This unit explores:

• The expected pattern of development for children and young people from birth – 19 years
• The factors that influence children and young people?s development and how these affect practice
• How to monitor children and young people?s development and interventions that should take place if this is not following the expected pattern
• The importance of early intervention to support the speech, language and communication needs of children and young people

The potential effects of transitions on children and young people?s development

Unit Reference Number: L/601/1693

Title: Understand child and young person development.

Unit Level: Level 3

Guided Learning Hours: 30

Unit Credit Value: 4

This unit explores:

• The main legislation, guidelines, policies and procedures for safeguarding children and young people
• The importance of working in partnership with other organisations to safeguard children and young people
• The importance of ensuring children and young people?s safety and protection in the work setting
• How to respond to evidence or concerns that a child or young person has been abused, harmed or bullied
• Understand how to work with children and young people to support their safety and well-being
• Understand the importance of e-safety for children and young people

Unit Reference Number: Y/601/1695

Title: Understand how to safeguard the well-being of children and young people.

Unit Level: Level 3

Guided Learning Hours: 25

Unit Credit Value: 3

This unit explores:

• The principles of developing positive relationships with children, young people and adults
• How to communicate with children, young people and adults
• The legislation, policies and procedures for confidentiality and sharing information, including data protection

Unit Reference Number: F/601/3327

Title: Communication and professional relationships with children, young people and adults

Unit Level: Level 3

Guided Learning Hours:10

Unit Credit Value:2

This unit explores:

• The structure of education from early years to post-compulsory education
• How schools are organised in terms of roles and responsibilities
• School ethos, mission, aims and values
• The legislation affecting schools
• The purpose of school policies and procedures
• The wider context in which schools operate

Unit Reference Number:A/601/3326

Title: Schools as organisations

Unit Level: Level 3

Guided Learning Hours: 15

Unit Credit Value: 3

This unit must be assessed in accordance with the TDA assessment principles.

Assessment criteria 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3

and 5.4 must be assessed in the workplace.

Policies and procedures of the setting relevant to promoting positive behaviour eg:

• behaviour policy
• code of conduct
• rewards and sanctions
• dealing with conflict and inappropriate behaviour
• anti-bullying
• attendance

Inappropriate behaviour is behaviour which conflicts with the accepted values and beliefs of the setting and society. Inappropriate behaviour may be demonstrated through speech, writing, non-verbal behaviour or physical abuse.

Challenging behaviour may involve:

• verbal abuse (eg. racist comments, threats, bullying others)
• physical abuse (such as assault of others, damaging property)
• behaviour which is destructive to the child/young person
• behaviour which is illegal

Unit Reference Number:A/601/4069

Unit Level: Level 3

Guided Learning Hours: 15

Unit Credit Value: 3

Unit Reference Number
H/601/4065

Title
Develop professional relationships with children, young people and adults

Unit Level
Level 3

Unit Sub Level
None

Guided Learning Hours
10

Unit Credit Value
2

SSAs
1.5 Child Development and Well-Being

Unit Grading Structure
Pass

Assessment Guidance

This unit must be assessed in accordance with the TDA assessment principles.

All assessment criteria other than 3.5 must be assessed in the workplace.

Forms of communication eg:

• spoken language
• play
• body language
• sign language

Communication differences between individuals which may create barriers to effective communication between them eg:

• language
• sensory impairment
• speech, language or communication impairment
• cognitive abilities
• emotional state
• cultural differences

Strategies and techniques to promote understanding and trust in communication, eg:

• active listening
• avoiding assumptions
• using questions to clarify and check understanding
• summarising and confirming key points

Unit Reference Number
D/601/1696

Title
Support Children and Young People’s Health and Safety.

Unit Level
Level 3

Unit Sub Level

None

Guided Learning Hours
15

Unit Credit Value
2

SSAs
1.3 Health and Social Care, 1.5 Child Development and Well-Being

Unit Grading Structure
Pass

Assessment Guidance

Assessment of Learning Outcome 2 must take place in a real work environment. Simulation is not permitted.

Unit should be assessed in line with the Skills for Care and Development QCF Assessment Principles.

Unit Reference Number

A/601/1429

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

Unit Level
Level 3

Unit Sub Level
None

Guided Learning Hours

10

Unit Credit Value

3

SSAs
1.3 Health and Social Care, 1.5 Child Development and Well-Being

Unit Grading Structure
Pass

Assessment Guidance

Assessment of this unit must adhere to the requirements of Skills for Care and Development /Skills for Health assessment strategy

Unit Reference Number
A/601/4072

Title
Support assessment for learning

Unit Level
Level 3

Unit Sub Level
None

Guided Learning Hours
20

Unit Credit Value
4

SSAs
13.2 Direct Learning Support

Unit Grading Structure
Pass

Assessment Guidance

This unit must be assessed in accordance with the TDA assessment principles.

Assessment criteria 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.4, 4.1 and 4.2 must be assessed in the workplace.

Assessment for learning involves using assessment, as part of teaching and learning, in ways that will raise learners? achievement.

Information required to support assessment for learning:

• the learning objectives for the activities
• the personalised learning goals for individual learners
• the success criteria for the learning activities
• the assessment opportunities and strategies relevant to own role in the learning activities

Personalised learning goals will reflect the learning objectives of activities and take account of the past achievements and current learning needs of individual learners.

Assessment opportunities and strategies are the occasions, approaches and techniques used for ongoing assessment during learning activities, such as:

• using open-ended questions
• observing learners
• listening to how learners describe their work and their reasoning
• checking learners? understanding
• engaging learners in reviewing progress
• encouraging learners to keep in mind their learning goals and to assess their own progress to meeting these as they proceed
• encouraging learners to review and comment on their work before handing it in or discussing it with the teacher
• praising learners when they focus their comments on their personalised learning goals for the task

Unit Reference Number
F/601/4073

Title
Support learning activities

Unit Level
Level 3

Unit Sub Level
None

Guided Learning Hours
20

Unit Credit Value
4

SSAs
13.2 Direct Learning Support

Unit Grading Structure
Pass

Assessment Guidance

This unit must be assessed in accordance with the TDA assessment principles.

Assessment criteria 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3 and 5.2 must be assessed in the workplace.

Information required to support learning activities includes:

• relevant school curriculum and age-related expectations of learners
• the teaching and learning objectives
• the learning resources required
• own role in supporting the learning activities
• any additional needs of the children or young people involved

Resources to support learning activities including:

• materials
• equipment (including ICT)
• software
• books and other written materials

Learning support strategies to support the needs of learners, for example:

• creating a positive learning environment
• managing behaviour
• encouraging group cohesion and collaborative learning
• prompting shy or reticent learners to ask questions and check understanding
• translating or explaining words and phrases
• reminding learners of teaching points made by the teacher
• modelling correct use of language and vocabulary
• ensuring learners understand the learning tasks
• helping learners to use resources relevant to the learning activity
• providing individual attention, reassurance and help with learning tasks as appropriate to learners? needs
• modifying or adapting activities

Social organisation and relationships, for example:

• learner grouping
• group development
• group dynamics
• the way adults interact and respond to learners

Problems relating to:

• the learning activities
• the learning resources
• the learning environment
• the learners
• assessment

Unit Reference Number
M/601/4070

Title
Promote equality, diversity and inclusion in work with children and young people

Unit Level
Level 3

Unit Sub Level
None

Guided Learning Hours
10

Unit Credit Value
2

SSAs
1.5 Child Development and Well-Being

Unit Grading Structure
Pass

Assessment Guidance

This unit must be assessed in accordance with the TDA assessment principles.

Assessment criteria 1.4, 1.5 and 3.3 must be assessed in the workplace.

Participation involves:

asking children and young people what works, what doesn’t work and what could work better; and involving them in the design, delivery and evaluation of services, on an ongoing basis.

Equality of access:

ensuring that discriminatory barriers to access are removed and allowing for children and young peoples? individual needs

Anti-discriminatory practice:

taking positive action to counter discrimination. This will involve identifying and challenging discrimination and being positive in own practice about differences and similarities between people

Inclusion:

a process of identifying, understanding and breaking down barriers to participation and belonging.