a learning community for children and their families: E1 Describe ways that parents may participate in a pre-school's activities to promote their children's learning and development Discuss how a pre-school can encourage parents to participate in these activities Identify evidence of progress from one child's profile Include a curriculum plan for the whole pre-school setting which will progress the learning and development of this child Identify experiences in the curriculum plan (E4) to promote each area of learning and development of all the children in the setting Show how the experiences in the curriculum plan (E4) will enable children to progress to achievement of the early learning goals Describe ways through which a pre-school can work with parents to create profiles of their children's ongoing progress

E2 E3 E4

E5

E6

E7

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E8

Reflect on your own effectiveness in providing a learning community for pre-school children and their families. Show an understanding of diversity and inclusive practice Include references and a bibliography to support your work Explain the benefits of parental participation in the activities of the pre-school Explain how to use profiles of pre-school children's progress to provide a differentiated curriculum Analyse the importance of planning for all children Evaluate the effectiveness of your pre-school setting as learning community for children and parents.

E9 E10 D C

B A

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© CACHE 2010 Version 5

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Internal moderator

Core Unit 2 – Providing learning communities for pre-school children and their families
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 012345 Internal moderator circle mark achieved 012345

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Criteria

Description

E1

Describe ways that parents may participate in a pre-school's activities to promote their children's learning and development. 012345 012345

012345

E2

Discuss how a pre-school can encourage parents to participate in these activities. 012345 012345

012345

012345

E3

Identify evidence of progress from one child's profile. 012345

012345

012345

E4

Include a curriculum plan for the whole pre-school setting which will progress the learning and development of this child. 012345

012345

012345

012345

E5

Identify experiences in the curriculum plan (E4) to promote each area of learning and development of all the children in the setting.

012345

012345

012345
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43

E6

Show how the experiences in the curriculum plan (E4) will enable children to progress to achievement of the early learning goals.

012345

012345

012345

012345

Compensatory marking grid
Candidate

Section 4

44

Core Unit 2 – Providing learning communities for pre-school children and their families (continued)
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 012345 Internal moderator circle mark achieved 012345 Internal moderator

Name: PIN: Site/Centre No:

Criteria

Description

E7

Describe ways through which a pre-school can work with parents to create profiles of their children's ongoing progress. 012345 012345

012345

E8

Reflect on your own effectiveness in providing a learning community for pre-school children and their families. 012345 012345

012345

012345

E9

Show an understanding of diversity and inclusive practice. 012345

012345

012345

E10

Include references and a bibliography to support your work. 012345 6 7 8 9 10

012345

012345

012345

D

Explain the benefits of parental participation in the activities of the pre-school.

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

C

Explain how to use profiles of pre-school children's progress to provide a differentiated curriculum.

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

B

Analyse the importance of planning for all children.

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Internal moderator

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Core Unit 2 – Providing learning communities for pre-school children and their families (continued)
Internal marker circle mark achieved Internal moderator circle mark achieved 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 Resubmission/ upgrade Internal marker

Criteria

Description

A 012345 6 7 8 9 10 11 12 13 14 15

Evaluate the effectiveness of your pre-school setting as learning community for children and parents.

012345 6 7 8 9 10 11 12 13 14 15

Total Grade D = 50 - 59 E = 40 - 49 Signature of IM if sampled

A = 80 - 100 B = 70 - 79

C = 60 - 69

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Section 4

Core Unit 3 – Making the pre-school setting a supportive and safe environment
This unit will provide you with a thorough knowledge of the factors that must be considered in creating a supportive and safe environment, which is stimulating and inclusive. You will learn about recent and relevant legislation influencing the pre-school setting.

Learning outcomes
On successful completion of this unit you will be able to: 1. Provide an inclusive and anti-discriminatory environment in a pre-school setting 2. Provide a healthy, safe, secure and stimulating environment that promotes pre-school children's learning and development 3. Provide for pre-school children's physical needs in ways that promote their well-being 4. Explain how to provide an environment that promotes pre-school children's emotional security 5. Describe how to implement policies and procedures in a pre-school setting to safeguard young children from abuse 6. Describe the role of good working relationships in making the pre-school setting a supportive and safe environment 7. Examine the effectiveness of own practice in making the pre-school setting a supportive and safe environment. You will need to demonstrate that you have achieved the outcomes by successfully completing the unit assignment for this unit.

Learning
This unit will teach you about: 1. Providing an inclusive and anti-discriminatory environment in a pre-school setting a) b) what is meant by inclusive and anti-discriminatory practice why it is important for pre-school settings to make their practice inclusive and antidiscriminatory, including the protection of children's rights and the context for this provided by the UN Convention on the Rights of the Child why it is important to ensure that inclusive and anti-discriminatory practice includes taking account of ethnic, cultural, linguistic, religious and family background, ability, gender and sexuality

c)

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d)

how to make the experience provided by the pre-school setting for children and the adults, parents and staff, inclusive and anti-discriminatory, whatever their ethnic, cultural, linguistic, religious and family background, ability, gender or sexuality the requirements of legislation relevant to inclusive and anti-discriminatory practice, including Human Rights Act (1998), Special Education Needs Code of Practice (2001) and Special Educational Needs and Disability Act (2001) how to recognise and challenge discriminatory practice the role of policies in making the pre-school setting inclusive and anti-discriminatory how to monitor and evaluate policies and procedures for making the pre-school setting inclusive and anti-discriminatory, including involving all members of the setting in the processes.

e)

f) g) h)

2. Providing a healthy, safe, secure and stimulating environment that promotes pre-school children's learning and development a) how to provide an appropriate physical environment to promote the learning and development of children between birth and 5 years of age the requirements of current legislation, relevant to providing a healthy, safe and secure environment, including the Care Standards Act (2000) and the role of Ofsted inspection how to use risk assessment procedures to ensure the health and safety of pre-school children and adults how to maintain an hygienic environment in a pre-school setting how to implement and review procedures for handling emergencies and first aid, including: fire drills; making appropriate responses to the range of accidents and injuries which could occur; and keeping accident records how to implement and review procedures for responding to illness, handling children's allergies and administering medicines how to work in partnership with pre-school children's parents to implement procedures for the arrival and departure of children how to maintain pre-school children's safety on outings.

b)

c)

d) e)

f)

g)

h)

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3. Providing for pre-school children's physical needs in ways that promote their well-being a) how to take account of the effect of the provision for babies and pre-school children's physical needs on their overall development, including the security provided by having a key person with responsibility for providing for individual babies' and children's physical care how to provide for babies' and pre-school children's nutritional and dietary needs in ways that provide a healthy diet and take account of the needs of individual babies and children, including special dietary needs, and religious and cultural requirements how to exchange information with parents about babies and pre-school children's dietary needs and feeding patterns, including the importance of sharing information about babies' feeding patterns the nature of babies' and pre-school children's personal hygiene needs and how to provide appropriately for these, including nappy changing and toilet training how to provide for babies' and pre-school children's physical needs through a partnership with their parents, in which practitioners and parents respect one another's knowledge and expertise.

b)

c)

d)

e)

4. Providing an environment that promotes pre-school children's emotional security a) the importance of emotional security to babies' and pre-school children's learning and development the role of the key person in providing for babies' and pre-school children's emotional security how to work in partnership with the parents of babies and pre-school children to implement settling in procedures which promote their emotional security how to help babies and pre-school children make transitions within and from the pre-school setting in ways that promote their emotional well being how to communicate with babies and pre-school children in ways that promote their emotional security how to work in partnership with the parents of babies and pre-school children to promote their emotional security.

b)

c)

d)

e)

f)

5. How to implement policies and procedures in a pre-school setting to safeguard children from abuse a) how protecting children from abuse promotes their human rights, including the relevance of the UN Convention on the Rights of the Child

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b) c)

the types of abuse from which children may suffer and the indicators of these recognising signs of abuse, including in very young children who cannot use verbal communication and children who use alternative forms of communication the requirements of legislation, codes of practice and local guidelines for responding to abuse, including lines of responsibility, and alerting and reporting procedures the role of written policies in enabling pre-school settings to safeguard children from abuse how to follow procedures for responding to disclosure by and suspected abuse of pre-school children, including: listening carefully and taking children seriously; taking account of children's age and ability to communicate, avoiding making stereotypical assumptions and jumping to conclusions; and the boundaries of confidentiality how to respond appropriately to parents and other family members in situations of abuse of pre-school children the range of services and other professionals who will be involved with pre-school children, who have been abused, and their families, and how to work effectively with them how to implement working practices that protect pre-school children and the adults who work with them ways which are appropriate to pre-school children's age and stage of development to help them to respect their bodies and protect themselves from abuse how to identify own effectiveness in implementing strategies to safeguard pre-school children from abuse how to use identification of own effectiveness to decide on and take action to develop own effectiveness in implementing strategies to protect pre-school children from abuse.

d)

e)

f)

g)

h)

i)

j)

k)

l)

6. The role of good working relationships in making the pre-school setting a supportive and safe environment a) the importance of good working relationships between all of the adults involved in pre-school children's care and education how the staff in the pre-school setting can work as an effective team how staff can create effective relationships and partnerships with pre-school children's parents the role of good communication and respect for individuals in creating effective working relationships and partnerships.

b) c)

d)

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7. The effectiveness of own practice in making the pre-school setting a supportive and safe environment a) b) the importance of the interplay between theory and practice for reflective practice using reflection to reinforce understanding of what makes the pre-school setting a safe and supportive environment how to use an understanding of the factors that make the pre-school setting a supportive and safe environment for babies and pre-school children to identify the effectiveness of own practice how to use an identification of own effectiveness to decide on and take action to develop own practice in making the pre-school setting a supportive environment for babies and pre-school children.

c)

d)

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Please use this checklist when submitting your assignment for external assessment

External assessment submission checklist

J J J J J J J J J J J

The assignment is my own original work - photocopies are not included Each page is identified by my Name, PIN and Centre/Site number only The assignment is submitted in a single plastic sleeve, unstapled, or simply held together by treasury tags or by using a spine bar The assignment task and grading criteria are included with the assignment The pages are numbered for example 1 of 15, 2 of 15

Photographs of children, or the environment that they are in, have not been included Examples of children’s work have not been included There is no use of Tippex or similar substances Appendices are included only where required in the assignment task The External Assessment Cover Sheet has been completed and is included with the assignment for all submissions - first submission, resubmission or upgrade (photocopied where necessary)

If you are re-submitting your assignment, please include the original work and the completed compensatory marking grid together with a blank copy of the compensatory marking grid.

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CACHE Level 3 Diploma in Pre-school Practice External Assessment Cover Sheet

Candidate / Centre
Site/Centre Name:

Site/Centre Code:

External Assessment Submission
Core Unit 3 – Making the pre-school setting a supportive and safe environment
Submission Deadline: Indicate submission type below. First Submission Re-submission Number of words: Number of Pages:

(Include the original assignment and feedback sheet if this is a re-submission)

Candidate Declaration
I declare that this is my own work and I understand that any grades are provisional until confirmed by CACHE. Candidate Name: Candidate Signature: Candidate PIN:

Instructions

Date:

1 2 3 4 5 6

Your name, PIN and Site/Centre code must appear on every page of your assignment. You must number each page of your assignment in the format ‘Page X of Y’, where X is the page number and Y is the total number of pages. You should submit your assignment in a single plastic sleeve, unstapled, or simply held together with treasury tags or a spine bar. The External Assessment Cover Sheet should be included at the front of your assignment. You must submit your assignment to your tutor with this form, fully completed and signed. No assignment will be accepted without the completed Form and External Assessment Cover Sheet. Include the Assignment Task and Grading Criteria (see overleaf) with your assignment.

Please use the checklist to ensure that you have followed these instructions for submitting your assignment for external assessment.

Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

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Core Unit 3 – Making the pre-school setting a supportive and safe environment

External assignment Provide information about: P1 P2 P3 P4 The legal requirements relevant to inclusive practice The importance of inclusive practice in a pre-school setting The policies required to provide a healthy pre-school environment Using risk assessment procedures to ensure the safety of pre-school children and adults Providing an environment to promote the emotional security of babies Working in partnership with parents Helping pre-school children respect their bodies and protect themselves from abuse The procedures of the pre-school setting for safeguard children Working as an effective team in a pre-school setting The effectiveness of your own practice in making the pre-school setting a supportive environment.

P5 P6 P7

P8 P9 P10

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Compensatory marking grid
Candidate Name: PIN: Site/Centre No: 3 marks The candidate demonstrates a comprehensive understanding of the subject underpinned by the concept of individuality. 2 3

Core Unit 3 – Making the pre-school setting a supportive and safe environment
0-1 mark The candidate demonstrates a basic knowledge and understanding of the subject. 2 marks The candidate demonstrates a sound understanding of the subject. Individual needs /responses broadly covered.

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Criteria

Description

P1 0 1

The legal requirements relevant to inclusive practice. 0 1

P2

The importance of inclusive practice in a pre-school setting. 0 1

2

3

P3

The policies required to provide a healthy pre-school environment. 0 1

2

3

P4

Using risk assessment procedures to ensure the safety of pre-school children and adults.

2

3

Section 4

P5

Providing an environment to promote the emotional security of babies.

0

1

2

3

57

P6

Working in partnership with parents.

0

1

2

3

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: 3 marks The candidate demonstrates a comprehensive understanding of the subject underpinned by the concept of individuality. 3 2
Section 4

58

Core Unit 3 – Making the pre-school setting a supportive and safe environment (continued)
0-1 mark The candidate demonstrates a basic knowledge and understanding of the subject. 2 marks The candidate demonstrates a sound understanding of the subject. Individual needs /responses broadly covered.

Criteria

Description

P7 0 1

Helping pre-school children respect their bodies and protect themselves from abuse. 0 1

P8

The procedures of the pre-school setting for safe guarding children 0 1

2

3

P9

Working as an effective team in a pre-school setting. 0 1

2

3

P10

The effectiveness of your own practice in making the pre-school setting a supportive environment.

2

3

Total

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

PASS 18 Overall total Result

Compensatory marking grid
Candidate Name: PIN: Site/Centre No:

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Core Unit 3 – Making the pre-school setting a supportive and safe environment (continued)
0-1 mark The candidate demonstrates a basic knowledge and understanding of the subject. 2 marks The candidate demonstrates a sound understanding of the subject. Individual needs /responses broadly covered.

Criteria

Description

3 marks The candidate demonstrates a comprehensive understanding of the subject underpinned by the concept of individuality.

CACHE use only

External examiner code

Candidate Pin: Centre Site Code:

Section 4

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Section 4

Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting
This option unit will enable you to support parents with literacy, numeracy and language needs to develop themselves and, by doing so, improve the opportunities for children to acquire these skills.

Learning outcomes
On successful completion of this unit you will be able to: 1. Explain why engaging in support for parents with literacy, numeracy and language needs is an important activity for pre-school settings 2. Describe how to make available to parents opportunities to develop their literacy, numeracy and language skills 3. Describe how to enable parents to access support to develop their literacy, numeracy and language skills 4. Review the activities undertaken by the pre-school setting to support parents to develop their literacy, numeracy and language skills. You will need to demonstrate that you have achieved the outcomes by successfully completing the unit assignment for this unit.

Learning
This unit will teach you about: 1. Why engaging in support for parents with literacy, numeracy and language needs is an important activity for pre-school settings a) the links between parents' literacy, numeracy and language skills, and children's acquisition of these skills the factors which can influence parents' expectations for their role in promoting their children's literacy, numeracy and language skills how pre-school settings' role in promoting children's literacy, numeracy and language skills can support their ability to contribute to supporting parents with literacy, numeracy and language needs the importance of recognising the boundaries of the pre-school setting's role in contributing to supporting parents with literacy, numeracy and language needs.

b)

c)

d)

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2. How to make available to parents opportunities to develop their literacy, numeracy and language skills a) how to identify parents who may need support for their literacy, numeracy and language skills the importance of and ways of responding to parents as people with a range of interests and skills, not just in terms of their need for support for their literacy, numeracy and language skills how to be sensitive to parents' feelings about their need for support for their literacy, numeracy and language skills how to ensure that all of the pre-school setting's staff are committed and able to contribute to the support offered to parents who need support for their literacy, numeracy and language skills, including how to ensure appropriate confidentiality.

b)

c)

d)

3. How to enable parents to access support to develop their literacy, numeracy and language skills a) the role of the pre-school setting in signposting parents to sources of support for developing their literacy, numeracy and language skills national and local strategies for enabling adults to progress their literacy, numeracy and language skills local agencies providing support to enable adults to progress their literacy, numeracy and language skills and how to assess their suitability for providing support for parents how the pre-school can create and maintain links with local agencies providing support for literacy, numeracy and language skills how to create and use opportunities to share information with parents about sources of support for the development of literacy, numeracy and language skills and encourage them to take up the support.

b)

c)

d)

e)

4. Reviewing the activities undertaken by the pre-school setting to enable parents to develop their literacy, numeracy and language skills a) why it is important for the pre-school setting to review the effectiveness of its practice in supporting parents with literacy, numeracy and language needs how to review the practice of the pre-school, including that of individual members of staff, in supporting parents with literacy, numeracy and language needs why it is important and how to include in the review of the setting's practice the parents whose literacy, numeracy and language needs are being supported.

b)

c)

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Section 4

Unit Submission Form
CACHE Level 3 Diploma in Pre-school Practice
You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.

Centre
Site/Centre Code:

Site/Centre Name:

Declaration
Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting
I declare that this is my own work and I understand that any grades are provisional until confirmed by CACHE. Candidate Name: Candidate Signature: Candidate PIN: Date:

Tutor Feedback

Grade awarded:

Signatures
Tutor's Signature: Date:

IM Signature:
(if chosen for sample)

Date:

Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

© CACHE 2010 Version 5

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Section 4

Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting

Internal assignment task Choose one of the following: • • • • • • • • Report Reflective account Audiotape and transcript Guidance handbook Case studies Essay Diary Information booklet

Or another format or combination of formats which allows you to present the following information, for either pre-school care and education workers/ parents/inspectors/ management committee, about how pre-school settings can support parents with literacy, numeracy and language needs: E1 Discuss how children's achievements in literacy, numeracy and language are linked to their parent's literacy, numeracy and language skills Identify factors which can influence parents in developing literacy, numeracy and language skills Describe how pre-school settings may identify parents who may need support for their literacy, numeracy and language skills Describe ways the pre-school respects parents who may need support. Identify local and national strategies for enabling adults to progress their literacy, numeracy and language skills Describe ways the pre-school can create and maintain links with local agencies providing support for literacy, numeracy and language skills Describe how to encourage parents to take up support for the development of their literacy, numeracy and language skills

E2

E3

E4 E5

E6

E7

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E8

Identify how the pre-school reviews practice to support parents with literacy, numeracy and language needs Show an understanding of diversity and inclusive practice Include references and a bibliography to support your work Explain why it is important to recognise the boundaries of the pre-school settings role in supporting parents with literacy, numeracy and language needs Explain why it is important for the pre-school to create and maintain links with local agencies providing support for literacy, numeracy and language skills Analyse the importance of ensuring that all the pre-school staff are committed and able to contribute to the support offered to parents with literacy, numeracy and language needs Evaluate the role of pre-school settings in supporting parents with literacy, numeracy and language needs.

E9 E10 D

C

B

A

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Candidate Name: PIN: Site/Centre No: Internal moderator

Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 012345 Internal moderator circle mark achieved 012345

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Criteria

Description

E1

Discuss how children's achievements in literacy, numeracy and language are linked to their parent's literacy, numeracy and language skills. 012345 012345

012345

E2

Identify factors which can influence parents in developing literacy, numeracy and language skills. 012345 012345

012345

012345

E3

Describe how pre-school settings may identify parents who may need support for their literacy, numeracy and language skills. 012345

012345

012345

E4

Describe ways the pre-school respects parents who may need support.

012345

012345

012345

E5

Identify local and national strategies for enabling adults to progress their literacy, numeracy and language skills.

012345

012345

012345

012345

Section 4

E6

Describe ways the pre-school can create and maintain links with local agencies providing support for literacy, numeracy and language skills.

012345

012345

012345

012345

67

Compensatory marking grid
Candidate

68

Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting (continued)
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 012345 Internal moderator circle mark achieved 012345 Internal moderator

Name: PIN: Site/Centre No:
Section 4

Criteria

Description

E7

Describe how to encourage parents to take up support for the development of their literacy, numeracy and language skills. 012345 012345

012345

E8

Identify how the pre-school reviews practice to support parents with literacy, numeracy and language needs. 012345 012345 012345 012345 6 7 8 9 10

012345

012345

E9

Show an understanding of diversity and inclusive practice. 012345 012345 6 7 8 9 10

012345 012345 012345 6 7 8 9 10

012345 012345 012345 6 7 8 9 10

E10

Include references and a bibliography to support your work.

D

Explain why it is important to recognise the boundaries of the pre-school settings role in supporting parent's with literacy, numeracy and language needs. 012345 6 7 8 9 10

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

C

Explain why it is important for the pre-school to create and maintain links with local agencies providing support for literacy, numeracy and language skills.

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

B

Analyse the importance of ensuring that all the pre-school staff are committed and able to contribute to the support offered to parents with literacy, numeracy and language needs.

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Internal moderator

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting (continued)
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 6 7 8 9 10 11 12 13 14 15 Internal moderator circle mark achieved 012345 6 7 8 9 10 11 12 13 14 15

Criteria

Description

A

Evaluate the role of pre-school settings in supporting parents with literacy, numeracy and language needs.

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15

Total Grade D = 50 - 59 E = 40 - 49 Signature of IM if sampled

A = 80-100

B = 70 - 79

C = 60 - 69

Section 4

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Section 4

Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting
This option unit prepares you to create a fully inclusive pre-school environment for children with disabilities and special educational needs.

Learning outcomes
On successful completion of this unit you will be able to: 1. Appreciate the importance of making the pre-school setting inclusive for children with disabilities and special educational needs 2. Explain how to promote the care and education of children with disabilities and special educational needs in a pre-school setting 3. Describe how the pre-school setting can work in partnership with the parents of children with disabilities and special educational needs 4. Describe how the pre-school setting can work with other agencies to promote the care and education of children with disabilities and special educational needs. You will need to demonstrate that you have achieved the outcomes by successfully completing the unit assignment for this unit.

Learning
This unit will teach you about: 1. The importance of making the pre-school setting inclusive for children with disabilities and special educational needs a) the promotion of children's rights as a basis for making the pre-school setting inclusive for children with disabilities and special educational needs social and medical models of disability, and the effect on the inclusiveness of the pre-school setting that operating within them can have how to create an inclusive culture in the pre-school setting, including identifying and overcoming barriers to inclusiveness how to work within legislation and local guidelines, including the Special Needs Code of Practice (2001) and the Special Educational Needs and Disability Act (2001), to make the pre-school setting inclusive the role of the Special Educational Needs Co-ordinator in making the pre-school setting inclusive for children with disabilities and special educational needs.

b)

c)

d)

e)

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2. How to promote the care and education of children with disabilities and special educational needs in a pre-school setting a) b) sources of information about particular disabilities and special educational needs the effect of developmental delay and impairment, including the importance of early recognition and intervention how to use observation and assessment to progress the learning and development of individual children with disabilities and special educational needs, including the use of individual educational plans how to ensure that children with disabilities and special educational needs are able to participate fully in and benefit from all of the pre-school setting's activities the range of specialist equipment and systems available and how to use them to promote the learning and development of children with disabilities and special educational needs, including communication systems.

c)

d)

e)

3. How the pre-school setting can work in partnership with the parents of children with disabilities and special educational needs a) the importance of the partnership between the pre-school setting and the parents of children with disabilities and special educational needs, including recognising the extent of parents' knowledge about their child and her/his disability and special educational needs the importance of recognising the varied ways in which parents and other family members might respond to having a child with a disability and special educational needs ways through which the pre-school setting can work with the parents of children with disabilities and special educational needs to promote their learning and development.

b)

c)

4. How the pre-school setting can work with other agencies to promote the care and education of children with disabilities and special educational needs a) the range of other professionals and agencies who may be involved with children with disabilities and special educational needs, and their families local and national sources of information which could help the pre-school setting to promote the learning and development of children with disabilities and special educational needs the importance of the staff in pre-school settings understanding their own role, responsibilities and competence when working with other professionals how pre-school settings can create a partnership relationship between the setting, parents and other professionals to promote the learning and development of children with disabilities and special educational needs.

b)

c)

d)

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Section 4

Unit Submission Form
CACHE Level 3 Diploma in Pre-school Practice
You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.

Centre
Site/Centre Code:

Site/Centre Name:

Declaration
Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting
I declare that this is my own work and I understand that any grades are provisional until confirmed by CACHE. Candidate Name: Candidate Signature: Candidate PIN: Date:

Tutor Feedback

Grade awarded:

Signatures
Tutor's Signature: Date:

IM Signature:
(if chosen for sample)

Date:

Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

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Section 4

Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting
Internal assignment task Choose one of the following: • • • • • • • • Report Reflective account Audiotape and transcript Guidance handbook Case studies Essay Diary Information booklet

Or another format or combination of formats which allows you to present the following information, for either pre-school care and education workers/parents/inspectors/ management committee, about working with children with disabilities and special educational needs, and their families in a pre-school setting: E1 Describe how pre-school settings can create an inclusive culture for children with disabilities and special educational needs Describe the role of the Special Educational Needs Co-ordinator (SENCo) in making the pre-school setting inclusive Discuss why early recognition of developmental delay and impairment is important Discuss how to use observation and assessment to plan for the learning and developmental needs of individual children Discuss the importance of the partnership between the pre-school setting and the parents of children with disabilities and special educational needs

E2

E3 E4

E5

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E6

Describe how the pre-school setting can work with parents to progress the learning and development of children with disabilities and special educational needs Identify the roles of professionals and agencies who may be involved with children with disabilities and special educational needs and their families Discuss how practitioners in the pre-school setting can work in partnership with other professionals to progress the learning and development of children with disabilities and special educational needs Show an understanding of diversity and inclusive practice Include references and a bibliography to support your work Explain the importance of an inclusive pre-school setting for children with disabilities and special educational needs Explain how individual education plans are used to progress the learning and development of children with disabilities and special educational needs Analyse the effectiveness of your pre-school setting in providing an inclusive culture for children with disabilities and special educational needs Evaluate the concept of a social model of disability

E7

E8

E9 E10 D

C

B

A

76

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Candidate Name: PIN: Site/Centre No:

Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 012345 Internal moderator circle mark achieved 012345 Internal moderator

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Criteria

Description

E1

Describe how pre-school settings can create an inclusive culture for children with disabilities and special educational needs. 012345 012345 012345

E2

Describe the role of the SENCo in making the pre-school setting inclusive. 012345 012345

012345

012345

E3

Discuss why early recognition of developmental delay and impairment is important. 012345

012345

012345

E4

Discuss how to use observation and assessment to plan for the learning and developmental needs of individual children. 012345

012345

012345

012345

E5

Discuss the importance of the partnership between the pre-school setting and the parents of children with disabilities and special educational needs.

012345

012345

012345

Section 4

E6

77

Describe how the pre-school setting can work with parents to progress the learning and development of children with disabilities and special educational needs.

012345

012345

012345

012345

Compensatory marking grid
Candidate Name: PIN: Site/Centre No:
Section 4

78

Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting (continued)
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 012345 Internal moderator circle mark achieved 012345 Internal moderator

Criteria

Description

E7 012345

Identify the roles of professionals and agencies who may be involved with children with disabilities and special educational needs and their families. 012345 012345

E8

Discuss how practitioners in the pre-school setting can work in partnership with other professionals to progress the learning and development of children with disabilities and special educational needs. 012345 012345

012345

012345

E9

Show an understanding of diversity and inclusive practice.

012345 012345

012345 012345

012345 012345

E10

Include references and a bibliography to support your work.

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

D

Explain the importance of an inclusive pre-school setting for children with disabilities and special educational needs.

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

Compensatory marking grid
Candidate Name: PIN: Site/Centre No:

Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting (continued)
Internal marker circle mark achieved Resubmission/ upgrade Internal marker 012345 6 7 8 9 10 012345 6 7 8 9 10 Internal moderator circle mark achieved 012345 6 7 8 9 10 Internal moderator

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Criteria

Description

C

Explain how individual education plans are used to progress the learning and development of children with disabilities and special educational needs. 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10

B

Analyse the effectiveness of your preschool setting in providing an inclusive culture for children with disabilities and special educational needs.

012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15

A

Evaluate the concept of a social model of disability.

Total Grade D = 50 - 59 E = 40 - 49 Signature of IM if sampled
Section 4

A = 80 - 100 B = 70 - 79

C = 60 - 69

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Section 4

Option Unit 3 – Working in a parent managed pre-school setting
This option unit prepares you for working in a community-based pre-school setting which is led by a parent management committee.

Learning outcomes
On successful completion of this unit you will be able to: 1. Recognise the contribution of the parent management committee to the community development role of the pre-school setting 2. Describe the roles and responsibilities of the parent management committee of a pre-school setting 3. Describe ways to ensure effective communication between the parent management committee and the staff of a pre-school setting 4. Explain the responsibilities of the parent management committee and the staff of a pre-school setting for creating and implementing policies and procedures for the setting 5. Describe the role of the parent management committee and the staff of a pre-school setting in ensuring that the setting has the resources to implement the setting's plans, policies and procedures. You will need to demonstrate that you have achieved the outcomes by successfully completing the unit assignment for this unit.

Learning
This unit will teach you about: 1) The contribution of the parent management committee to the community development role of the pre-school setting a) the parent management committee of a pre-school setting as a model of community participation the role of the parent management committee in enabling all of the children's parents to be stakeholders in the pre-school setting the potential benefits for committee members, other parents and children that can arise from belonging to a parent managed pre-school setting.

b)

c)

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2) The role and responsibilities of the parent management committee of a pre-school setting a) the role of the management committee as trustees in companies limited by guarantee and in unincorporated associations the function of 'memorandum and articles of association' and 'constitutions' in defining the role and responsibilities of the parents management committee the responsibilities of the parent management committee of a pre-school setting the tasks through which these responsibilities can be carried out the importance of sharing with the pre-school setting's parents information about the management committee's role and responsibilities, and how these are being fulfilled ways to share this information with parents.

b)

c) d) e)

f)

3) Ensuring effective communication between the parent management committee and the staff of a pre-school setting a) why effective communication between the parent management committee and the staff of a pre-school setting is important ways through which staff can share operational and curriculum plans with the parent management committee of a pre-school setting, including providing information necessary for ensuring that the setting is meeting the requirements of registration and inspection ways through which the parent management committee and staff can work together to review the effectiveness of operational and curriculum planning ways through which parent management committees and staff can share information about operational and curriculum plans with the pre-school's parents and involve them in the review of planning.

b)

c)

d)

4) The responsibilities of the parent management committee and the staff of a pre-school setting for creating and implementing policies and procedures for the setting a) the parent management committee's overall responsibility for the adoption, implementation and review of policies and procedures the responsibilities of staff for supporting the parent management committee to adopt appropriate policies and procedures the responsibilities of staff for implementing policies and contributing to their review the responsibilities of staff to work with the parent management committee to make the setting's policies and procedures known to all of its members.

b)

c) d)

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Section 4

5) The role of the parent management committee and the staff of a pre-school setting in ensuring that the setting has the resources to implement the setting's plans, policies and procedures a) the range of resources, including funding, which the pre-school setting might require in order to implement its plans, policies and procedures ways through which staff can work with the parent management committee to check the availability and condition of resource activities which the pre-school setting might use to raise funds how the parent management committee and staff can work together to raise funds.

b)

c) d)

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Section 4

Unit Submission Form
CACHE Level 3 Diploma in Pre-school Practice
You must complete this form and attach it to your assignment on submission. The assignment will not be accepted without this form.

Centre
Site/Centre Code:

Site/Centre Name:

Declaration
Option Unit 3 – Working in a parent managed pre-school setting
I declare that this is my own work and I understand that any grades are provisional until confirmed by CACHE. Candidate Name: Candidate Signature: Candidate PIN: Date:

Tutor Feedback

Grade awarded:

Signatures
Tutor's Signature: Date:

IM Signature:
(if chosen for sample)

Date:

Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

© CACHE 2010 Version 5

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Section 4

Option Unit 3 – Working in a parent managed pre-school setting
Internal assignment task Choose one of the following: • • • • • • • • Report Reflective account Audiotape and transcript Guidance handbook Case studies Essay Diary Information booklet

Or another format or combination of formats which allows you to present the following information, for either pre-school care and education workers/parents/inspectors/ management committee, about working in a parent managed pre-school setting: E1 Identify the benefits for parents, children and staff of being part of a parent managed pre-school setting Describe how the parent management committee contributes to the community development role of the pre-school setting Describe the responsibilities of the parent management committee of a pre-school setting Identify what information needs to be shared between the parent management committee, the staff of the pre-school setting and the parents Describe ways information is shared between the parent management committee and the staff of the pre-school Identify ways the parent management committee can share information with the parents of the pre-school setting

E2

E3

E4

E5

E6

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E7

Discuss the role of the parent management committee in the development and review of policies and procedures for the pre-school setting Describe how the staff and parent management committee can ensure the setting has the resources required to implement its plans, policies and procedures Show an understanding of diversity and inclusive practice Include references and a bibliography to support your work Explain why it is important for the parents to be informed about the roles and responsibilities of the parent management committee Explain why it is important for the parent management committee and the staff of a pre-school setting to communicate effectively Analyse the role of the management committee in providing personal development opportunities for parents Evaluate the contribution of parent management committees of pre-school settings to community participation

E8

E9 E10 D

C

B

A

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Candidate Name: PIN: Site/Centre No: Resubmission/ upgrade Internal marker 012345 012345 Internal moderator

Compensatory marking grid

Option Unit 3 – Working in a parent managed pre-school setting
Internal marker circle mark achieved Internal moderator circle mark achieved 012345

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Criteria

Description

E1

Identify the benefits for parents, children and staff of being part of a parent managed pre-school setting. 012345 012345

012345

E2

Describe how the parent management committee contributes to the community development role of the pre-school setting. 012345 012345

012345

012345

E3

Describe the responsibilities of the parent management committee of a pre-school setting. 012345

012345

012345

E4

Identify what information needs to be shared between the parent management committee, the staff of the pre-school setting and the parents. 012345

012345

012345

012345

E5

Describe ways information is shared between the parent management committee and the staff of the pre-school.

012345

012345

012345
Section 4

89

E6

Identify ways the parent management committee can share information with the parents of the pre-school setting.

012345

012345

012345

012345

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Resubmission/ upgrade Internal marker 012345 012345 Internal moderator

Section 4

90

Option Unit 3 – Working in a parent managed pre-school setting (continued)
Internal marker circle mark achieved Internal moderator circle mark achieved 012345

Criteria

Description

E7 012345

Discuss the role of the parent management committee in the development and review of policies and procedures for the pre-school setting. 012345 012345

E8

Describe how the staff and parent management committee can ensure the setting has the resources required to implement its plans, policies and procedures. 012345 012345

012345

012345

E9

Show an understanding of diversity and inclusive practice.

012345 012345

012345 012345

012345 012345

E10

Include references and a bibliography to support your work.

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

D

Explain why it is important for the parents to be informed about the roles and responsibilities of the parent management committee.

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

C

Explain why it is important for the parent management committee and the staff of a pre-school setting to communicate effectively.

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

012345 6 7 8 9 10

Compensatory marking grid
Candidate Name: PIN: Site/Centre No: Resubmission/ upgrade Internal marker 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15 Internal moderator

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Option Unit 3 – Working in a parent managed pre-school setting (continued)
Internal marker circle mark achieved Internal moderator circle mark achieved 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15

Criteria

Description

B

Analyse the role of the management committee in providing personal development opportunities for parents. 012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15

012345 6 7 8 9 10 11 12 13 14 15 012345 6 7 8 9 10 11 12 13 14 15

A

Evaluate the contribution of parent management committees of pre-school settings to community participation.

Total Grade D = 50 - 59 E = 40 - 49 Signature of IM if sampled

A = 80 - 100 B = 70 - 79

C = 60 - 69

Section 4

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Overall grading matrix for the CACHE Level 3 Diploma in Pre-school Practice
Grade A 5 4 3 2 1 Grade B Grade C Grade D Grade E Pass (Core Unit 3) Points achieved per unit

Grades achieved

Core Unit 1 – Understanding and promoting the development of pre-school children 5 4 3 2 1

Level 3 Diploma in Pre-school Practice Candidate Handbook

© CACHE 2010 Version 5

Core Unit 2 – Providing learning communities for pre-school children and their families 1

Core Unit 3 – Making the pre-school setting a supportive and safe environment (Pass only-1 mark allocated)

5 4

3

2

1

Option Unit 1 – Working to support parents with literacy, numeracy and language needs in a pre-school setting OR Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting OR Option Unit 3 – Working in a parent managed pre-school setting

TOTAL NUMBER OF POINTS ACHIEVED

Overall grade for the CACHE Level 3 Diploma in Pre-school Practice is determined by the number of points gained within the ranges shown Candidates must achieve to gain an overall grade of 6 - 8 points 4 - 5 points D E
Apex House, 81 Camp Road St Albans, Hertfordshire AL1 5GB Tel: [phone] www.cache.org.uk

Candidates must achieve to gain an overall grade of A B C

15-16 points

Section 4

12-14 points

93

9 -11 points

To achieve the CACHE Level 3 Diploma in Pre-school Practice candidates must achieve a minimum of an E grade for Core Unit 1, Core Unit 2 and one Option Unit and a Pass grade for Core Unit 3

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Section 5

Section 5
About CACHE

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Section 5

Section 5 – About CACHE
What is CACHE?
Council for Awards in Care, Health and Education (CACHE) CACHE is the leading provider of nationally recognised qualifications 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 and hospitals within the public, private and voluntary sectors. The Council also awards Key Skills, NVQs for school support staff, Assessors and Verifiers Units, NVQs in Children's Care, Learning and Development, NVQs in Playwork and NVQs in Care for those involved in working with children, families and young people in the voluntary, public or private sectors.

CACHE mission statement
‘CACHE is dedicated to raising 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.’

CACHE 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.

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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, education and playwork 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 and diversity 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.

• • •

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Section 6
Mapping of Key Skills

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Section 6 – Mapping of Key Skills
CACHE Level 3 Diploma in Pre-school Practice
Unit 1 2                                                                          
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3

Opt 1

Opt 2 Opt 3         

Communication C1.1 C1.2 C1.3 C2.1a C2.1b C2.2 C3.1a C3.1b C3.2 C3.3                   

Application of Number N1.1 N1.2 N1.3 N2.1 N2.2 N2.3 N3.1 N3.2 N3.3 ICT ICT1.1 ICT1.2 ICT1.3 ICT2.1 ICT2.2 ICT2.3 ICT3.1 ICT3.2 ICT3.3

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Unit

1

2         

3                           

Opt 1

Opt 2 Opt 3                  

Working with Others WO1.1 WO1.2 WO1.3 WO2.1 WO2.2 WO2.3 WO3.1 WO3.2 WO3.3 IOLP LP1.1 LP1.2 LP1.3 LP2.1 LP2.2 LP2.3 LP3.1 LP3.2 LP3.3                   





Problem Solving PS1.1 PS1.2 PS1.3 PS2.1 PS2.2 PS2.3 PS3.1 PS3.2 PS3.3         

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Functional skills
Unit English L1.1.1 L.1.2 L1.1.3 L1.1.4 L1.2.1 L1.2.2 L1.3.1 L1.3.2 L1.3.3 L1.3.4 L1.3.5 L2.1.1 L2.1.1 L2.1.4 L2.2.1 L2.2.2 L2.2.3 L2.2.4 L2.2.5 L2.3.1 L3.3.2 L2.3.3 L2.3.4 L2.3.5 L2.3.6                                                                                                             1 2 3 Opt 1 Opt 2 Opt 3

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Unit Maths FM1.1.1 FM1.2.1 FM1.2.2 FM1.3.1 FM1.3.2 FM2.1.1 FM2.2.1 FM2.2.2 FM2.3.1 FM2.3.2 ICT L1.1.1 L1.1.2 L1.1.3 L1.1.4 L1.1.5 L1.1.6 L1.1.7 L1.1.8 L1.2.2 L1.3.2 L1.4.1 L1.4.2 L1.4.3 L1.5.1 L1.5.2 L1.5.3 L1.5.4 L1.5.5 L1.5.6 L1.5.7 L1.5.8

1                               

2

3

Opt 1

Opt 2

Opt 3

             

             

             

             

             







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Unit L1.5.9 L1.6.1 L1.6.2 L1.6.3 L1.6.4 L1.7.1 L1.7.2 L2.1.4 L2.1.5 L2.1.6 L2.1.7 L2.2.5 L2.3.2 L2.4.2 L2.5.4 L2.5.5 L2.5.6 L2.5.7 L2.5.8 L2.5.9 L2.5.10 L2.5.11 L2.5.12 L2.6.1 L2.6.2 L2.6.3 L2.7.2

1     

2   

3   

Opt 1   

Opt 2   

Opt 3   

       

      

      

       

       

       

                     

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Section 7

Section 7
Mapping of the Common Core of skills and knowledge for the children’s workforce and National Occupational Standards

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Section 7 – Mapping of the Common Core of skills and knowledge for the children’s workforce and National Occupational Standards
Mapping of the Diploma in Pre-school Practice to the Common Core of skills and knowledge for the children’s workforce and National Occupational Standards in Children's Care, Learning and Development at Level 3

Core units
Unit no. Unit title
Core 1

Units from NOS

Areas from Common Core
1 – Effective communication and engagement 6 – Sharing information 2 – Child and young person development 2 – Child and young person development 2 – Child and young person development 3 – Safeguarding and promoting the welfare of the child 2 – Child and young person development 2 – Child and young person development 2 – Child and young person development 2 – Child and young person development 3 – Safeguarding and promoting the welfare of the child 4 – Supporting transitions 5 – Multi-agency working 2 – Child and young person development 4 – Supporting transitions 1 – Effective communication and engagement 2 – Child and young person development 3 – Safeguarding and promoting the welfare of the child 6 – Sharing information

Understanding and 301 – Develop and promote promoting the positive relationships development of pre-school children 303 – Promote children's development 304 – Reflect on and develop practice 310 – Assess children's progress according to curriculum frameworks for early education Providing learning communities for pre-school children and their families 303 – Promote children's development (0 - 3 years & 3 - 7 years) 304 – Reflect on and develop practice 309 – Plan and implement curriculum frameworks for early education 310 – Assess children's progress according to curriculum frameworks for early education

Core 2

312 – Plan and implement positive environments for babies and children under three years 313 – Provide physical care that promotes the health and development of babies under 3 years in partnership with parents

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Unit no. Unit title
Core 2 (cont) Providing learning communities for pre-school children and their families

Units from NOS
316 – Work with families to enhance their children's learning and development

Areas from Common Core
6 – Sharing information 1 – Effective communication and engagement 2 – Child and young person development 6 – Sharing information

332 – Involve families in the setting

1 – Effective communication and engagement 6 – Sharing information 1 – Effective communication and engagement 6 – Sharing information 3 – Safeguarding and promoting the welfare of the child 4 – Supporting transitions 2 – Child and young person development 2 – Child and young person development 3 – Safeguarding and promoting the welfare of the child 5 – Multi-agency working 6 – Sharing information 1 – Effective communication and engagement 2 – Child and young person development 3 – Safeguarding and promoting the welfare of the child 6 – Sharing information

Core 3

Making the preschool setting a supportive and safe environment

301 – Develop & promote positive relationships 302 – Develop and maintain a healthy, safe and secure environment 303 – Promote children's development 304 – Reflect on and develop practice 305 – Protect and promote children's rights

313 – Provide physical care that promotes the health and development of babies under 3 years in partnership with parents

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Option Units
Unit no. Unit title
Option 1 Working to support parents with literacy, numeracy and language needs in a pre-school setting Working with children with disabilities and special educational needs and their families in a preschool setting Working in a parent managed pre-school setting

Units from NOS
314 – Contribute to supporting parents with adult literacy, numeracy and language needs

Areas from Common Core
1 – Effective communication and engagement 2 – Child and young person development 5 – Multi-agency working 6 – Sharing information 1 – Effective communication and engagement 2 – Child and young person development 3 – Safeguarding and supporting the welfare of children 4 – Supporting transitions 5 – Multi-agency working 6 – Sharing information 1 – Effective communication and engagement 4 – Supporting transitions 5 – Multi-agency working 6 – Sharing information

Option 2

320 – Support children with disabilities and special education needs and their families

Option 3

328 – Work to a management committee

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Mapping of unit outcomes to Common Core
Core Units
Core Unit 1 – Understanding and promoting the development of pre-school children Unit outcomes 1. Describe the nature and patterns of children's physical, social, emotional, intellectual and language development between 0 and 16 years of age 2. Describe the environmental, social and genetic factors which influence children's development 3. Use observation and assessment to promote pre-school children's development 4. Describe the effect of relationships between the child, and adults and other children on her/his development Common Core 2 – Child and young person development

2 – Child and young person development

2 – Child and young person development 3 – Safeguarding and promoting the welfare of the child 1 – Effective communication and engagement 2 – Child and young person development 6 – Sharing information 2 – Child and young person development

5. Use an understanding of the principles of reflective practice to examine own practice in understanding and promoting pre-school children's development

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Core Unit 2 – Providing learning communities for pre-school and their families Unit outcomes 1. Examine the potential outcomes of parents' participation in the provision for their pre-school children's care and education 2. Work within appropriate curriculum frameworks for children between 0 an 5 years of age 3. Provide experiences that promote all areas of pre-school children's learning and development 4. Promote the well being and progress of individual pre-school children Common Core 1 – Effective communication and engagement

2 – Child and young person development

2 – Child and young person development

2 – Child and young person development 4 – Supporting transitions 5 – Multi-agency working 1 – Effective communication and engagement 2 – Child and young person development 6 – Sharing information 2 – Child and young person development

5. Describe ways to ensure that all parents have the opportunity to benefit from the learning community provided by their children's pre-school 6. Use an understanding of reflective practice to examine the effectiveness of own practice in promoting the pre-school as a learning community for children and parents

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Core Unit 3 – Making the pre-school setting a supportive and safe environment Unit outcomes 1. Provide an inclusive and anti-discriminatory environment in a pre-school setting 2. Provide a healthy, safe, secure and stimulating environment that promotes pre-school children's learning and development Common Core 1 – Effective communication and engagement 2 – Child and young person development 1 – Effective communication and engagement 2 – Child and young person development 3 – Safeguarding and promoting the welfare of children 2 – Child and young person development 3 – Safeguarding and promoting the welfare of children 2 – Child and young person development 3 – Safeguarding and promoting the welfare of children 4 – Supporting transitions 3 – Safeguarding and promoting the welfare of children 5 – Multi-agency working 6 – Sharing information 1 – Effective communication and engagement 5 – Multi-agency working 6 – Sharing information 2 – Child and young person development

3. Provide for pre-school children's physical needs in ways that promote their well-being 4. Explain how to provide an environment that promotes pre-school children's emotional security

5. Describe how to implement policies and procedures in a pre-school setting to protect young children from abuse

6. Describe the role of good working relationships in making the pre-school setting a supportive and safe environment

7. Examine the effectiveness of own practice in making the pre-school setting a supportive and safe environment

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Option Units
Option Unit 1 – Supporting parents with literacy, numeracy and language needs in a pre-school setting Unit outcomes 1. Explain why engaging in support for parents with literacy, numeracy and language needs is an important activity for pre-school settings 2. Describe how to make available to parents opportunities to develop their literacy, numeracy and language skills 3. Describe how to enable parents to access support to develop their literacy, numeracy and language skills Common Core 1 – Effective communication and engagement 2 – Child and young person development

1 – Effective communication and engagement 6 – Sharing information 1 – Effective communication and engagement 5 – Multi-agency working 6 – Sharing information 1 – Effective communication and engagement 2 – Child and young person development 5 – Multi-agency working 6 – Sharing information

4. Review the activities undertaken by the pre-school setting to support parents to develop their literacy, numeracy and language skills

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Option Unit 2 – Working with children with disabilities and special educational needs and their families in a pre-school setting Unit outcomes Common Core

1. Appreciate the importance of making 1 – Effective communication and the pre-school setting inclusive for children engagement with disabilities and special educational 2 – Child and young person development needs 2. Explain how to promote the care and education of children with disabilities and special educational needs in a pre-school setting 1 – Effective communication and engagement 2 – Child and young person development 3 – Safeguarding and promoting the welfare of children 4 – Making transitions 1 – Effective communication and engagement 2 – Child and young person development 4 – Making transitions 6 – Sharing information 5 – Multi-agency working 6 – Sharing information

3. Describe how the pre-school setting can work in partnership with the parents of children with disabilities and special educational needs

4. Describe how the pre-school setting can work with other agencies to promote the care and education of children with disabilities and special educational needs

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Option Unit 3 – Working in a parent managed pre-school setting

Unit outcomes 1. Recognise the contribution of the parent management committee to the community development role of the pre-school setting 2. Describe the roles and responsibilities of the parent management committee of a pre-school setting 3. Describe ways to ensure effective communication between the parent management committee and the staff of a pre-school setting 4. Explain the responsibilities of the parent management committee and the staff of a pre-school setting for creating and implementing policies and procedures for the setting 5. Describe the role of the parent management committee and the staff of a pre-school setting in ensuring that the setting has the resources to implement the setting's plans, policies and procedures

Common Core 1 – Effective communication and engagement 2 – Child and young person development

1 – Effective communication and engagement 6 – Sharing information 1 – Effective communication and engagement 6 – Sharing information

3 – Safeguarding and promoting the welfare of children 4 – Supporting transitions 5 – Multi-agency working 6 – Sharing information 5 – Multi-agency working 6 – Sharing information

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Section 8
The CACHE Website: www.cache.org.uk

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Section 8 – The CACHE Website: www.cache.org.uk
The CACHE website offers a variety of resources to support candidates and Centres. These include the following CACHE procedures: • • • • • Re-mark enquiry Appeals Complaints Malpractice Diversity Statement

Useful publications offering additional guidance include: • Finding the Level helps you 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 Little book of Qualifications available on the CACHE website.

•

•

e|ngage
For CACHE Centres
If your Centre is registered to use e|ngage on the CACHE website and you have a username and password, you will be able to register your candidates for the CACHE qualifications online. You could also take advantage of the following benefits: • Certificate Claim/Mark Record Summary Sheet (MRSS) – Provides a list of your candidates in alphabetical order, which is then used to claim for certificates Externally Assessed Confirmation of Entry (EACOE) – Allows you to view a list of candidates due to sit a particular exam Externally Assessed Results List – Enables you to view the results of your candidates for particular examinations Pass List – Shows all candidates at your Centre who have been issued with a qualification certification in the last three months.

•

•

•

If you would like to access engage but you are currently not registered to do so, you can email [e-mail] to be provided with a username and login details.

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Handbook feedback form

Handbook feedback for: Level 3 Diploma in Pre-school Practice
Please use this form to let us know what you think of this handbook. Examples of the things we would like to know are: • • • • does the handbook contain everything you need? what you did or did not like about the handbook was it easy to find the information you needed? any other comments or suggestions about the handbook

Your comments
There is a larger comments box overleaf if needed.

Your contact details
Please write your contact details here so we can respond to your comments.

Post or fax to: CACHE Qualifications Manager CACHE Apex House 81 Camp Road St. Albans Herts AL1 5GB Fax: [phone]

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Your comments continued*

* If you complete this box and are faxing this form to us, please remember to fax both sides.

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Council for Awards in Care, Health and Education (Incorporating CEYA, NNEB and NAMCW)
Patron: Her Majesty The Queen

CACHE Qualifications:
Vocational Related Qualifications (VQs):
• • • • • • • • • • • • • • • • • • • • • • • • • CACHE Entry Level Certificate in Preparation for Childcare CACHE Level 1 Award in Getting Started in a Pre-school Setting CACHE Foundation Award in Caring for Children CACHE Level 2 Award/Certificate/Diploma in Child Care and Education CACHE Level 2 Certificate in Children’s Care, Learning and Development CACHE Level 2 Certificate in Pre-school Practice CACHE Level 2 Certificate in Supporting Playwork Practice CACHE Level 2 Award/Certificate/Diploma in Playwork CACHE Level 2 Certificate in Early Years Care and Education (Welsh Medium) CACHE Level 2 Award/Certificate in Support Work in Schools CACHE Level 2 Certificate in Supporting Teaching and Learning in Schools CACHE Level 3 Early Years Foundation Stage Practice CACHE Level 3 Award/Certificate/Diploma in Child Care and Education CACHE Level 3 Certificate in Children’s Care, Learning and Development CACHE Level 3 Award/Certificate/Diploma in Playwork CACHE Level 3 Certificate of Professional Development in Work with Children and Young People CACHE Level 3 Diploma in Home-Based Childcare CACHE Level 3 Diploma in Pre-school Practice CACHE Level 3 Diploma in Playgroup Practice in Wales CACHE Level 3 Diploma in Early Years Care and Education (Welsh Medium) CACHE Level 3 Award/Certificate/Diploma in Support Work in Schools CACHE Level 3 Certificate in Supporting Teaching and Learning in Schools CACHE Level 3 Award in Early Years and Child Care for Playworkers CACHE Level 3 Award in Playwork for Early Years and Child Care Workers CACHE Level 4 Certificate in Managing Quality Standards Children’s Services

National Vocational Qualifications (NVQs):
• • • • • • • CACHE Levels 2, 3 and 4 NVQ in Children’s Care, Learning and Development CACHE Level 2 NVQ in Health and Social Care CACHE Level 3 NVQ in Health and Social Care (Children and Young People) CACHE Level 3 NVQ in Health and Social Care (Adults) CACHE Levels 2 and 3 NVQ in Playwork CACHE Levels 2 and 3 NVQ in Supporting Teaching and Learning in Schools CACHE Levels 3 and 4 Assessor and Verifier Awards

Other CACHE qualifications:
• The Key Skills Units All our handbooks are printed on paper souced from sustainable forests.
(N.B. This list was correct at time of going to print, Qualifications may be added, or end, at a future date).

Council for Awards in Care, Health and Education
Apex House, 81 Camp Road, St Albans, AL1 5GB. Telephone: [phone] Fax: [phone] www.cache.org.uk

Reg. Charity No. 1036232 Reg. Company No. 2887166

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