Level 3 Childrens Care, Play, Learning and Development
Transcript of Level 3 Childrens Care, Play, Learning and Development
Level 3 Children’s Care, Play, Learning and Development - Practice
May 2018 Version 1.3
Unit Pack - Draft
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Contents
Level 3 Children’s Care, Play, Learning and Development - Practice 1
Contents 2
Unit 300 Application of principles underpinning children’s care, play, learning and development 8
Unit 212a Introduction to breathlessness and asthma in children 15
Unit 221 Support continence care in children 19
Unit 240 Supporting minor illnesses and accidents in children 23
Unit 256a Undertaking point of care testing 28
Unit 286 Undertaking collection of specimens 32
Unit 302 Supporting children with additional needs 35
Unit 306a Responding to anaphylactic reactions 40
Unit 311a Taking blood samples from children 43
Unit 313 Cancer care 46
Unit 317a Children who are experiencing disadvantage 51
Unit 319a Contexts and principles 56
Unit 324 Global developmental delayed 61
Unit 326 Diabetes in children 65
Unit 330a Palliative care (infants and children) 70
Unit 332 Epilepsy 76
Unit 333 Facilitate training/groups 79
Unit 334 Early years curriculum 83
Unit 335a Supporting children with healthy eating 89
Unit 336 Health promotion 94
Unit 338 Home based childcare 1 98
Unit 339 Home based childcare 2 103
Unit 341ba Administering nasal vaccinations for Influenza 107
Unit 343a Maternal and infant wellbeing 110
Unit 355 Undertaking physiological measurements 115
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Unit 358 Positive approaches to behaviour support 119
Unit 366 Promoting and supporting speech, language and communication skills in the early years 126
Unit 368 Undertaking stoma care 135
Unit 372 Supporting glucose monitoring 139
Unit 372a Supporting others to undertake glucose monitoring 143
Unit 373 Undertake non-complex wound management 147
Unit 375 Vision screening 150
Unit 377 Working with 2-3 year olds 153
Unit 378 Working with the under 2s 163
Unit 380a Adrenaline auto-injection 171
Unit 384 Planning and developing environments to meet children’s needs 174
Unit 385a Promoting the development of children 177
Unit 387a Welsh language immersion 182
Unit 387 Language immersion 186
Unit 388 Working in a Welsh medium early years setting 190
Unit 389 Welsh language development in English medium settings 195
Unit 391 Hearing screening 198
Unit 392 Supporting new and expectant parents 200
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This unit pack contains the following units that will be required to be completed as mandatory content within the Level 3 Children’s Care, Play, Learning and Development – practice qualification:
300 Children’s Care, Learning, Development and Play: Practice
385a Promoting the development of children
366 Promoting and supporting speech, language and communication skills in the early
years
335a Supporting children with healthy eating
This unit pack contains the following units that will be available as an optional units within the Level 3 Children’s Care, Play, Learning and Development – practice qualification:
212a Introduction to breathlessness and asthma in children
302 Additional learning needs
317a Children who are experiencing disadvantage
334 Early years curriculum
387a Welsh language immersion
387 Language immersion
388 Working in a Welsh medium early years setting
389 Welsh language development in English medium settings
377 Working with 2-3 year olds
378 Working with the under 2s
358 Positive approaches to behaviour support
306a Responding to anaphylactic reactions
313 Cancer care
Support continence care in children
324 Global developmental delay
326 Diabetes in children
372 Supporting glucose monitoring
372a Supporting others to undertake glucose monitoring
332 Epilepsy
333 Facilitate Training/Groups
336 Health promotion
391 Hearing screening
341ba Administering nasal vaccinations for Influenza
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348 Management/support dysphagia
330 Palliative Care
355 Undertaking physiological measurements
368 Undertake stoma care
375 Vision screening
392 Supporting new and expectant parents
338 Home based childcare 1
339 Home based childcare 2
380a Adrenaline auto-injection
286 Undertaking collection of specimens
256 Undertaking point of care testing
373 Undertake non-complex wound management
212a Introduction to breathlessness and asthma in children
311a Taking blood samples from children
240 Dealing with minor illnesses and accidents
384 Planning and developing environments to meet children’s needs
The following areas are still considered to be optional areas of content within the L3 CCPLD
Practice qualification, however are currently still pending inclusion based on discussion around the
ability to achieve this
351a Administer medication in health and care settings
376 Working with families and carers
Play
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Rules of combination – DRAFT
The rules of combination for the Level 3 Children’s Care, Play, Learning and Development
(Practice) are still being developed, however it is anticipated that the ROC will reflect the
following approach.
Mandatory 24 credits to be achieved from units (300, 335, 366, 385)
Minimum 16 credits to be achieved from Optional group B.
Balance of credits (10) to be achieved from either Optional group B or C.
Level 3 Children’s Care, Play, Learning and Development (Practice) – Proposed structure Total 50
credits
Mandatory group A
c.24 credits
300 – Application of principles underpinning children’s care, play, learning and development 335 – Supporting children with healthy eating 366 – Promoting and supporting speech, language and communication skills in the early years 385 – Promoting the development of children
Optional group B
Minimum 16 credits
Units proposed to sit in this optional group are: 206 – Introduction to anaphylaxis 212 – Introduction to breathlessness and asthma 240 – Support minor illnesses and accidents 258 – Positive approaches to behaviour support 302 – Additional learning needs 317 – Children who are experiencing disadvantage 319 – Contexts and principles 324 – Introduction to global development delay 326 – Diabetes care in children 332 – Epilepsy 333 – Facilitate training/groups 334 – Early Years Curriculum 336 – Health promotion 265 – Introduction to sensory loss 306 – Responding to anaphylactic reactions 377 – Working with 2-3 year olds 378 – Working with the under 2’s 387 – Welsh language immersion 387a – Language immersion 388 – Working in a Welsh medium early years setting 389 – Welsh development in English medium settings Xxx – Play Xxx – Working with families and carers
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Optional group C
Units proposed to sit in this optional group are: 221 – Support continence care in children 249 – Support children with moving and positioning 255 – Introduction to physiological measurement 256 – Undertaking point of care testing 273 – Undertake pressure area care 286 – Undertaking collection of specimens 313 – Cancer care 330 – Palliative care 338 – Homebased childcare 1 339 – Homebased childcare 2 341 – Administering nasal vacs for influenza 343 – Infant and maternal mental health 348 – Management/support of dysphagia 355 – Undertake physiological measurements 368 – Undertake stoma care 372 – Supporting glucose monitoring 372a – Supporting others to undertake glucose monitoring 373 – Supporting non-complex wound management 375 – Vision screening 391 – Hearing screening 392 – Supporting new and expectant parents
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Unit 300 Application of principles underpinning children’s care, play, learning and development
Level: 3
Unit Summary: The contents of this unit reflects the practice elements of the Level 2 Core. This content reflects the underpinning values, behaviours and principles that should be observed and reflected in practice in all work displayed by learners.
Section 1: Principles and values
1.1 Legislation, national policies, guidance and frameworks 1.1b: You are able to work and support others to work in ways that:
Uphold all relevant Codes of Conduct and Professional Practice in practice Embed the principles that underpin children’s care, learning, development and play in
practice.
You are able to work in ways that:
Role model practice that embeds the principles that underpin children’s care, learning, development and play.
1.2 Rights based approaches 1.2b: You are able to work and support others to work in ways that:
Embed a rights based approach in practice Respect and promote equality and diversity towards children, their families /carers and
others.
1.3 Child centred approaches 1.3b: You are able to work and support others to work in ways that:
Embed child centred approaches in practice Ensure that the best interests of the child are paramount Support children to actively participate in activities and experiences that reflect their
preferences.
You are able to work in ways that:
Support a collaborative approach when working with children, their families /carers Plan and provide activities and experiences and reflect their preferences that are meaningful
and enjoyable.
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1.4 Allowing children to take risks 1.4b: You are able to work and support others to work in ways that:
Balance a child’s need to experiment and take some risks with your duty to keep them safe Undertake the safe supervision of children whilst encouraging them to explore and take
acceptable risks.
You are able to work in ways that:
Undertake risk assessments and use agreed risk assessment processes that balance reasonable precautions whilst providing opportunities for development in accordance with your role and responsibilities
Monitor, evaluate and review risk assessments for children in accordance with your roles and responsibilities
Involve families or carers and children according to their age and stage of development in the assessment of risks.
1.5 Well-being 1.5b: You are able to work and support others to work in ways that:
Support the well-being of children Promote the importance of children’s family/ carers and work in a way that supports and
develops these relationships in the interest of the child.
1.6 Positive relationships and professional boundaries 1.6b: You are able to work and support others to work in ways that:
Develop positive relationships with children, their families /carers and professionals whilst maintaining clear professional boundaries.
1.7 Communication 1.7b: You are able to work and support others to work in ways that:
Identify and use a range of communication methods that are appropriate to children’s needs, preferences, ages, abilities and levels of development
Follow workplace policies, procedures and processes to respond to any key changes or reports of changes in a child’s communication
Actively promote a calm and nurturing environment which enables children to communicate and express their feelings
Actively support children and their families/carers to receive their chosen provision in their preferred language.
1.8 Welsh language and culture 1.8b: You are able to work and support others to work in ways that:
Adhere to legislation and local and workplace policies, procedures and processes for Welsh language
Support children to engage in activities that develop their Welsh language skills and understanding of Welsh culture.
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Embed a partnership approach with families/carers for the use and development of Welsh language.
1.9 Positive approaches for positive behaviour support 1.9b: You are able to work in ways and support others to work in ways that:
Embed the use of positive approaches for behaviour support in practice Support the development of positive behaviour. Follow workplace policies, procedures and processes that are in place for positive
approaches to behaviour support.
1.10 Reflection 1.10b: You are able to work in ways that:
Reflect on the impact of your attitude and behaviour on the learning, development and behaviour of the children in your care.
Section 2: Health, wellbeing, Learning and Development in children’s care, learning and development.
2.1 Factors that impact upon health, well-being, learning and development 2.1b: You are able to work in ways that:
Undertake the assessment of the development of children Lead, plan and prepare for activities and experiences that support the developmental
progress of children, at a level appropriate to their age, needs and abilities in accordance with your role and responsibilities
Develop the self-esteem, sense of security and belonging of children Support children to recognise and celebrate their abilities, talents and achievements Support children to engage in both child initiated and adult led play activities Engage with children in activities and experiences that support their learning and Monitor, review and evaluate activities and experiences used to support the development of
children in accordance with your role and responsibilities Use workplace policies, procedures and processes to record and report on the development
progress of children. 2.2 Positive environments for the health, well-being and learning, development and play of children 2.2b: You are able to work in ways that:
Plan, prepare, implement, monitor, review and evaluate safe and stimulating environments that provide meet the health, well-being, development and individual needs of children
Ensure the provision of a safe, caring, nurturing and responsive environment that values children and their families/carers.
2.3 Speech, language and communication 2.3e You are able to work in ways that:
Support a partnership approach with others to implement, monitor and review plans for the development of children’s speech, language and communication.
2.4 Additional support needs 2.4c: You are able to work in ways and support others to work in ways that:
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Adapt communication, the environment and activities to support the inclusion and participation of children with additional support needs, including more able and talented children
Ensure that children with additional support needs are given opportunities to take part in a full range of activities and experiences
Adapt activities to support and extend more able and talented children. You are able to work in ways that:
Support a partnership approach with others to implement, monitor and review plans for the support and development of children with additional support needs.
2.5 Physical care of children 2.5b: You are able to work in ways and support others to work in ways that:
Provide physical care routines that meet the individual needs of children in a way that treats them with dignity and respect
Provide physical care routines for children in a way that protects both children and others in the workplace from harm or allegations of harm.
You are able to work in ways that: Embed a partnership approach with children and their families / carers on how to meet
physical care needs Provide advice and guidance to families / carers on meeting the physical care needs of
children. 2.6 Administration of medicine 2.6b You are able to work in ways and support others to work in ways that:
Follow your workplace policies, procedures and processes in support of the administration and use of medication.
Section 3: Professional Practice as a children’s care, learning and development practitioner
3.1 Roles and responsibilities of the early years and childcare worker 3.1b: You are able to work in ways that:
Reflect your professional responsibilities and accountabilities to seek additional support within your own role, responsibilities and expertise
Embed the ethos of your organisation in the workplace Help others understand the ethos and structure of your organisation Take account of the ethos and structure of other organisations you work with and the links
with your role and workplace Uphold and promote good practice by reporting matters that affect the welfare and safety of
children or their families /carers or practices that are unsafe or conflict with the ethos, policies and procedures of the workplace
Implement strategies to deal with challenges encountered in your practice Follow and promote workplace policies, procedures and processes.
You are able to work in ways and support others to work in ways that: Maintain confidentiality in day to day work.
3.2 Partnership working 3.2b: You are able to work in ways and support others to work in ways that:
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Take account of the roles and responsibilities of others in the workplace and other professionals
Apply the principles of partnership working in practice Apply the principles of confidentiality in all communication with others Develop good working relationships with other workers and professionals whilst maintaining
professional boundaries Agree shared outcomes.
3.3 Team working 3.3b: You are able to work in ways and support others to work in ways that:
Contribute to the work of the team Fulfil roles and responsibilities within the team Support effective communication between and with other team members Reflect on both individual and team performance Improve practice and the performance of the team.
3.4 Handling information 3.4b: You are able to work in ways that:
Follow workplace policies, procedures and processes on the handling of information including: storing, recording, confidentiality and sharing
Record written information with accuracy, clarity, relevance and an appropriate level of detail in a timely manner.
3.5 Personal conduct of the Early Years and Childcare Workers 3.5b: You are able to work in ways and support others to work in ways that:
Uphold and promote the profession of Early Years and Childcare workers and role model best practice in your work.
3.6 Continuing professional development 3.6b: You are able to work in ways that:
Meet regulatory and/or workplace requirements regarding learning and development in your role
Actively identify your own learning and support needs and develop and follow a personal development plan
Reflect on your practice to support your professional development Show how learning activities have improved your own practice Show how feedback from others has developed your own practice Actively identify and work towards goals and targets that meet your roles and
responsibilities Actively prepare for and contribute to supervision and appraisal Develop the literacy, numeracy and digital competency skills needed to meet the
requirements of your role Support others to reflect on and take action to meet their learning needs.
Section 4: Safeguarding children
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4.1 Safeguarding children from harm, abuse or neglect 4.1b: You are able to work and support others to work in ways that:
Implement practices that promote and support the safeguarding of children Establish, develop and maintain relationships that support trust and rapport with children,
their families and carers Support children to stay safe Keep yourself safe from allegations of harm and abuse.
4.2 Reporting and recording in relation to safeguarding 4.2b: You are able to work and support others to work in ways that:
Implement workplace policies, procedures and processes to record and report any concerns or incidents
Ensure that any concerns or incidents are recorded with accuracy, clarity, relevance and an appropriate level of detail in a timely manner
Demonstrate that you know where and how to access additional personal support if dealing with safeguarding issues.
Section 5: Health and Safety in children’s care, learning, development and play
5.1 Health and Safety in the work setting 5.1b: You are able to work and support others to work in ways that:
Meet responsibilities in line with health and safety legislation Adhere to workplace policies, procedures and processes for health and safety Implement workplace policies, procedures and processes for the recording and reporting of
any concerns or incidents related to health and safety Monitor work areas and working practices to ensure that they are safe and free from
hazards, and conform to legal and workplace requirements.
5.2 Risk assessments for health and safety 5.2c: You are able to work and support others to work in ways that:
Ensure safe practice by routinely carrying out risk assessments in accordance with your roles and responsibilities.
5.3 Fire Safety 5.3b: You are able to work and support others to work in ways that:
Adhere to the policies, procedures and processes that must be followed in the event of a fire.
5.4 Infection prevention and control 5.4b: You are able to work and support others to work in ways that:
Maintain good hygiene practice Implement workplace policies, procedures and processes for infection prevention and
control Follow hand washing techniques used to prevent the spread of infection.
5.5 Food Safety
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5.5b: You are able to work and support others to work in ways that:
Implement workplace policies, procedures and processes in relation to food safety.
Hazardous Substances 5.6b: You are able to work and support others to work in ways that:
Maintain workplace policies and procedures for the storage, use and disposal of hazardous substances.
5.7 Security in the work setting 5.7b: You are able to work and support others to work in ways that:
Adhere to arrangements that are in place to ensure that you, children and others are safe in the workplace
Adhere to workplace policies, procedures and processes for lone working, advising of whereabouts and access to the work setting
Adhere to policies, procedures and processes for the release of children from the setting.
5.8 Managing stress
5.8b: You are able to work and support others to work in ways that:
Manages well-being through a range of support mechanisms.
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Unit 212a Introduction to breathlessness and asthma in children
Level: 2
Unit Summary: This unit provides learners with an introduction to breathlessness and asthma. Learners will develop an understanding of breathlessness and asthma and will know how to support children who are experiencing these conditions as well as their families and support networks.
Learning outcome:
1. Understand the causes and impacts of breathlessness
Assessment criteria
1.1 Identify what is meant by ‘breathlessness’
1.2 Identify causes of breathlessness
1.3 Describe links between breathlessness and other illnesses
1.4 Describe signs and symptoms of breathlessness in children
1.5 Identify potential complications that breathlessness can cause in children
Range
Causes of breathlessness – Asthma, pneumonia, anaphylaxis, anaemia, obesity, anxiety/panic
attack, exertion/physical exercise
Other illnesses - Bronchitis, upper respiratory tract conditions, hay fever
Learning outcome:
2. Support families to manage breathlessness in children
Assessment criteria
2.1 Provide advice and guidance to families/carers of children affected by breathlessness on how it can be managed
2.2 Identify lifestyle changes that will support the management of breathlessness in children
2.3 Explain to families/carers the potential lifestyle changes that will help to manage breathlessness in their child
2.4 Involve children in discussions about their condition and its potential impact where appropriate, with consideration of language and communication methods used
2.5 Provide families/carers of children with information on how to access services, information and support on breathlessness
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Learning outcome
3. Understand causes and impacts of asthma
Assessment criteria
3.1 Describe the signs and symptoms of asthma
3.2 Explain how asthma is diagnosed and monitored in children
3.3 Identify potential causes and triggers of asthma
3.4 Explain links between asthma and other conditions
3.5 Describe potential impacts of asthma on children’s everyday lives and their development
Range
Other conditions - Food allergies, obesity
Learning outcome
4. Understand how asthma can be managed
Assessment criteria
4.1 Identify medicines used to treat asthma
4.2 Explain the use and operation of different types of inhaler
4.3 Describe the purpose of ‘spacers’ and when they should be used
4.4 Explain how asthma can be managed on an ongoing basis
4.5 Describe how and when to seek additional support/guidance
Learning outcome
5. Understand the support needed by children in managing acute asthma episodes
Assessment criteria
5.1 Describe the support provided to children and their families/carers in experiencing acute asthma episodes
5.2 Explain own role and responsibilities in supporting children and their families/carers with asthma
Learning outcome
6. Support children and their families/carers to manage asthma
Assessment criteria
6.1 Provide guidance to families/carers of children experiencing asthma on how it can be managed
6.2 Involve children in discussions about their asthma and its potential impact where appropriate, with consideration of language and communication methods used
6.3 Provide families/carers of children with information on how to access services, information and support on asthma
6.4 Follow setting procedures for the correct storage and maintenance of inhalers
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6.5 Communicate setting procedures on storage and maintenance of inhalers to families/carers of children
6.6 Explain to children’s families/carers how to monitor and record episodes of breathlessness, and the importance of doing so
6.7 Provide details of how and when instances of breathlessness should be reported or escalated further
6.8 Record advice and guidance given in line with setting procedures.
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Unit 212a Introduction to breathlessness and asthma in children
Supporting Information
Guidance for delivery The advice that learners provide to children and their families/carers for the management of
breathlessness should be recorded in line with legislation and setting policies.
Learning outcome 2, Assessment criteria 2.1 – 2.5 Learners should consider the age and
situation of the child when communicating with their families/carers and wider support
network. Depending on the age and development of the child it may be appropriate to
involve them in providing support, but consideration must be made around the language
used, setting, communication methods etc.
Evidence requirements Documentation is maintained to record advice that is given to individuals
regarding breathlessness.
Learners are able to explain the process that should be undertaken should an individual experience an acute asthma episode.
Related legislation Education (Wales) Act 2014
The Children Act 1989
Equality Act 2010
Social Services and Well-being (Wales) Act 2014
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Unit 221 Support continence care in children
Level: 2
Unit Summary: This unit provides learners with the knowledge and practical
skills required to support individuals to manage their continence
in ways that promotes their dignity and self-esteem. Learners
will develop skills to support individuals to reduce their risk of
body ulcers and urinary tract infections.
Learning outcome:
1. Understand continence
Assessment criteria
1.1 Identify what is meant by continence
1.2 Describe the anatomy and physiology of the urinary system
1.3 Describe the anatomy and physiology of the rectum and anal canal
1.4 Identify the typical process of development by which children achieve continence
1.5 Describe the factors that impact on continence in children
1.6 Describe the importance of maintaining personal cleanliness and hygiene when supporting with continence management
Learning outcome
2. Support children to manage incontinence
Assessment criteria
2.1 Identify what is meant by incontinence
2.2 Support children to make regular use of toilet facilities to enable them to achieve a pattern of elimination in line with strategies in their individual plan of care
2.3 Maintain records of the child’s patterns of elimination
2.4 Report changes in children’s’ patterns of elimination, in accordance with organisation/setting requirements
2.5 Provide children affected by incontinence with food and drink that will facilitate bowel and bladder action
2.6 Support processes that maximise the self-respect, dignity and privacy of children in the management of incontinence
2.7 Provide continence equipment in line with circumstances and preferences with consideration of the convenience of time and place
2.8 Take appropriate action when the continence equipment and management techniques being used appear to be unsuitable
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Learning outcome
3. Understand causes and impacts of urinary incontinence
Assessment criteria
3.1 Identify types of urinary incontinence
3.2 Describe impacts of anatomy and physiology on urinary function
3.3 Describe symptoms of bladder incontinence
3.4 Identify causes of and conditions associated with bladder incontinence
3.5 Describe treatments and interventions for bladder incontinence
3.6 Identify equipment that may be used to support bladder incontinence
Range
Causes of bladder incontinence: nonorganic factors (e.g. developmental issues, overproduction of urine); voluntary holding of urine; constipation; urinary tract infections, other underlying medical problems; giggle incontinence.
Symptoms – leakage of urine, frequency of urination, reluctance to drink fluids.
Equipment – catheters, urinary drainage bags, link systems, catheter valves, support garments, straps and stands Treatments and interventions - Lifestyle, physical and behavioural therapies (eg. Bladder retraining); Review of eating habits and fluid intake; Medication (e.g. anticholinergics), surgical approaches, neuro-stimulation, invasive procedures, conservative management options (e.g. catheters
Learning outcome:
4. Provide care to children affected by urinary incontinence
Assessment criteria
4.1 Maintain equipment and materials correctly in accordance with guidelines and protocols
4.2 Support children to maintain their personal hygiene whilst managing urinary continence
4.3 Dispose of equipment and soiled materials safely and in ways which minimise the risk of cross-infection
Learning outcome
5. Understand causes and impacts of faecal incontinence
Assessment criteria
5.1 Describe symptoms of faecal incontinence and associated conditions
5.2 Identify causes of faecal incontinence in children
5.3 Describe tests for faecal incontinence
5.4 Describe treatments and interventions for faecal incontinence
Range
Causes of faecal incontinence: Constipation with overflow soiling; neurological damage.
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Learning outcome
6. Provide care to children affected by faecal incontinence
Assessment criteria
6.1 Maintain equipment and materials correctly in accordance with guidelines and protocols
6.2 Support children to maintain their personal hygiene whilst managing faecal incontinence
6.3 Dispose of equipment and soiled materials safely and in ways which minimise the risk of cross-infection
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Unit 221 Support continence care in children
Supporting Information
Evidence requirements Observe the learner supporting individuals with continence care on a minimum of
three occasions.
Supporting individuals to manage incontinence can be assessed via discussion of what the learner has done, and why, as opposed to actual observation (for the benefit of respecting the dignity of the individual).
Glossary
Anticholinergics - Can control overactive bladder (OAB) by relaxing bladder muscles.
OAB drugs, which are most common in tablet form, also help prevent urine leaks by
controlling bladder spasms.
Range
Impacts of anatomy and physiology
Influence on urine production, normal micturition, bowel and its links to voiding
problems
Treatments and interventions
Medication, surgical approaches, conservative management options, Invasive
procedures including Percutaneous Endoscopic Colostomy (PEC), lifestyle, physical
and behavioural treatments
Roles Lead continence professionals, multi-disciplinary teams
Related legislation Equality Act 2010 replaced most of the Disability Discrimination Act
Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub
Guidance for delivery
Reference to individuals covers parents, guardians or carers where relevant.
Learners should be aware that faecal incontinence is a symptom, often with multiple
contributory factors and should therefore avoid making simplistic assumptions that causation
is related to a single primary diagnosis.
Providing individuals with support charts would form part of the support of individuals to
maintain their continence.
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Unit 240 Supporting minor illnesses and accidents in children
Level: 2
Unit Summary: This unit focusses on minor illnesses, ways of reducing their spread and actions that can be taken to reduce the likelihood of accidents occurring. The unit provides learners with the knowledge and skills required to support children, families and carers with minor illnesses and accidents, including their prevention and reduction where possible.
Learning outcome
1. Know causes, signs and symptoms of minor illnesses
Assessment criteria
1.1 Define the term ‘minor illness’
1.2 State potential causes of a high temperature
1.3 List signs and symptoms of common minor illnesses
1.4 List sources of information advice, help and support relating to minor illnesses
1.5 Identify signs of potential serious illness
1.6 Describe when further advice should be gained and who should be contacted
Range
Minor illness – cough, cold, earache, sore throat, croup, fever and high temperature,
diarrohea and vomiting, eczema, asthma, hay-fever or food allergies, sunburn
When further advice should be gained - Child is drowsy or irritable, has problems breathing,
has cold or discoloured hands or feet with a warm body, has a fit, has unusual skin colour, has
a temperature of 39 C or more in a child aged 3-6 months of age, an infant who is not feeding
or any child that is showing signs of dehydration (dry mouth, sunken eyes, no tears, looking
generally unwell), has symptoms related to meningitis (unusual severe headache, stiff neck,
dislike of bright lights, a rash that does not fade with pressure)
Learning outcome
2. Principles of illness prevention and control
Assessment criteria
2.1 Identify methods of preventing minor illnesses
2.2 State ways to control the spread of minor illnesses
2.3 Identify sources of information on the incubation periods for childhood contractible diseases
2.4 State current exclusion periods for childhood contractible diseases
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2.5 Outline the importance of having children immunised against childhood contractible diseases
2.6 State current childhood immunisation schedules
2.7 List diseases prevented by childhood immunisation programmes
2.8 Identify key Public Health messages relevant to preventing minor illnesses in children
2.9 Identify procedures for investigating incidents
Range
Contractible diseases - Chicken pox, measles, mumps, whooping cough, rubella
Learning outcome
3. Support the prevention and control of minor illnesses
Assessment criteria
3.1 Follow appropriate Health Promotion Programmes in practice
3.2 Communicate methods of prevention for the control of spread of illnesses
3.3 Follow guidance and policies in relation to incubation periods and exclusion periods in childhood contractible diseases
Range
Contractible diseases - Chicken pox, measles, mumps, whooping cough, rubella
Learning outcome:
4. Identify and report signs and symptoms of minor illnesses
Assessment criteria
4.1 Use observational skills to monitor and review sign and symptoms
4.2 Report signs and symptoms of minor illnesses for diagnosis following workplace setting procedures
4.3 Record actions taken when signs and symptoms of minor illnesses are identified and escalated
Learning outcome
5. Understand treatment, links and complications of minor illnesses in children
Assessment criteria
5.1 State the importance of keeping children hydrated in cases of minor illness
5.2 Identify issues arising in instances of the over-prescribing of antibiotics
5.3 List complications of persistent high temperatures
5.4 Identify non-pharmacological treatments for minor illnesses
Learning outcome
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6. Provide treatment to children for minor illnesses and their potential complications
Assessment criteria
6.1 Maintain hydration levels for children experiencing minor illnesses
6.2 Provide non-pharmacological treatments for minor illnesses
6.3 Observe and report changes in symptoms following pharmacological intervention
Learning outcome
7. Principles of accident prevention
Assessment criteria
7.1 Identify national guidance and key public health messages on unintentional injuries and accidents
7.2 List information and support available in relation to injury and accident prevention
7.3 Identify common types of injuries to the under 5s
7.4 State the importance of promoting home safety in the under 5s
7.5 Identify the importance of monitoring children to prevent accidents
7.6 Identify potential links between safety and child development
7.7 Identify steps that can be taken to reduce Sudden Infant Death Syndrome (SIDS)
Learning outcome
8. Support others in the prevention of accidents
Assessment criteria
8.1 Promote environmental safety
8.2 Support others with procedures for reporting and recording accidents
Learning outcome
9. Principles of dealing with minor accidents
Assessment criteria
9.1 Describe procedures that should be followed by the first responder to an accident
9.2 Describe the procedure for assessing an individual following an accident
9.3 Identify current regulations and requirements around First Aid training
9.4 List the required contents of a first aid box
9.5 Identify the procedure for responding to minor accidents
9.6 Identify common domestic accidents that require emergency treatment
9.7 Identify signs that may indicate a child requires medical treatment following an accident
Learning outcome
10. Support with minor accidents
Assessment criteria
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10.1 Respond to minor accidents in line with regulations and role responsibility
27
Unit 240 Supporting minor illnesses and accidents in children
Supporting Information
Evidence requirements Observe the learner supporting with minor illnesses or accidents on a minimum of
three occasions (response to accidents or emergency situations can be simulated)
Evidence of documentation/records that are completed clearly, accurately and legibly.
Related guidance NICE Guidelines nice.org.uk
Respiratory tract infections (self-limiting); prescribing antibiotics (CG69)
Fever in under 5s (QS64)
Unintentional injuries in the home: interventions for under 15s (PH30)
Unintentional injuries: prevention strategies for under 15s (PH29)
Healthy Child Wales Programme 2015 – Welsh Government gov.wales
Well-being of Future Generations (Wales) Act 2015
Vaccine Preventable Disease Programme (DPDP) Public Health Wales
NHS Direct Wales
NHS Choices
28
Unit 256a Undertaking point of care testing
Level: 2
Unit Summary: This unit is aimed at supporting learners to provide Point of Care
Testing (POCT). Learners who complete this unit will be able to
perform accurate POCT testing within a range of environments
to gain accurate results.
Learning outcome
1. Know guidance, policies and protocols related to Point of Care Testing
Assessment criteria
1.1 Identify current National Point of Care Testing regulations
1.2 Describe the role of governance when conducting Point of Care Testing.
1.3 Describe the importance of conducting Point of Care Testing procedures in accordance with set protocols and policies
Range
Governance: delegation, infection prevention and control, information governance - data protection, individual security, bar codes – operator ID & patient ID, confidentiality audit trails
Learning outcome:
2. Understand the theories that underpin Point of Care Testing
Assessment criteria
2.1 Identity types of Point of Care investigations and equipment required within work setting
2.2 Describe risks and benefits of Point of Care Testing
2.3 Describe the role and responsibility of the Point of Care Testing operator
2.4 Describe conditions needed for storing consumables related to Point of Care Testing
2.5 Identify the internal quality measures relating to point of care testing
2.6 Identify information recorded when carrying out all Point of Care Tests
Learning outcome
3. Know how to take samples
Assessment criteria
3.1 Identify factors that can cause risk when undertaking Point of Care Testing
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3.2 Identify the types of equipment and instruments that are safe to reuse, and those which must be discarded after a single use
3.3 Describe how to prepare the individual for sample collection
3.4 Describe the methods used to obtain positive identification and consent of the individual
3.5 Explain the importance of obtaining positive confirmation of the individual’s identity prior to starting the procedure
3.6 Describe the sources of error that may be encountered during sample collection
3.7 List the benefits of using electronic recording and record keeping systems.
3.8 Describe the procedure for reporting results
Range
Factors – Cross-infection, unsafe equipment and practice
Benefits - Reduced potential for error, live system updated with most recent results, time
saving, pre-completed information on forms
Learning outcome
4. Know how to respond to problems encountered during Point of Care Testing
Assessment criteria
4.1 State the importance of reporting all Point of Care Testing problems
4.2 Describe the process for reporting problems encountered during Point of Care Testing
Range
Problems – misuse, malfunctioning, interference, unusual readings, patient non-compliance, insufficient sample
Learning outcome
5. Be able to conduct Point of Care Testing
Assessment criteria
5.1 Apply appropriate precautions for infection prevention and control relevant to the test procedure and environment
5.2 Check that resources and equipment are of the correct type, are functional and meet expected performance measures and safety requirements
5.3 Confirm the individual’s identity and that valid consent has been obtained
5.4 Take the appropriate sample with consideration of patient comfort and check that it is satisfactory
5.5 Carry out tests in line with the operational procedure to ensure safety and quality of results
5.6 Record and report test results in accordance with organisational procedures
5.7 Maintain documentation related to tests carried out
5.8 Manage the maintenance, cleaning, decontamination and disposal of equipment and test materials, following local policy and instructions
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Range
Patient comfort – Maintaining dignity and privacy, providing relevant
dressings/equipment, positioning
31
Unit 256a Undertaking point of care testing
Supporting Information
Evidence requirements Observe the learner carrying out a minimum of three point of care testing activities
for each type of sample covered in their setting. A minimum of three testing activities are required as a minimum.
Evidence of documentation/records that are completed clearly, accurately and legibly.
32
Unit 286 Undertaking collection of specimens
Level: 2
Unit Summary: This unit will provide learners with the skills and knowledge
required to undertake specimen collection for laboratory testing
and investigation.
Learning outcome
1. Know guidance, policies and protocols related to specimen collection
Assessment criteria
1.1 Identify current regulations that underpin specimen collection
1.2 Describe the role of governance when conducting specimen collection
1.3 Describe the importance of conducting specimen collection in accordance with set protocols and policies
Range
Governance - Delegation, infection prevention and control, information governance - data protection, individual security, bar codes – operator ID & patient ID, confidentiality audit trails
Learning outcome
2. Know how to collect specimens
Assessment criteria
2.1 Describe how to prepare the individual for specimen collection
2.2 Describe the methods used to obtain positive identification of the individual
2.3 Explain the importance of obtaining positive confirmation of the individual’s identity prior to starting the procedure
2.4 Explain the importance of labelling specimens following organisational procedures
2.5 Describe the sources of error that may be encountered during specimen collection
2.6 List the benefits of using electronic record keeping systems
2.7 Identify the collection vessels required for different types of specimens and tests within work setting
Range
Benefits - Reduced potential for error, live system updated with most recent results, time
saving, pre-completed information on forms
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Learning outcome
3. Be able to undertake the collection of specimens
Assessment criteria
3.1 Apply appropriate precautions for infection prevention and control relevant to the specimen collection procedure and environment
3.2 Check that resources and equipment are of the correct type, are functional and meet expected performance measures and safety requirements
3.3 Confirm the individual’s identity and that valid consent has been obtained
3.4 Take the appropriate sample with consideration of patient comfort and check that it is satisfactory
3.5 Ensure sample is labelled correctly and identity of individual is re-confirmed
3.6 Prepare the specimen for transportation following local policy and instruction
3.7 Maintain responsibility of sample through to hand over for transportation
3.8 Record and report test results in accordance with organisational procedures
3.9 Maintain documentation related to procedures carried out
3.10 Manage the maintenance, cleaning, decontamination and disposal of equipment and collection materials, following local policy and instructions
Range
Patient comfort – Maintaining dignity and privacy, providing relevant dressings/equipment,
positioning
34
Unit 286 Undertaking collection of specimens
Supporting Information
Evidence requirements Observe the learner carrying out a minimum of three specimen collection activities.
Documentation and recording must be completed clearly, accurately and legibly.
35
Unit 302 Supporting children with additional needs
Level: 3
Unit Summary: This unit will enable learners to explore the impacts of additional needs on children and the challenges and opportunities that those working in childcare settings with children with additional needs may encounter. The unit covers knowledge of relevant guidelines, needs assessments, safeguarding and personal care implications. Learners will develop practical skills in working with and supporting children with additional needs as well as how to carry out assessment of children’s requirements.
Learning outcome
1. Know guidance, policies and protocols related to working with children with additional needs
Assessment criteria
1.1 Define the meaning of ‘additional needs’
1.2 Identify legislation, codes of practice, standards, frameworks and guidance for supporting children with additional needs in early years settings
1.3 Describe principles that underpin the current Code of Practice in Wales in relation to supporting children with additional needs
1.4 Explain the impact on society of the models of disability
1.5 Describe ways of dealing with and challenging discrimination
1.6 Identify government reports, inquiries and research related to children with additional needs
Learning outcome
2. Understand the impacts and challenges of working with children with additional needs
Assessment criteria
2.1 Identify specific conditions and needs that children may be experience
2.2 Describe the impact of specific conditions and needs on children’s learning and the additional support needed to aid their development
2.3 Identify the expected stages of development for children
2.4 Explain the importance of communication and interaction for children with additional needs
2.5 Describe effective strategies and approaches to use with children who require support with:
o Communication and interaction o Cognition and learning o Behavioural, social and emotional development
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o Sensory and or physical development
2.6 Explain the importance of creating an accessible learning environment for children, taking into account their individual needs
2.7 Identify key features of accessible learning environments for children with additional needs
2.8 Describe strategies to overcome real or perceived barriers to the active participation of children, families and carers in the planning process
2.9 Identify sources of information, advice and support for children, families, carers and professionals that will assist children with additional needs
2.10 Describe the role of advocacy in supporting children with specific conditions or needs
Learning outcome
3. Understand how additional needs are assessed
Assessment criteria
3.1 Identify frameworks and guidance available on the assessment, identification and support for children with additional needs
3.2 Explain the differentiation considerations when using different assessment techniques and strategies
3.3 Describe assessment and screening tools used to identify children with additional needs
3.4 Explain how to access relevant records, information, views, wishes and preferences of children, families and carers when undertaking the identification and support of children with additional needs
Learning outcome
4. Understand safeguarding and personal care implications when working with children with additional needs
Assessment criteria
4.1 Explain the importance of recognising why some children with additional needs may be more vulnerable to abuse
4.2 Explain the importance of non-verbal communication systems when there are concerns around the safety of children with additional needs
4.3 Describe how research into safeguarding children with additional needs links to national and local policy and practice
4.4 Explain the importance of involving children, families and carers in the development and ongoing review of an individual development plan
4.5 Explain the importance of children receiving personal care from a key worker where possible
4.6 Describe how personal care needs can be managed during off site activities
Learning outcome:
5. Work with children with specific conditions and needs
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Assessment criteria
5.1 Communicate effectively with children, families and carers enabling them to fully participate in the planning process
5.2 Use the correct terminology when working with children with specific conditions and needs
5.3 Plan activities that reflect the expected stages of development for children, according to their specific conditions and needs
5.4 Communicate and interact effectively with children with additional needs
5.5 Provide an accessible learning environment for children with specific conditions or needs
5.6 Use equipment and specialist aids appropriately, ensuring they are safe, fit for purpose and used in accordance with guidance and risk assessments
5.7 Promote the active participation of children, families and carers in the planning process
5.8 Access relevant sources of information, advice and support, on additional needs, for children, families, carers and professionals
5.9 Involve children, families and carers in the development and ongoing review of individual care plans
Learning outcome:
6. Assess and screen children with specific conditions and needs
Assessment criteria
6.1 Select appropriate assessment and screening tools to assess children according to their needs
6.2 Use a range of information, including the results of assessments and screening tools, to identify children with additional needs
6.3 Select appropriate assessment and screening tools to identify children within your setting who are more able and talented
6.4 Use a range of information, including the results of assessments and screening tools, to identify children who are more able and talented
6.5 Promote inclusive practice within the organisational setting
6.6 Follow policies and procedures for challenging poor practice within organisation settings
6.7 Embed measures that raise awareness of the risks and the importance of good practice standards strengthening the ability of children and families to help themselves
Learning outcome:
7. Reflect on care and support provided to children with additional needs
Assessment criteria
7.1 Reflect on own experience, beliefs and values and how these impact on practice
7.2 Reflect on how models of disability have impacted on practice
7.3 Follow the codes of practice, standards, frameworks and guidance for working with children with additional needs in early years settings
7.4 Reflect on own practice and identify training needs
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Learning outcome:
8. Understand risk assessment requirements for children with additional needs
Assessment criteria
8.1 Explain the importance of involving the child, and families/carers in writing and reviewing risk assessments and risk benefit analysis, and the relevant people the assessment should be shared with
8.2 Describe where to access help, support and guidance when writing risk assessments for children
39
Unit 302 Supporting children with additional needs
Supporting Information
Evidence Requirements Observe the learner supporting children with additional learning needs on a minimum
of three occasions.
Observe the learner assessing children with additional learning needs on a minimum of three occasions.
Documentation/records must be completed clearly, accurately and legibly.
Glossary
Additional needs could be those including: Physical disability Learning disability Autism Additional health needs Sensory loss Emotional and behavioural difficulties Attention Deficit Hyperactivity Disorder
Related legislation
Additional Learning Needs and Education Tribunal (Wales) Bill 2015
Guidance for delivery
Outcome three covers the assessment of the additional needs of all children including
those who are more able and talented.
40
Unit 306a Responding to anaphylactic reactions
Level: 3
Unit Summary: This unit provides learners with a full understanding of the causes and treatment of anaphylaxis, how it affects the body and how it can be diagnosed and treated. Learners will look in detail at how anaphylaxis impacts on the lives of those affected and will learn the skills required to support individuals in the event of an anaphylactic reaction.
Learning outcome:
1. Understand features of anaphylaxis and allergic reactions
Assessment criteria
1.1 Define the term ‘anaphylaxis
1.2 Explain how anaphylaxis differs from an allergic reaction
1.3 Describe signs and symptoms of anaphylaxis
1.4 Identify the associated body systems responsible for anaphylactic reaction
1.5 Describe the different types of anaphylaxis
1.6 Describe potential triggers to anaphylaxis
1.7 Identify allergies that commonly occur together
1.8 Describe ways in which allergies are diagnosed
1.9 Describe methods of treating anaphylactic reaction including equipment and drugs
1.10 Identify factors that determine the appropriate treatment for anaphylactic reactions
1.11 Identify sources of advice, support and guidance on anaphylaxis and allergic reactions
1.12 Explain guidelines that relate to supporting individuals with anaphylaxis and allergic reactions
Range
Signs and symptoms - Flushing of the skin, hives/rash on the skin, panic/anxiety,
swelling of mucus membranes (e.g. tongue, throat, lips and mouth), difficulty in
swallowing or speaking, elevated heart rate, severe asthma/breathing difficulties,
abdominal pain, nausea/vomiting, drop in blood pressure, dizziness, feeling
faint/fainting, collapse and unconsciousness
Different types of anaphylaxis - Uniphasic, biphasic, protracted
Potential triggers – food (e.g. peanuts, almonds, walnuts, cashews, Brazil nuts,
sesame, fish, shellfish, dairy products, eggs), medicine (e.g. penicillin, aspirin),
chemicals, materials (e.g. latex) bee/wasp/insect stings, environment (e.g. hay fever)
41
Learning outcome
2. Safely respond to an anaphylactic reaction
Assessment criteria
2.1 Provide support to individuals who are exhibiting the signs and symptoms of an anaphylactic reaction including
o calling for help o making them comfortable o removing the trigger
2.2 Follow the ABCDE approach to treating an anaphylactic reaction
2.3 Provide advice and guidance to individuals and their families/carers on avoiding known triggers with consideration of impacts on their day to day activity
2.4 Refer individuals and their families/carers to other relevant local services and information sources
2.5 Follow local practices for the safe storage of auto-injection adrenalin devices for treating anaphylactic reactions.
2.6 Record the instance of anaphylactic reaction and actions taken in line with setting policy
Range
Support - Making them comfortable, calling for help, administering injectable
adrenalin where appropriate and in line with role and responsibility, removing the
trigger
Signs and symptoms - Flushing of the skin, hives/rash on the skin, panic/anxiety,
swelling of mucus membranes (e.g. tongue, throat, lips and mouth), difficulty in
swallowing or speaking, elevated heart rate, severe asthma/breathing difficulties,
abdominal pain, nausea/vomiting, drop in blood pressure, dizziness, feeling
faint/fainting, collapse and unconsciousness
42
Unit 306a Responding to anaphylactic reactions
Supporting Information
Evidence requirements Observe the learner carrying out response to anaphylactic reaction on at least three
occasions (Simulation of anaphylactic reaction and required response is allowed)
Evidence of documentation completed following instance of anaphylactic reaction must be recorded clearly, accurately and legibly in line with setting policies.
Glossary Anaphylaxis – Anaphylaxis is an extreme and severe, life-threatening, generalised or systemic
hypersensitivity reaction. It is characterised by rapidly developing life-threatening airway
and/or breathing and/or circulation problems usually associated with skin and mucosal
changes
ABCDE approach – This approach can be used to assess and treat patients suffering an
anaphylactic shock. ABCDE stands for - Airway, Breathing, Circulation, Disability, Exposure
Related legislation Section 175 of the Education Act 2002
Section 25(2) of the Children Act 2004
Equality Act 2010
The Social Services and Well-being (Wales) Act 2014
43
Unit 311a Taking blood samples from children
Level: 3
Unit Summary: This unit covers the knowledge and skills required to take blood
samples from children. The unit also covers the processing of
blood samples once they have been taken. Learners will gain
the practical skills required to complete processes safely,
efficiently and in ways that reduce distress as far as possible.
Learning outcome:
1. Understand the requirements for taking blood samples from children
Assessment criteria
1.1 Identify the equipment and material requirements for taking blood samples from children of different ages
1.2 Describe the adaptations needed to take blood from children of different ages
Learning outcome:
2. Take blood samples from children
Assessment criteria
2.1 Prepare appropriate equipment for obtaining venous blood 2.2 Follow hand hygiene processes and select appropriate PPE 2.3 Confirm identity of the child and consent of parent/guardian 2.4 Use methods to prepare and calm the child prior to and throughout blood sampling 2.5 Gain venous access using the selected blood collection system, using techniques which
will cause minimum discomfort 2.6 Obtain blood from the selected site with consideration of
o container according to investigation required o volume o order when taking multiple samples
2.7 Mix blood and anti-coagulant thoroughly in required containers 2.8 Monitor for indications of adverse reaction and taking appropriate action where
necessary 2.9 Remove blood collection equipment and stop blood flow with sufficient pressure 2.10 Apply suitable dressings to puncture sites according to setting protocols and advise
parents how to care for the site
Range Adverse reaction - haematoma, pain, re-bleed, allergy, phlebitis, fainting, anxiety
Methods – use of play, distraction techniques
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Learning outcome
3. Process blood samples taken from children
Assessment criteria
3.1 Label blood samples clearly, accurately and legibly, using pre prepared labels where appropriate
3.2 Place samples in appropriate packaging and ensure correct request forms are attached
3.3 Place samples in nominated place for collection and transportation, ensuring blood is kept at the required temperature
3.4 Document relevant information clearly, accurately and correctly in the appropriate records
3.5 Ensure immediate transportation of blood to the relevant department in line with urgency of sampling investigations
3.6 Apply infection control measures required when working with blood
45
Unit 311a Taking blood samples from children
Supporting Information
Evidence requirements Observe the learner taking blood samples from a child on a minimum of three
occasions. This could be the same child on separate occasions or different children on separate occasions.
Observe the learner preparing blood samples for processing on a minimum of three occasions.
Documentation/records taken must be completed clearly, accurately and legibly.
Glossary Identity - Should follow organisational/setting protocols but include name and date of birth
as a minimum
Consent - Obtaining informed consent, in line with best practice guidance
Protocols - for application of dressings / use of tourniquets
Guidance for delivery Application of learning form the core content of this qualification should be considered in the
context of this subject area in particular around legislation and codes of practice,
safeguarding; child-centred practice, hand washing and aseptic techniques
46
Unit 313 Cancer care
Level: 3
Unit Summary: This unit covers the skills and knowledge required for the ongoing support and care of individuals living with and beyond cancer. Learners will cover knowledge of issues which impact on people following completion of cancer treatment relate to either the impact of the cancer itself, and the side effects of treatments given to cure the cancer.
Learning outcome:
1. Understand professional guidelines on the provision of cancer care
Assessment criteria
1.1 Describe the current cancer delivery plan for the NHS in Wales 1.2 Explain the nature of cancer survivorship 1.3 Describe principles and recommendations from the national cancer survivorship
initiative 1.4 Describe policies which promote mental, physical and social wellbeing together with
enhancing resilience, employment and economic growth 1.5 Explain the key actions and themes of the cancer delivery plan
Learning outcome
2. Understand the development and symptoms of cancer
Assessment criteria
2.1 Explain why it is important to detect cancer early
2.2 Identify ways of supporting timely access to cancer diagnostic services
2.3 Describe the basic cycle of cell corruption and growth which lead to cancer
2.4 Explain how genetics of cancer drive the symptoms and treatment of some cancers
2.5 List different types of cancer
2.6 Describe how prognosis differs for different types of cancers
2.7 Describe Red flag ‘alarm’ symptoms
2.8 Describe short and medium term effects of main treatment options for cancer
2.9 Describe new treatments including immunotherapy treatment
2.10 Identify late effects of cancer and late or ongoing effects of treatment
2.11 Describe the impact of metastasis on individuals with cancer
2.12 Explain the potential value of cancer research and clinical trials
Learning outcome
3. Understand care and support available for those experiencing cancer, their families and carers
47
Assessment criteria
3.1 Describe benefits of holistic needs assessments to individuals experiencing cancer
3.2 Identify lifestyle changes that can improve health and reduce the further likelihood of developing cancer
3.3 Describe ways of supporting individuals, their families and carers through and beyond active treatment
3.4 Describe common impacts of cancer treatment and potential complications of cancer
3.5 Explain the importance of key steps in cancer care treatment
3.6 Describe how digital technology can enable individuals, their families and carers to play a part in their own care
3.7 Describe positive impacts a key worker can make to an individual’s experience of cancer services
3.8 Explain the importance of the availability of equal access to cancer care services
3.9 Explain why improving symptom awareness among the public is important
3.10 Identify where to access benefits advice services and organisations which provide these services
3.11 Describe the relationships between cancer care providers
3.12 Identify risk factors for cancer which are common to other disease areas
3.13 Describe cross-cutting prevention strategies and those where there is evidence to support a targeted approach to a specific cancer
Range
Key steps in cancer care treatment – Liaising with the GP (or Practice nurse),
preparing individuals through structured education approaches, applying key
interventions such as holistic needs assessment, allocating a key worker, providing an
ongoing care plan
Cancer care services - complex and very specialist care, clinical trials and other
studies, opportunities to be involved in and engaged in research activities
Learning outcome
4. Understand care and support available for children affected by cancer
Assessment criteria
4.1 List specialist cancer services available for children
4.2 Describe the diagnosis process for cancer in children
4.3 Identify the role of play specialists in the care of children with cancer
4.4 Describe the potential impacts of cancer diagnosis on the family of a child
Range
Cancer care providers - primary, secondary and tertiary care, health boards, health
boards and regional centres, third and social care sectors, Wales Cancer Network,
specialist centres, Welsh Health Specialised Services Committee
48
Learning outcome:
5. Provide care and support to children experiencing cancer, their families and carers
Assessment criteria
5.1 Implement policies which support cancer survivors within work practice
5.2 Use MDT person-centred skills, specifically communication and palliative care
5.3 Develop and implement cancer care action plans
5.4 Collaborate with key workers to support individuals, their families and carers through and after cancer treatment
5.5 Provide support to individuals, their families and carers when their treatment ends
5.6 Support timely access to diagnostic services
5.7 Support individuals to access specialist care
5.8 Provide individuals, their families and carers with information on opportunities to participate in clinical trials and research activities
5.9 Contribute to the requirements of health boards to ensure individuals are routinely informed where to access welfare benefits advice
49
Unit 313 Cancer care
Supporting Information
Evidence requirements Observe the learner supporting children with cancer care on a minimum of three
occasions.
Evidence of documentation completed must be recorded clearly, accurately and legibly in line with setting policies.
50
Glossary
Cancer delivery plan – key actions and themes: Making Every Contact Count;
standards, pathway integration, early detection and person-centred care guidelines
diagnostic services to cope with the expected increased demand; fast track pathways
for patients with alarm symptoms; access to multi-disciplinary diagnostic centres for
potentially serious, vague symptoms; direct access to certain tests for ‘low-but-not-
no’ risk symptoms; imaging equipment; workforce shortages in pathology, radiology
and oncology; reforming the way diagnostic pathways work
Key worker - the cancer pathway is complex and a named key worker is fundamental
to help the patient navigate the pathway and ensure a smooth patient journey. The
key worker is usually the clinical nurse specialist, who as part of a wider multi-
disciplinary team coordinates treatment and care. The healthcare system, and
patients, should also be clear who their responsible doctor is at all stages of the care
pathway.
Impacts – Could include fatigue, intimate relationship issues, financial hardship,
anxiety/depression, fear of recurrence
Population Outcome Measures
Cancer incidence and prevalence
Short and long-term survival rates
Premature mortality related to cancer and mortality.
Global Patient Reported Experience Measures (inc Cancer Patient Experience
Survey)
Global Quality of Life measure
CPES - Cancer Patient Experience Survey
PREMs - Patient Reported Experience Measures
PROMs - Patient Reported Outcome Measures
51
Unit 317a Children who are experiencing disadvantage
Level: 3
Unit Summary: This unit covers the contribution child care workers can make to minimise disadvantage and ensure all children can access high quality services. The unit also covers the importance of working in partnership with families/carers and other professionals throughout the provision of childcare services.
Learning outcome:
1. Understand legislation and policy context in relation to strategies to combat childhood disadvantage
Assessment criteria
1.1 Identify legislation relating to tackling child poverty and disadvantage 1.2 Describe current policy context in relation to tackling childhood disadvantage plans and
strategies 1.3 Identify principles and values from current legislation and policy documents that
underpin work in relation to childhood disadvantage 1.4 Describe reports that have influenced legislation, policy context, plans and strategies in
relation to childhood disadvantage 1.5 Identify sources of information on the types of services available locally relating to
childhood disadvantage 1.6 Describe how current national plans and strategies relating to childhood disadvantage
influence local service provision 1.7 Explain the importance of working in partnership with local service providers 1.8 Describe criteria and referral processes for local provision in relation to tackling
childhood disadvantage 1.9 Describe how national policy and practice guidance impacts on own organisation’s
policies and practice procedures
Learning outcome
2. Apply legislation and guidelines in relation to strategies to combat childhood disadvantage
Assessment criteria
2.1 Use information on local service provision relating to childhood disadvantage for children’s care, play, learning and development
2.2 Embed national frameworks, plans and strategies, relating to child poverty that have influenced local service provision
2.3 Embed reports that have influenced legislation, policy context, plans and strategies around child poverty
2.4 Promote partnership working with service providers
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2.5 Follow criteria and referral processes for local provision in relation to tackling child poverty
2.6 Follow organisation/settings policies and procedures
Learning outcome
3. Understand causes and impacts of disadvantage on children
Assessment criteria
3.1 Define key terms relating to childhood disadvantage
3.2 Define the meaning of ‘prevention’ and ‘early intervention’ in relation to tackling childhood disadvantage
3.3 Describe the current situation in Wales and the rest of the UK with regards to childhood disadvantage
3.4 Describe potential impacts of poverty on children’s lives and life chances
3.5 Identify examples of prevention and early intervention strategies/initiatives
3.6 Describe own role and responsibilities in contributing to the ‘Tackling Child Poverty’ Agenda
3.7 Describe benefits of preventing child poverty and early intervention strategies
3.8 Explain ways in which research into child poverty underpins legislation, national policies, guidance and frameworks in Wales
Range
Key terms – Child poverty, adverse childhood experiences
Learning outcome:
4. Work in ways that minimise the impact of disadvantage on children
Assessment criteria
4.1 Address factors that impact on a child’s life chances in own setting
4.2 Promote the benefits of prevention and early intervention strategies, including local prevention strategies/initiatives
4.3 Reflect on own role and how it contributes to the ‘Tackling Child Poverty’ agenda
4.4 Promote the benefits of preventing childhood disadvantage
4.5 Embed recent research into childhood disadvantage and legislation, national policies, guidance and frameworks in Wales
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Unit 317a Children who are experiencing disadvantage
Supporting Information
Evidence requirements Learners must be observed practically applying ways of working which minimise
disadvantage to children on a minimum of three different occasions which could include:
Childhood disadvantage reduction initiative implementation
Signposting to sources of information on disadvantage and support
Evidence of documentation/records that are completed clearly, accurately and legibly.
Glossary
Current legislation and policy documents from where principles and values are found
include:
Social Care and Wellbeing (Wales) Act 2014.
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Well-being of Future Generations (Wales) Act (2015)
Childcare, Play and Early Years Workforce Plan
Reports - reports and research could include:
The Effective Provision of Pre-School Education (EEPE) Project: Final Report A
longitudinal study funded by the DfES 1997–2004 by Department for Education and
Skills (London: Institute of Education, 2012)
Lifetime Effects: The High Scope Perry Preschool Study Through Age 40 by High Scope
(Ypsilanti: USA, 2005)
Millennium Cohort Study by C Taylor (WISERD, Cardiff, 2013
Welsh Government (2013b) “Review of parenting support for Flying Start”, Welsh
Government Social Research: 31/2013
Department for Communities and Government (2012) “Working with Troubled Families:
A guide to the evidence and good practice”, Department for Communities and
Government, London, ISBN: 978-14098-3751-0
Allen, G (2011) “Early Intervention: The Next Steps: An independent Report to Her
Majesty’s Government” HM Government, January 2011
Barlow, J. et al (2007) “Family and Parenting Support in Sure Start Local Programmes:
National evaluation report”, Research Report NESS/2007/FR/023, HMSO 2007 ISBN
978 1 84775 009 9
54
Low income and early cognitive development in the U.K, A Report for the Sutton Trust
by J Waldfogel and E Washbrook (2010)
Adverse childhood experiences and their impact on health-harming behaviours in the
Welsh adult population. Public Health Wales NHS Trust 2015
Adverse childhood experiences and their association with chronic disease and health
service use in the Welsh adult population Public Health Wales NHS Trust 2016
NB – reports should be checked for relevance and currency as part of delivery provision.
Related legislation Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
An independent stocktake of the Foundation Phase in Wales: Final report, September 2013 – March 2014 (2014)
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Together for Mental Health, Welsh Government (2012)
Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales, Professor Graham Donaldson (2015).
The Rights of Children and Young Person’s (Wales) Measure 2011
The Children and Families (Wales) Measure 2010
A Child Poverty Strategy 2011–2014: Recommendations for the UK Government (Save the Children, 2010)
Child Measurement Programme for Wales Report 2011–12 (Public Health Wales, 2013)
Childcare Costs Survey 2013 (Daycare Trust and the Family and Parenting Institute, 2013)
Early Intervention: Next Steps by G Allen (HM Government, 2011)
The Effective Provision of Pre-School Education (EEPE) Project: Final Report A longitudinal study funded by the DfES 1997–2004 by Department for Education and Skills (London: Institute of Education, 2012
Low income and early cognitive development in the U.K, A Report for the Sutton Trust by J Waldfogel and E Washbrook (2010)
Millennium Cohort Study by C Taylor (WISERD), Cardiff, 2013
Well-being of Future Generations (Wales) Act (2015)
Adverse childhood experiences and their impact on health-harming behaviours in the Welsh adult population. Public Health Wales NHS Trust 2015
Adverse childhood experiences and their association with chronic disease and health service use in the Welsh adult population Public Health Wales NHS Trust 2016
The impact of adverse childhood experiences on mental well-being in Welsh adults Public Health Wales NHS Trust
Guidance for delivery Service providers to be worked in partnership could be from within a local, national or
international context.
Prevention and early intervention strategies/initiatives may reflect local, national or international strategies/initiatives.
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Reports are provided as part of supporting information are for guidance only, reported provided to or referenced by learners should be checked for currency before delivery of the unit content.
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Unit 319a Contexts and principles
Level: 3
Unit Summary: This unit covers key contexts and principles that underpin the provision of CCPLD services in Wales. The content of the unit builds on the knowledge covered in the core qualification and expands it to cover legislation, national frameworks and principles and values. As part of this unit learners will practically apply contexts and principles, embedding them within their work setting and practices.
Learning outcome:
1. Understand the legislation and policy context related to early years, childcare and play provision in Wales
Assessment criteria
1.1 Describe policy contexts for key initiatives and where to find information about them locally.
1.2 Identify legislation that underpins practice in children’s care, play, learning and development.
1.3 Describe regulatory requirements relating to children’s care, play, learning and development.
1.4 Explain how national policy and practice guidance impacts on organisational/setting policies and practice procedures.
1.5 Explain the importance of following own organisation/setting’s policies and practice procedures.
Learning outcome:
2. Understand how national frameworks, plans and strategies influence local provision
Assessment criteria
2.1 Identify sources of information on the types of services available within own locality.
2.2 Explain how national frameworks, plans and strategies influence local service provision.
2.3 Explain the importance of working in partnership with local service providers.
2.4 Describe access criteria and referral processes for local provision.
2.5 Identify legislation, policy contexts, and principles that have influenced the development of frameworks and provision in children’s care, learning, development and play in Wales.
2.6 Identify Required Qualifications to work within the Early Years, Childcare and Play Sectors in Wales.
2.7 Describe reports that have influenced national frameworks, plans and strategies.
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Learning outcome:
3. Understand principles, value and theories that underpin early years, childcare and play provision in Wales
Assessment criteria
3.1 Describe key principles and values that underpin practice in children’s care, learning, development and play.
3.2 Explain how personal beliefs and values can influence practice.
3.3 Describe ways in which the work of theorists has influenced understanding of child development and how children learn.
3.4 Describe ways in which the work of theorists has influenced practice and provision within childcare and early years settings.
3.5 Explain the importance of reflecting on personal practice with children and their families.
Learning outcome:
4. Apply contexts and principles to practice
Assessment criteria
4.1 Embed legislation, national policies and frameworks into practice
4.2 Embed regulatory requirements relating to children’s care, learning, development and play into practice
4.3 Embed the key principles and values that underpin practice in children’s care, learning, development and play into practice
4.4 Embed key theories within practice
4.5 Embed key principles of early years education in day to day practice in childcare settings
4.6 Embed findings and recommendations from reports into practice
4.7 Access and use information on the types of services available within own locality
4.8 Promote partnership working with local service providers
4.9 Use national policy and practice guidance to support the development of organisational policy and practice procedures
4.10 Embed legislation, policy contexts and principles within practice
4.11 Use reflection to improve personal practice
4.12 Reflect on how research impacts personal practice
4.13 Reflect on how personal beliefs and values influence your practice
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Unit 319a Contexts and principles
Supporting Information
Evidence requirements Learners must practically apply contexts/principles on a minimum of three different
occasions.
Glossary
Key initiatives: to include Healthy Child Wales, Flying Start including Language and
Play, Foundation Phase, Families First, Healthy Schools/ Healthy Sustainable Pre-
School Scheme and Childcare Strategy
National frameworks, plans and strategies: to include Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government Foundation Phase National Literacy and Numeracy Framework (LNF) Healthy Child Wales Child Poverty Strategy (2015)
o Flying Start o Families First
Healthy and Sustainable Pre-School Scheme (HSPSS) and Welsh Network of Healthy School Schemes (WNHSS)
Digital Competency Framework for Wales
Key principles in early years education and childcare (Bruce 1987): Highly skilled and knowledgeable staff with high expectations First hand play experiences (experiential learning) that enable children to become
involved in activities and experiences for a sustained period. Safe, secure and stimulating environment, both indoors and outdoors, that promote
confidence, self-esteem and independence. Partnership working with parents and carers and outside agencies and services. Build on a child’s previous experiences and what he/she “can do”. Equality of opportunity and access to provision for all children. Child centred and child initiated activities and experiences facilitated by supportive
adults. Holistic approach to planning and developing play. Early identification and support for children with additional needs. Safeguarding, data protection, confidentiality and information sharing.
Theorists: to include Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books. Bruce, T. (1987) Early Childhood Education. London: Hodder and Stoughton. Bruner, J.S. (1972) The nature and uses of immaturity. American Psychologists, 27, 1-
28. Carter, R. (1998) Mapping the Mind. London: Weindenfeld and Nicolson. Donaldson, M. (1978) Children’s Minds. London: Fontana.
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Moyles, J.R. (1989) Just Playing? The Role and Status of Play in Early Childhood Education. Milton Keynes: Open University Press.
Tizard, B. and Hughes, M. (1984) Young Children Learning. London: Fontana. Whitebread, D. (2012) Developmental Psychology and Early Childhood Education.
London: Sage. Vygotsky, L.S (1986) Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L.S (1978) Mind in Society. Cambridge, MA: Harvard University Press. Nutbrown, C. (2011) Threads of Thinking. London: Sage. Athey, C. (1990) Extending Thought in Young Children: A Parent-Teacher Partnership.
London: Paul Chapman. Laevers, F. (1994) The Innovative Project: Experiential Education 1976-1995. Leuven,
Belgium: Research Centre for Early Childhood and Primary Education, Katholieke Universiteit Leuven.
Reports and Research Effective Pre-School and Primary Education 3–11 Project (EPPE 3–11). Final Report
from the Primary Phase: Preschool, School and Family influences on Children’s Development during Key Stage 2 (Age 7–11) by K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford and B Taggart (Institute of Education, University of London, 2008)
The Effective Provision of Pre-School Education (EEPE) Project: Final Report A longitudinal study funded by the DfES 1997–2004 by Department for Education and Skills (London: Institute of Education, 2012)
Moyles, J., Adams, S. and Musgrove, A. (2002). ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL).School of Education Research and Development Anglia Polytechnic University
Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 by HighScope (Ypsilanti: USA, 2005)
Millennium Cohort Study by C Taylor (WISERD, Cardiff, 2013 Evaluating the Foundation Phase (2015) Welsh Government Successful Futures: Independent Review of Curriculum and Assessment
Arrangements in Wales, Professor Graham Donaldson (2015). An independent stocktake of the Foundation Phase in Wales: Final report, September
2013 – March 2014 (2014) Roberts, K. (2010) “Supporting parents in helping their children learn at home - Some
tips for childcare providers”, Daycare Trust and the Family and Parenting Institute Welsh Government (2013b) “Review of parenting support for Flying Start”, Welsh
Government Social Research: 31/2013 Department for Communities and Government (2012) “Working with Troubled
Families: A guide to the evidence and good practice”, Department for Communities and Government, London, ISBN: 978-14098-3751-0
Allen, G (2011) “Early Intervention: The Next Steps: An independent Report to Her Majesty’s Government” HM Government, January 2011
Barlow, J. et al (2007) “Family and Parenting Support in Sure Start Local Programmes: National evaluation report”, Research Report NESS/2007/FR/023, HMSO 2007 ISBN 978 1 84775 009 9
Low income and early cognitive development in the U.K, A Report for the Sutton Trust by J Waldfogel and E Washbrook (2010)
Adverse Childhood Experiences and their impact on health-harming behaviours in the Welsh adult population. Public Health Wales NHS Trust 2015
Adverse Childhood Experiences and their association with chronic disease and health service use in the Welsh adult population Public Health Wales NHS Trust 2016
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The impact of Adverse Childhood Experiences on mental well-being in Welsh adults Public Health Wales NHS Trust
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Unit 324 Global developmental delayed
Level: 3
Unit Summary: This unit develops the learner’s ability to support individuals with cognition or learning difficulties under the direction of therapists. Learners will gain knowledge of cognition and learning difficulties which are paramount in order to apply theory to practice.
Learning outcome
1. Understand current legislation, national guidelines, policies, procedures, codes of practice and good practice related to supporting individuals with global developmental delay (GDD)
Assessment criteria
1.1 Summarise the current legislation, national guidelines, policies, procedures and good practice guidelines which inform own role
1.2 Through reflective practice demonstrate ability to follow the relevant policies, procedures and codes of practice.
Learning outcome
2. Understand what is meant by global developmental delay (GDD)
Assessment criteria
2.1 Identify main areas of development the cognitive skills required for learning
2.2 Compare developmental pathways in individuals with and without global developmental delay
2.3 Explain the differences between specific developmental difficulties and global delay
2.4 Explain ways in which developmental delay in one area affects the ability to acquire skills in other areas. Including;
speech and language development
social and emotional development
fine motor
gross motor
2.5 Give an example of a physical condition that may co-exist with global developmental delay (GDD) and how these impact on daily living
Range
Learning outcome
3. Understand the support services available for individuals and their families who have a diagnosis of global development delay
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Assessment criteria
3.1 Identify the support services available both locally and nationally 3.2 Explain the importance of multidisciplinary team work in the care of a child with
global developmental delay GDD, including the involvement of the parents and family.
Learning outcome
4. Be able to assist in the preparation and planning of learning activities
Assessment criteria
4.1 Obtain information about the individual’s cognition or learning needs and the planned learning activities
4.2 Work with the therapist to identify approaches to enable and motivate the individual to develop learning strategies
4.3 Obtain and use suitable equipment and materials to support the individual’s learning needs
4.4 Adapt teaching and learning materials at the direction of the therapist to suit the individual’s learning needs
4.5 Describe modifications to learning activities which can be made to improve an individual’s progress
Learning outcome
5. Be able to implement learning activities
Assessment criteria
5.1 Support, encourage, praise and reassure the individual to help them with learning tasks and following instructions
5.2 Provide information, advice and opportunities to enable and encourage the individual to decide on own learning
5.3 Monitor the individual’s responses to learning activities and use appropriate strategies to improve achievement
5.4 Use a range of methods to help the individual understand the environment and the use of objects
5.5 Sequence and structure learning activities and the environment as directed by the therapist so the individual develops:
organisational skills
information processing skills
problem solving skills
5.6 Explain the use of educational/behaviour support plans
Learning outcome
6. Understand how to review the learning activity
Assessment criteria
6.1 The learner can:
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Feed back to the therapist on the individual’s learning achievements and any problems encountered
Help individuals to review their achievements and plan for future learning
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Unit 324 Global developmental delayed
Supporting Information
Glossary Individual: Individual refers to someone requiring care or support; it will usually mean the person or people supported by the learner
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Unit 326 Diabetes in children
Level: 3
Unit Summary: This unit will enable learners to explore the importance of well-being in the context of care and support for children with diabetes. They will develop a thorough understanding of factors that affect the health and well-being of children and their treatment and management of diabetes. Learners will carry out practice management of children with diabetes implementing a person centered approach to support them to manage diabetes.
Learning outcome:
1. Understand legislation and national guidelines that support individuals with diabetes
Assessment criteria
1.1 Explain how the aspects of well-being identified in the Social Services and Well-being (Wales) Act apply to children with diabetes
1.2 Describe what is meant by ‘rights based approaches’ in practice when supporting children with diabetes
1.3 Describe the importance of a ‘person-centred’ approach when working with children with diabetes
1.4 Describe policies and processes relating to diabetes
Learning outcome:
2. Understand diabetes and its management
Assessment criteria
2.1 Describe different types of diabetes in children
2.2 State the normal blood glucose range
2.3 Describe signs and symptoms of unstable diabetes
2.4 Describe why ketonuria is detrimental to health
2.5 Describe action to take if a child with diabetes is unresponsive
2.6 Describe risk factors that may lead to development of Type 2 diabetes
2.7 Explain the importance of preventing/delaying the development of Type 2 diabetes in children at risk
2.8 Describe potential long term complications of unstable diabetes
2.9 List reviews and checks to screen for long term complications
2.10 Describe links between diabetes and other conditions
2.11 Describe the impact of other illnesses and their management on glycaemic control
2.12 Describe ways in which diabetes can be managed
2.13 Explain the effect of insulin on blood glucose levels
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2.14 Describe the effect and side effects of common oral anti-hyperglycaemic agents
Range
Types of diabetes: Type 1, type 2 Unstable – hypoglycaemia, hyperglycaemia, ketosis, ketoacidosis, ketonuria Other conditions: Retinopathy, Kidney disease (nephropathy), peripheral neuropathy, vascular and neurological problems in feet and lower legs, cardiovascular risk, cystic fibrosis, depression Ways in which diabetes can be managed: Non-pharmacological (lifestyle advice) and pharmacological (oral and injectable)
Learning outcome:
3. Understand well-being in the context of care and support for children with diabetes
Assessment criteria
3.1 Describe the challenges faced by children diagnosed with diabetes
3.2 Describe the impact of different types of transitions on children with diabetes
3.3 Explain strategies to support children cope with change and transitions
3.4 Describe the importance of actively promoting well-being
3.5 Explain ways to ensure that children have choice and control over their lives
3.6 Describe the impact of empowering children to manage their own conditions on themselves, their families/carers and health services
3.7 Describe positive risk taking approaches that may be adopted to reduce restrictive practices within diabetes care
3.8 Explain the effects of glycaemic control in relation to
lifestyle choices
eating patterns
attitudes to food
physical activity
3.9 Explain the importance of setting targets and producing plans to achieve a balance between
achieving lower HbA1c
minimising and managing the risk of hypoglycaemia/hyperglycaemia
the child’s lifestyle choices
3.10 Explain the importance of recording and reporting the care and support provided for children with diabetes
Learning outcome:
4. Understand the importance of communication with individuals and other agencies
Assessment criteria
4.1 Explain how to clearly communicate information to children, their families/carers relating to
their condition and treatment
their personal care
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their care at home
4.2 Explain the importance of supporting communication between agencies
4.3 Describe 'review and referral' procedures when communicating with other agencies about children’s treatment
4.4 Explain the roles of
Multi-disciplinary teams
Diabetic specialist nurses
Range
Communicate: Level of understanding, preferences Agencies: care workers, colleagues, managers, diabetic specialist nurse, multi-disciplinary teams and other agencies
Learning outcome:
5. Implement child-centred approaches when supporting children with diabetes
Assessment criteria
5.1 Encourage children to engage in active participation to develop their own personal plan
5.2 Support children to develop self-care skills
5.3 Encourage children to use their agreed personal plans
5.4 Provide reassurance to children with diabetes and their families/carers
5.5 Record and report concerns that might affect the ability of a child with diabetes to self-care
Range
Self-care skills: Take their own glucose measurements, follow a well-balanced diet
Learning outcome:
6. Understand factors that impact on the health and well-being of children with diabetes
Assessment criteria
6.1 Describe the nutritional needs and importance of a balanced diet for children with diabetes
6.2 Describe the challenges of maintaining a balanced diet for children with diabetes
6.3 Explain the effect of different carbohydrates and refined sugars on blood glucose level
6.4 Describe the factors that can affect nutrition and hydration
6.5 Explain the importance of maintaining good personal hygiene procedures
6.6 Explain how diabetes can affect foot health
Range
Factors - Culture and religion, individual preferences and habits, physical factors –
positioning, oral hygiene, psychological factors – depression, eating disorders, income,
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lifestyle and social convention, exercise and physical activity, advertising and fads, family and
peer group influences, ethics, morals and political beliefs, neglect
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Unit 326 Diabetes in children
Supporting Information
Evidence requirements Observe the learner communicating/supporting a child a minimum of three times.
Evidence of documentation that is completed clearly, accurately and legibly.
Glossary Person centred is a way of working which aims to put the person at the centre of the care situation taking into account their individuality, wishes and preferences HbA1C Glucose sticks to the haemoglobin to make a 'glycosylated haemoglobin' molecule,
called haemoglobin A1C or HbA1C. The more glucose in the blood, the more haemoglobin
A1C or HbA1C will be present in the blood. The HbA1C test is currently one of the best ways
to check diabetes is under control but HbA1C is not the same as the glucose level.
Transitions - moving between settings and treatments, developing diabetes and living with
the risk of other associated conditions, moving between different (e.g. child to adult) services
Related publications
Diabetes Delivery Plan for Wales 2016-2020 The best standard of care for everyone with diabetes December 2016
The Code of Professional Practice for Social Care and associated resources
Positive Approaches: Reducing Restrictive Practices in Social Care
Human Rights Act 1998
More than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care
“Think Glucose”
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Unit 330a Palliative care (infants and children)
Level: 3
Unit Summary This unit provides the learner with the knowledge and skills required to support individuals at end of life. It includes the principles of rights based approaches, person centred approaches and the importance of building relationships with individuals, their key supporters/carers and other agencies and services. The learner will understand the range of specialist services available to provide support and the referral processes required.
Learning outcome:
1. Understand policies and processes that underpin the provision of end of life care for infants and children
Assessment criteria
1.1 Define key terms relating to end of life and palliative care
1.2 Describe the impact of national guidance on current approaches to end of life and palliative care
1.3 Explain how the ‘All Wales Standards for Palliative Care’ underpin end of life care
1.4 Describe what is meant by ‘rights based approaches’ when providing palliative care /caring for individuals approaching end of life
1.5 Identify the ways that power and influence may be used and/or abused when providing palliative care/supporting individuals approaching end of life
1.6 Describe conflicts and legal or ethical issues that may arise in relation to death, dying, palliative or end of life care
1.7 Describe the roles of next of kin in relation to end of life care
1.8 Explain the purpose of advanced care planning
Range
Key terms - ‘palliative care’, ‘end of life care’ ‘terminal care’ and ‘last days of life care’
Learning outcome:
2. Understand a person-centred approach relating to palliative/end of life care
Assessment criteria
2.1 Explain the meaning of informed consent and advance planning
2.2 Describe ways to involve children, their families/carers in decisions about their care
2.3 Explain the role of key people and support services who may be involved in palliative/end of life care
2.4 Describe the benefit of caring networks and local schemes
2.5 State the importance of always acting in the person’s best interest
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2.6 Explain the concept a holistic approach in palliative/end of life care
Range
Key people may include family members, friends, others who are important to the well-being
of the individual, multi-disciplinary teams
Support services: Statutory bodies, voluntary bodies, health and social care
Learning outcome:
3. Understand the importance of effective communication and developing positive relationships during palliative/end of life care
Assessment criteria
3.1 Explain how important relationships are to an individual who is near end of life
3.2 Explain how different customs and preferences may influence end of life care
3.3 Describe the challenges that may occur in developing positive relationships with individuals/their personal support network
3.4 Explain the importance and impact of first language on communication with individuals/parents/carers
3.5 Explain the impacts of sensory impairment on palliative/end of life care
3.6 Explain the importance of checking that communication has been understood
3.7 Describe considerations in relation to young carers involved in palliative/end of life care
Range
Customs and preferences: beliefs, religion, culture of individuals and key people
Understood – by the individual at end of life, their carers/family and those involved in their care and support
Learning outcome:
4. Develop positive relationships and effective communication with individuals, teams and other agencies
Assessment criteria
4.1 Provide relevant age appropriate information to the individual/parents/carers and key
people about their illness and the support available. Take into consideration their stage
of development and ability to communicate.
4.2 Describe the benefits to an individual of having some control over their end of life care
4.3 Actively listen to individuals or their parent/carers and key people in relation to end of
life care
4.4 Communicate an individual’s or their parent/carers care requirements to others
4.5 Provide support to carers
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Range
Information: prognosis, treatment, support available
Key people may include family members, friends, others who are important to the well-being
of the individual
Others: care workers, different agencies
Support to carers – referral to support services, third sector services, bereavement support, emotional and practical support
Learning outcome:
5. Understand the meaning of well-being in the context of end of life care
Assessment criteria
5.1 Explain the challenges that individuals could have at the end of their lives in dealing with change and transitions
5.2 Describe how to support individuals, where appropriate, and their parents/carers to manage change and transitions
5.3 Describe coping strategies that may be adopted by individuals when facing death and dying
5.4 Outline models of loss and grief
5.5 Describe the importance of supporting the well-being of individuals and their parents/carers
5.6 Describe ways in which an individual’s well-being may be enhanced
5.7 Describe ethical considerations in relation to nutrition and hydration
5.8 Describe possible conflicts that might arise during end of life care and what action to take
5.9 Explain the importance of working in partnership with key people to support the individual’s well-being
Range
Transitions could include individuals moving into or out of the service provision,
transferring between establishments, physical changes caused by their deteriorating
condition, anticipating death
Models – Kübler-Ross grief cycle, Worden’s theory, Stroebe & Schute
Well-being - Aspects that are social, emotional, cultural, spiritual, intellectual,
economic, physical and psychological
Ways to enhance well-being could include environmental factors, non-medical interventions, use of equipment and aids, alternative/complementary therapies
Learning outcome:
6. Provide care and ongoing support for individuals through the process of dying
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Assessment criteria
6.1 Identify and report psychological effects on the individual when approaching the last days of life
6.2 Record and report the deteriorating condition of an individual
6.3 Support individuals physical needs in the last days
6.4 Contribute to addressing any distress experienced by the individual promptly and in agreed ways
6.5 Report individuals changing needs or responses to facilitate the adaptation of their support
6.6 Carry out actions immediately following a death that respect the wishes of the individual or their parents/carers and follow agreed ways of working
6.7 Support key people immediately following an individual’s death
6.8 Manage own feelings in relation to the dying or death of individuals
Range Physical needs – oral care, continence care, constipation, personal care, mobility Own feelings - accessing available support systems, developing coping strategies Death – Expected or sudden
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Unit 330a Palliative care (infants and children) Supporting Information
Evidence requirements Evidence of documentation that is completed clearly, accurately and legibly.
Glossary
End of Life
The last 12 months that a person is expected to live
Assessment
Information about a person’s needs and how an illness is affecting their ability to live their
normal lives
Best Interest Decision
This occurs if someone does not have the mental capacity to make a legal, healthcare, welfare
or financial decision for himself/herself. This is one of the principles of the Mental Capacity
Act. The decision can only be made after an assessment has deemed the individual does not
have capacity. Strict principles and codes of practice should be followed to carry out the
assessment as set out in the Mental Capacity Act
Core Elements of Palliative Care
Timely and open communication and information; Choices/Options in all aspects of care,
including complementary therapies; Death in the place of choice; Co-ordination of services at
home, where this is the chosen place of care; Expert symptom management; Access to 24-
hour specialist advice and expertise; Emotional and practical support for all family members;
Respite care, with medical and nursing input, when required.
Informed consent
When an individual gives permission to have an assessment, treatment or procedure with full
knowledge of the risks involved, probable consequences and the alternatives
Last offices
“Last Offices is the care given to a deceased patient which is focused on fulfilling religious
and cultural beliefs as well as health and safety and legal requirements.” Mallett, J &
Dougherty, L (eds) (2000) (5th ed) Manual of Clinical Nursing Procedures Royal Marsden
Hospital, Blackwell Science
National End of Life Care Programme
Programme funded by the NHS which works across health and social care to improve end of
life care and support people to live and die well
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Transitions could include: individuals approaching end of life moving into or out of the
service provision, transferring between establishments, physical changes caused by their
deteriorating condition, anticipating death
Related legislation and guidance The Mental Capacity Act 2005 (amended 2013)
Social Services and Well Being (Wales) Act 2014
The Code of Professional Practice for Social Care Workers
NHS Wales Code of Conduct for HCSW’s 2011
CC Wales – Care at Home - Challenges, Possibilities and Implications for the Workforce in Wales Final Report May 2010
Declaration of rights for older people in Wales (2012)
The Regulation and Inspection of Social Care (Wales) Act 2016
Welsh Government (2016) Well-being statement for people who need care and support and carers who need support
Health and Safety at Work Act 1974
Lifting Operations and Lifting Equipment Regulations (1992)
Manual Handling Operations Regulations 1992 (amended 2002)
www.nice.org.uk/guidance
Welsh Language Act 1993 and Welsh Language Standards Regulations 2015
Lone Workers Policy & Guidelines 2010
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Unit 332 Epilepsy
Level: 3
Unit Summary This unit covers the fundamental information necessary for
those working in settings where they are responsible for
providing assistance to individuals who may experience
epilepsy. Including an understanding of what epilepsy is,
actions to take, how it can be managed and the impact it
can have on individuals in everyday life.
Learning outcome:
1. Know the current legislation, policies, protocols and guidelines regarding the care of individuals with Epilepsy
Assessment criteria
1.1 Explain the legislation relating to the care of individuals with Epilepsy
1.2 State legislation relating to a variety of roles within healthcare
1.3 State legal requirements within clinical practice
1.4 Describe relevant health and safety legislation and policies
1.5 Describe government and organizational policies, procedures and guidelines relating to the care of individuals with neurological conditions
1.6 Describe legislation, protocols and guidelines relating to epilepsy services
Learning outcome:
2. Understand what epilepsy is
Assessment criteria
2.1 Define epilepsy
2.2 Identify causes of epilepsy
2.3 Identify different types of epilepsy and classifications of seizures
2.4 Identify possible seizure triggers and possible seizure warnings
2.5 Describe actions to be taken in the event of seizures
2.6 State how to access resources and services when emergency care is needed and define status epilepticus
2.7 Explain the possible consequences of epilepsy, on the individual and their family, including social and psychological implications
2.8 State the main risk factors with SUDEP (Sudden Unexpected Death in Epilepsy)
2.9 Describe the appropriate first aid procedures when required to assist an individual during a seizure
Range
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Learning outcome:
3. Understand what is involved in the diagnosis and treatment of epilepsy
Assessment criteria
3.1 Describe the process followed for diagnosing epilepsy
3.2 Identify different types of currently used anti-epileptic medication (AED)
3.3 Identify benefits and risks of AEDs
3.4 Describe alternative treatments to AEDs currently recommended within health care settings
3.5 Describe benefits and risks of currently recommended alternative treatments
3.6 State psychological interventions
3.7 Be able to identify the need for referral to tertiary services and availability within locality
3.8 State the current rescue medications, their guidelines and process of administration
3.9 Propose ways to support the individual to maintain a seizure diary or equivalent
3.10 State the benefits and risks of each current rescue medication
3.11 Identify possible adverse effects of rescue medication and required actions to take.
3.12 Explain how to communicate effectively across a multi-disciplinary team whilst advocating for an individual with epilepsy
Range
Process – measures, evidence required
Interventions - preventative measures, counselling
Learning outcome:
4. Understand caring for individuals with epilepsy
Assessment criteria
4.1 Explain the importance of child/person centred care planning and risk assessment
4.2 State how to interpret and work from a child/person centred care plan regarding daily and emergency care
4.3 Describe ways to support an individual through the recovery process following a seizure
4.4 Describe ways to enable, or support, an individual with monitoring responses to interventions
4.5 Identify possible measures required to create safe environments
4.6 Identify potential risks and impacts within daily lives of individuals diagnosed with epilepsy
4.7 Describe implications of delays to clinical treatment
4.8 Explain the importance of the recording and reporting process of seizures
4.9 Describe own role limitations when providing advice, guidance, information and care to an individual with epilepsy, or their advocate
4.10 Describe levels of contribution in developing an individualised epilepsy care plan with the specialist practitioners
4.11 Describe ways to support an individual to attend appropriate appointments
Range
Impacts – on different life stages, personal preferences, lifestyles
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Unit 332 Epilepsy
Supporting Information
Evidence requirements
Glossary Enable: – to provide someone with adequate power, means, opportunity, or authority (to do
something
The individual is the person you support or care for in your work’ this could be a child or an
adult Levels of help or support and assistance refers to graduated levels of assistance, from simple
verbal reminders providing the lowest level of support to actual physical guidance providing
the highest level. Assistance should be given flexibly according to the individual’s need for
help, and should be focused on encouraging as much independence as possible
Recovery: building a meaningful and satisfying life, as defined by the person themselves,
whether or not there are ongoing or recurring symptoms or problems. Recovery represents a
movement away from pathology, illness and symptoms to health, strength and wellness Safe environments: positive risk assessments – enabling rather than limiting.
Related legislation Social Services and Well Being (Wales) Act 2014
Medicines and Healthcare Products Regulatory Agency’s (MHRA)
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Unit 333 Facilitate training/groups
Level: 3
Unit Summary The unit provides the skills for planning, preparing, delivering, monitoring and evaluating learning and development for individuals and groups.
Learning outcome:
1. Understand relevant theories/models to support the facilitation of learning and development sessions
Assessment criteria
1.1 Identify the different types of stakeholders involved in the process
1.2 Explain rationale for choice of Development session
1.3 Identify the factors that influence learning and development
1.4 Identify collective learning and development needs
Learning outcome:
2. Plan and prepare learning and development sessions
Assessment criteria
2.1 Develop and prepare a range of resources including technology for learning and development
2.2 Plan and prepare learning and development schemes of work and lesson plans according to the learning cycle
Learning outcome:
3. Facilitate learning and development with individuals and groups
Assessment criteria
3.1 Plan and prepare the environment for learning to take place
3.2 Utilise a range of learning resources, delivery methods and theoretical models for effective individual and group work
3.3 Manage a range of different learning styles ensuring inclusion of participants in group and individual work
3.4 Manage aspects of equality, diversity and where relevant bilingualism when facilitating groups and individuals.
3.5 Utilise a range of different forms of communication preventing barriers to learning and development.
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Learning outcome:
4. Evaluate learning and development sessions
Assessment criteria
4.1 Monitor and evaluate the quality of learning and development outcomes using industry recognised standards relevant to learning and development.
4.2 Use feedback from stakeholders to improve learning outcomes for those who use the service
4.3 Manage contribution to self and learner assessment to improve learning and development provision
4.4 Evaluate and improve learning and development
4.5 Manage the confidentiality and data protection legislation relevant to collection and storage of information in learning and development
4.6 Utilise the use of technology to analyse data to improve learning and development
4.7 Maintain records of delivery undertaken
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Unit 333 Facilitate training/groups
Supporting Information
Evidence requirements
Glossary
Mudiad Meithrin
Clybiau Plant Cymru Kids’ Clubs
National Day Nurseries Association Cymru
Professional Association for Childcare and Early Years
(PACEY Cymru)
Wales Pre-School Providers Association
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Related legislation List of required Qualifications to work within early years and childcare in Wales 2017
National Occupational Standards guide for Social care early years and childcare.
Legislative framework for childcare in Wales.
Welsh Government. Regulation and inspection of childcare
Welsh Government Early Years.
National Minimum Standards for regulated childcare for children up to the age of twelve.
Early Years and Childcare qualifications, Social Care Wales.
Welsh Medium childcare and early years education provision.
Regulation and minimum standards Day and Playcare.
Health and Safety legislation relevant to early years.
Childcare, Play and Early years Workforce Plan December 2017
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Unit 334 Early years curriculum
Level: 3
Unit Summary This unit covers the skills required to support and develop children aged 3-7 years. This unit reflects the Foundation phase.
Learning outcome:
1. Use the Core areas of the Early years curriculum to plan learning and development for children aged 3-7 years
Assessment criteria
1.1 Plan learning opportunities and experiences based on the stages of development for children in all curriculum areas
1.2 Develop knowledge, skills and understanding across all curriculum areas and through a variety of learning opportunities and experiences
1.3 Access guidance and support to develop practice in all curriculum areas
Learning outcome:
2. Promote pedagogical principles that underpin the curriculum for 3-7 year olds
Assessment criteria
2.1 Embed the pedagogical principles that underpins the learning framework for 3-7 year olds in Wales, into your practice
2.2 Embed the statutory areas of learning within the learning framework for 3-7 year olds in Wales, into your practice
Learning outcome:
3. Support personal and social development, well-being and cultural diversity
Assessment criteria
3.1 Use theoretical frameworks and research to support practice that develops children’s personal, social, moral and wellbeing skills
3.2 Promote and develop children’s well-being through daily routines and continuous provision set up within the setting
3.3 Access relevant support and guidance when planning learning opportunities and experiences developing children’s personal, social, moral and well-being skills
3.4 Assess children’s well-being and use the results to plan for their next steps
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Learning outcome:
4. Understand the use of planning, development and reflection on learning opportunities and experiences for 3-7 year olds
Assessment criteria
4.1 Explain the importance of using observations, assessment and a child’s own interests and experiences as the starting point for planning and implementing learning opportunities and experiences
4.2 Explain the importance of planning learning opportunities and experiences that support the holistic development of 3-7 year olds
Learning outcome:
5. Plan, develop and reflect on learning opportunities and experiences provided for 3-7 year olds
Assessment criteria
5.1 Plan appropriate learning opportunities and experiences for 3-7 year olds within a setting
5.2 Incorporate results of observations and assessments into the planning process for all children
5.3 Incorporate children’s interests and previous experiences when planning learning opportunities and experiences
5.4 Use short, medium and long term planning processes within your role 5.5 Plan learning opportunities and experiences that are child initiated, engage children and
promote high levels of involvement 5.6 Provide flexibility and sufficient time for children to explore, experiment, revisit and
repeat 5.7 Plan activities based on the stages of development of all children within your setting 5.8 Facilitate play activities and experiences for 3-7 year olds within a setting 5.9 Prepare the learning environment for the planned activities including any health and
safety considerations 5.10 Provide high quality interactions with children to develop speech, language and
communication skills
Learning outcome:
6. Know how to provide an enabling environment for 3-7 year olds
Assessment criteria
6.1 Identify definitions of key terms-continuous, enhanced and focused provision and planning for these different types of provision
6.2 Describe why room layout is important in supporting children’s play, learning and development
6.3 Identify types of areas/zones that are present in a high quality learning environment both indoors and outdoors and how these support children’s play, learning and development
6.4 Explain the importance of ensuring that resources are easily accessible for all children 6.5 Explain the importance of involving parents and using resources available within the
home environment
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Learning outcome:
7. Promote enabling environments for 3-7 year olds
Assessment criteria
7.1 Provide a high-quality learning environment that supports the learning development of 3-7 year olds
7.2 Use available information and support on developing high quality inclusive learning environments
7.3 Be able to develop learning opportunities and experiences for 3-7 year olds in a variety of settings
Learning outcome:
8. Understand observations and assessements for 3-7 year olds
Assessment criteria
8.1 Explain the purpose and structure of the current statutory assessment tool for assessing development for 3-7 year olds
8.2 Describe the schedule for using the current assessment tool for assessing 3-7 year olds 8.3 Explain the importance of using observations, assessment and a child’s own interests
and experiences as the starting point for planning and implementing learning opportunities and experiences
Learning outcome:
9. Carry out observations and assessements for 3-7 year olds
Assessment criteria
9.1 Use the current assessment tool according to your organisations policy and procedures and the available guidance
9.2 Record the results of observations and assessments according to your organisations policy and procedures and the available guidance
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Unit 334 Early years curriculum Supporting Information
Glossary
Curriculum Areas: The Foundation Phase has 7 areas of learning which are delivered through
practical activities and active learning experiences both indoors and outdoors. The areas of
learning are:
personal and social development, well-being and cultural diversity
language, literacy and communication skills
mathematical development
Welsh language development
knowledge and understanding of the world
physical development
creative development.
Key features of effective interactions:
o Tone that conveys interest and warmth
o Recasting what the child has said demonstrating the correct use of words.
o Active listening
o Expanding and repeating what the children say
o Providing information-description about what is happening
o Asking open ended questions
o Sufficient time for quality interactions-appropriate rate of speech and time
for child to respond
o Role modelling appropriate vocabulary for example mathematical language.
Pedagogical principles: Pedagogical principles underpinning the Foundation Phase as
set out in the Foundation Phase Action Plan:
The child: o exercising choice, participating, being involved, initiating and directing their
own learning over a period of time o learning from first-hand, exploratory and practical, hands-on activities o being appropriately challenged and supported by the adults and learning
environment, so that good progress is made The learning environment:
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o which provides flow between continuous, enhanced and focused activities, located indoors and outdoors, that reflect and engage children’s interests
o that allows children access to resources that enable them to use choice and develop independence in their learning
o which enables children to apply, use, consolidate and extend their skills across Areas of Learning and Experience
o that includes opportunities for children to be physically and cognitively active as well as having ‘quiet time’ for contemplation and thought
The practitioners: o who prompt the child to think about and reflect upon their learning
experiences in order to extend their learning when appropriate o who plan developmentally appropriate, engaging learning opportunities
informed by regular observation and assessment of children’s abilities o who actively engage parents/carers in the setting/school community, seeing
them as partners in their children’s learning o who look to continuously develop themselves professionally, sharing and
learning from excellent and effective practice and working with other practitioners across Wales and further afield.
Research: The findings of recent research could include;
o Evaluating the Foundation Phase (2015) Welsh Government
o Successful Futures: Independent Review of Curriculum and Assessment
Arrangements in Wales, Professor Graham Donaldson (2015).
o An independent stocktake of the Foundation Phase in Wales: Final report,
September 2013 – March 2014 (2014)
Well-being: Ferre Laevers Signals of Wellbeing
Openness and receptivity Flexibility Self-confidence and self esteem Assertiveness Vitality Relaxation and inner peace Enjoyment without restraints Being in touch with oneself
Ferre Laevers Wellbeing Scale
Levels 1-5 with 5 being the highest where a child behaves like” a fish in water”. They radiate vitality, relaxation and inner peace.
Level 1- child’s wellbeing is very low and they show none of the signals of well-being. Level 3- Most of the time the child is happy but at certain times may get anxious or
distressed.
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Theoretical frameworks that underpin best practice in developing high quality
learning environments both indoors and outdoors. This includes the work of:
o Reggio Emilia
o Froebel
o McMillian
o Montessori
o Steiner
Planning format used should indicate:
o How the results of observations, discussions and assessments have informed
the planning process and learning outcomes for the children.
o How guidance documents and pedagogical frameworks have informed the
planning process.
o How the planned activities contribute to the holistic development of the
child/group of children’s learning and development.
o How you engage the child/group of children, provide for child initiated or
adult led play, encourage high levels of involvement and provide sufficient
time for the children to explore, experiment and repeat.
Related legislation Legislation and policy links and relevant reviews to subject area e.g.
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Evaluating the Foundation Phase Final Report
An independent stocktake of the Foundation Phase in Wales: Final report, September 2013 – March 2014 (2014)
EPPSE (Effective Pre-school, Primary and Secondary Education) Project 1997-2014 Summary of Findings
2002 ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL), Moyles, J., Adams, S. and Musgrove, A 2002, School of Education Research and Development Anglia Polytechnic University
Qualified for Life, Welsh Government 2014
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Early Years Framework in Scotland
Early Years Foundation Stage-EYFS (England)
Pre-school and early home learning effects on A-level outcomes, EPPSE Research Report, 2015, Sammons, Toth and Sylva with Melhuish, Siraj and Taggart, University of Oxford, published by DfE.
Foundation Phase Action Plan
Evidence Requirements
TBC
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Unit 335a Supporting children with healthy eating
Learning outcome:
1. Understand the principles of a healthy balanced diet for children
Assessment criteria
1.1 Explain the role of essential nutrients for health
1.2 Describe potential impacts of poor diet on health and wellbeing
1.3 Explain adaptations to a balanced diet that may be required for different groups
1.4 Identify current nutritional guidelines for a balanced diet for children
1.5 Explain how to access additional support and information relating to nutrition and hydration
1.6 Explain how dietary requirements change during infancy and childhood
Learning outcome:
2. Understand the importance of promoting balanced nutrition and hydration in health and social care and childcare settings
Assessment criteria
2.1 Describe factors that may affect nutritional intake
2.2 Describe the purpose of monitoring nutrition and hydration
2.3 Explain ways in which nutrition and hydration can be monitored
2.4 Identify nutritional and hydration requirements at defined stages of development
2.5 Identify potential challenges that may arise at each stage of development and strategies to manage them
2.6 Identify potential impacts of health issues linked to an unhealthy diet
2.7 Explain the referral process when there are concerns about the nutrition and hydration of babies or children
Range
Factors – Social, financial, physical, lack of knowledge, neglect, transport, behavioural
Monitored – centile charts, food diaries, fluid charts
Stages of development – 0-6 months, 6 months – 1 year, 1 year – 5 years, 5 years
and over
Level: 3
Unit Summary: This unit covers the principles of what make up a healthy diet and factors which may require adaptations to it. The unit also covers the role of those working in childcare settings in contributing to healthy eating for example the preparation of meal plans and promotion of healthy eating campaigns.
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Potential challenges – Fussy eating, challenging behaviour, food refusers, physical
disabilities, breastfeeding difficulties
Health issues - failure to thrive, obesity, malnutrition, dehydration, constipation
Learning outcome
3. Understand the importance of special dietary requirements in health and social care settings
Assessment criteria
3.1 Describe factors that may promote or create barriers to healthy eating in different groups
3.2 Describe special dietary requirements babies and children may have
Range
Different groups – those requiring a special diet, those from different cultures or
religions, those with health problems, those with allergies, those with disabilities,
those with learning difficulties, pregnant teenagers, vegans and vegetarians
Special dietary requirements – Diabetes, potential for anaphylaxis, PKU, cystic
fibrosis, food intolerances, allergies, physical impairments
Learning outcome
4. Understand the principles of infant feeding
Assessment criteria
4.1 Explain the benefits of breast feeding
4.2 Define the term ‘complementary feeding’
4.3 Describe current UN and national guidance on infant feeding
4.4 Describe how safe infant feeding can be promoted
Learning outcome
5. Plan and promote balanced diets in health and social care and childcare settings
Assessment criteria
5.1 Assess the dietary requirements of children using monitoring processes and local/national guidelines
5.2 Promote appropriate balanced diets and hydration to children and their parents/carers
5.3 Plan balanced diets and hydration for children to meets their individual dietary requirements
5.4 Implement actions identified by nutritional monitoring
5.5 Review the impact of dietary and hydration plan devised using monitoring processes
5.6 Evaluate personal contributions, and those of others, on the balanced diet of children, following referral processes where necessary
5.7 Record and review actions taken following nutritional monitoring
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Range
Monitoring processes – centile charts height and weight, observation of child,
parental food diary, liaison with specialist professionals
Others – parents/carers, dietitian, other agency workers
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Unit 335a Supporting children with healthy eating
Supporting Information
Evidence Requirements Observe the learner planning and promoting balanced nutritional diets on a minimum
of three occasions.
Planning formats could include weekly diet plans including both food and drinks.
Documentation/records must be completed clearly, accurately and legibly.
Glossary
Health refers to general physical health and healthy weight (i.e. steady weight gain
plotted on the UK centile charts or BMI for children over 2 years+))
Balanced diet is one containing a variety of foods to ensure adequate intake of all
nutrients that are essential for health. A healthy balanced diet is one based on a wide
variety of foods from the 5 different food groups
Fruit and vegetables
Dairy and alternatives
Potatoes, bread, rice, pasta and other starchy carbohydrates
Beans, pulses, fish, eggs, meat and other proteins
Oil and spreads
A healthy diet includes adequate low sugar drinks.
Nutritional guidelines refers to the latest national guidance for appropriate groups
Factors that may affect nutritional intake can include:
Low income and food poverty
Psychological factors e.g. parental anxiety, eating disorders
Skills and knowledge
Food provision in settings e.g. schools, nurseries, youth settings
Following a special diet
Physical factors e.g. positioning, swallowing difficulties, oral health
Health problems e.g. constipation, anaemia.
Mass media and advertising
Family and peer influences
Ethics, morals and beliefs
The eating/meal-time environment
Neglect and abuse
Culture and religion
Individual preferences and habit
Community food initiatives
Others may include:
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The individual
Family and friends
Carers
Peers
Other professionals e.g. Health Visitor, School Nurse, Dietitian, GP, Speech and Language Therapist etc.
Barriers to healthy eating may include:
Certain disabilities or sensory issues e.g. restricted food intake in Autism.
Physical problems that make swallowing or eating difficult.
Health problems that reduce appetite, affect digestion, cause pain on eating or cause the body to need more energy than usual e.g. heart problems
Effects of medication
Complementary feeding – The process of introducing non-breastmilk foods or
nutritive liquids to young children.
Related legislation Food Standards Agency
Guidance for delivery
For the purposed of this unit, children are considered as those in the age range of 0-5
years.
As detailed in the range under assessment criteria 2.4 in outcome 2. There will be
synergy and crossover with the nutrition and hydration content in the adult and
children and young people qualifications, where content has been contextualised
further to age groups.
Learning outcome 2, criteria 2.4, as part of delivery the potential links between
hydration and toileting/constipation should be highlighted and discussed.
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Unit 336 Health promotion
Level: 3
Unit Summary: This unit covers communication with individuals and
groups in relation to health promotion activities and
models designed to effect behaviour change. Learners will
work with individuals to develop Personal Improvement
Plans and support and encourage them to achieve targets.
Learning outcome:
1. Understand legislation, policies and guidelines relating to health promotion
Assessment criteria
1.1 Describe national health policies, local initiatives and current legislation in relation to health promotion
1.2 Explain the relationship between current legislation, national guidelines, policies, protocols and the following
personal responsibility
accountability
collection and provision of information
1.3 Describe key features of Public Health Wales campaigns in relation to health promotion
1.4 Describe key features of NICE guidelines in relation to health promotion
1.5 Explain where current health promotion information, advice and support can be accessed
Range
Key features – communication method/form, target audience, scale (regional/national/local)
Learning outcome:
2. Understand factors that impact on health and well-being
Assessment criteria
2.1 Describe factors that impact on health and well-being
2.2 Explain potential influences on people’s behaviour in relation to health and well-being
2.3 Explain the strengths and weaknesses of models of behaviour change
2.4 Explain the link between models of behaviour change and different approaches to health improvements
2.5 Explain how own health behaviours may influence others
2.6 Describe benefits and impacts of individuals making lifestyle changes
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Range
Factors - social class, housing, employment, culture, attitudes, values and beliefs, inequality, discrimination and abuse, non –communicable diseases, chronic ill health Influences – peer pressure, learned behaviour, lifestyle, advertising, trends, financial Models - Nuffield centre for bioethics ladder of interventions, Beattie’s model, Ottawa charter for health promotion Different approaches - health promotion, community development, prevention Benefits and impacts – to the individual, to family, to wider community/society
Learning outcome:
3. Communicate health information
Assessment criteria
3.1 Engage effectively with individuals and their support networks about health and well-being
3.2 Implement specific activities within health improvement projects
3.3 Support individuals to communicate their views and concerns about health and well-being
3.4 Provide positive health promotion messages through everyday conversations
Range
Support networks – families, communities, groups, carers
Learning outcome:
4. Work with individuals to facilitate behaviour change
Assessment criteria
4.1 Establish a working relationship with individuals
4.2 Provide access to up to date health information relevant to individuals
4.3 Support individuals to make decisions for their own health and well-being
4.4 Take the individual’s perspective into consideration
4.5 Explain the importance of developing a Personal Improvement Plan (PIP)
4.6 Support individuals to develop a personal health improvement plan
4.7 Engage relevant professionals in the PIP
4.8 Offer appropriate encouragement to achieve goals
4.9 Support the individual to monitor progress making changes to the plan if necessary
4.10 Monitor and record the progress of the individual towards their goals
4.11 Update records in line with policies and protocols
Range Working relationship - may be one to one, openness and a frank exchange of views consistent with an individual’s culture, establish a suitable working environment, provide information clarifying that the individual has understood, consider implication of changes to the plan and targets
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Individuals - format that is consistent with the individual’s level of understanding, culture, background and preferred ways of communicating Individual’s perspective - what the individual would like to see improved, how s/he thinks it could be improved, and how ready s/he is to make the changes
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Unit 336 Health promotion
Supporting Information
Evidence requirements
Observe the learner carrying out a minimum of three health promotion activities. These may include
Health promotion events
Prevention tasks
Evidence of documentation/records that are completed clearly, accurately and legibly.
Related legislation
Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub
Public Health (Wales) Act 2017
Wellbeing of Future Generations (Wales) Act 2017
Mental Capacity Act
Human Rights Act
Donald Acheson Report 1998
Related guidance
Prosperity for All 2017 (Welsh Gov strategy)
NHS planning framework for Wales 2017/18
Health and Care Standards (2015)
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Unit 338 Home based childcare 1
Level: 3
Unit Summary This unit is suitable for either prospective childminders or nannies in Wales. It provides an introduction to children’s care learning, development and play and give prospective childminders and nannies sufficient knowledge to practice.
Learning outcome:
1. Know current legislation, national policies, guidance and regulatory frameworks covering homebased childcare for children.
Assessment criteria
1.1 Identify legislation, national policies, guidance and frameworks that underpin children’s care, learning, development and play with reference to homebased childcare for children.
Learning outcome:
2. Understand why rights based approaches are important to homebased children’s care, learning and development.
Assessment criteria
2.1 Explain the importance of a rights-based approach and how legislation and national policies underpin this approach.
Learning outcome:
3. Understand why it is important to promote welsh language and culture in homebased childcare settings for children.
Assessment criteria
3.1 Explain the importance of providing opportunities for children to use and experience the Welsh language, traditions and cultural celebrations
Learning outcome:
4. Understand the changes and transitions which may occur in a child’s life.
Assessment criteria
4.1 Explain how good practice can support children with change and transitions
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Learning outcome:
5. Understand the importance of promoting positive behaviours in homebased childcare settings for children.
Assessment criteria
5.1 Explain the importance of developing a policy for behaviour management.
5.2 Describe how to promote and encourage children’s positive behaviour through the use of positive approaches.
Learning outcome:
6. Understand why routines are important.
Assessment criteria
6.1 Describe the benefits of everyday routines and developmentally appropriate activities, materials and first-hand experiences to support the health, well-being and learning and development of children.
6.2 Identify the types of routines that occur in homebased childcare.
6.3 Explain the importance of working with parents and carers to ensure children’s individual needs and preferences are met.
Learning outcome:
7. Understand the importance of play in improving the health, wellbeing, learning and development outcomes for children.
Assessment criteria
7.1 Explain the importance of play and facilitating activities that support health, well-being, learning and development for children.
7.2 State the stages of child development and factors that can impact on children meeting milestones.
7.3 Describe ways in which the home learning environment (indoors, outdoors and out and about) and how the materials and resources within it can be used to support experiential play for children.
7.4 Explain the importance of child centred play that is inclusive and respects and promotes equality and diversity for children.
7.5 Explain the importance of observing, monitoring and recording a child’s development.
Learning outcome:
8. Know the importance of available support for additional learning needs.
Assessment criteria
8.1 Explain the importance of developing an additional needs policy that shows how to fulfil legal and statutory responsibilities towards children with additional needs.
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Learning outcome:
9. Understand the importance of confidentiality and data protection
Assessment criteria
9.1 State the importance of developing a confidentiality policy, how to maintain confidentiality and when to pass on confidential information.
9.2 Explain why the confidentiality policy should reflect current legislation and codes of conduct and practice underpinning confidentiality and data protection.
Learning outcome:
10. Understand the importance of developing effective partnerships with parents/carers.
Assessment criteria
10.1 Explain the importance of keeping parents informed and involved in the care of their child.
10.2 Describe ways in which feedback from parents/carers can be obtained.
10.3 Explain how a Statement of Purpose reflects the service being provided.
10.4 Explain the importance of agreeing, using and reviewing a contract with parents/carers.
Learning outcome:
11. Understand the importance of reflection on practice and Continuous Professional Development (CPD).
Assessment criteria
11.1 Explain the importance of reflecting on own practice and identifying ongoing CPD requirements and opportunities to keep practice up to date and meet regulatory requirements.
Learning outcome:
12. Know the sources of support and information for setting up and running homebased childcare
Assessment criteria
12.1 Identify where to go to access support and information for setting up and running home based childcare.
12.2 State the role of the Family Information Service and the importance of partnership working when setting up and running homebased childcare.
Learning outcome:
13. Know the current legislation, national policies, procedures and guidance relating to safeguarding.
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Assessment criteria
13.1 State the importance of developing a safeguarding policy in line with legislation, guidance, national policies and procedures that relate to the safeguarding of individuals within a homebased childcare setting.
13.2 Explain why it is important to manage allegations of abuse made against yourself or others in line with policies and procedures.
Learning outcome:
14. Understand current health and safety legislation and guidance.
Assessment criteria
14.1 Describe the key considerations when carrying out a risk assessment for a home based childcare service.
14.2 State the importance of developing health and safety policies and procedures based on legislation.
Learning outcome:
15. Know the key components of healthy and safe homebased provision.
Assessment criteria
15.1 State the key components of a healthy and safe homebased provision.
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Unit 338 Home based childcare 1
Supporting Information
Evidence requirements
TBC
Glossary Individual is ‘the person you support or care for in your work’ this could be a child or an adult Types of routines:
Personal Care Routines-depending on age of child Familiar Daily Routines Weekly Routines
Policies and procedures for the regulator could include:
Statement of Purpose Safeguarding Behaviour management Health and Safety Equal opportunities and anti-discriminatory practice Complaints Welsh Language
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Unit 339 Home based childcare 2
Level: 3
Unit Summary This unit is suitable for prospective childminders in Wales It provides an introduction to children’s care learning, development and play and give prospective childminders sufficient knowledge to practice.
Learning outcome:
1. Know how to promote welsh language and culture in homebased childcare settings for children.
Assessment criteria
1.1 Be able to work in ways that ensure opportunities, for children to use and experience the Welsh language, traditions and cultural celebrations
Learning outcome:
2. Know how to support children when changes and transitions occur in their life.
Assessment criteria
2.1 Be able to work in ways that will help children to cope with new situations
Learning outcome:
3. Understand the age/stage appropriate skills and techniques that can be used to support and encourage positive behaviours in homebased childcare settings.
Assessment criteria
3.1 Be able to write a behaviour management policy.
3.2 Be able to work in ways that ensure positive approaches to support and encourage children’s positive behaviour.
Learning outcome:
4. Developing routines that promote positive relationships, emotional development and sense of security, opportunities for learning and independence.
Assessment criteria
4.1 Be able to work with parents/carers to ensure the child’s individual needs and preferences are met.
4.2 Be able to work in ways that ensure routines are age and stage appropriate.
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Learning outcome:
5. Know how the home learning environment and the materials and resources within it can be used to support experiential play for children of all ages to ensure they meet developmental milestones.
Assessment criteria
5.1 Be able to work in ways that support children’s play, encouraging them to freely explore their environment and to use their imagination.
5.2 Be able to work in ways that tracks the progress of children and uses the information and results of observations to plan for next steps in their play and learning.
Learning outcome:
6. Know how to adapt the learning environment to support children with additional needs.
Assessment criteria
6.1 Be able to develop a policy that demonstrates how to fulfil legal and statutory responsibilities towards children with additional needs.
Learning outcome:
7. Know how to ensure that key policies and procedures are developed and implemented.
Assessment criteria
7.1 Be able to develop policies and procedures in line with the requirements of the regulatory body.
Learning outcome:
8. Know how to develop and maintain effective partnerships with parents/carers.
Assessment criteria
8.1 Be able to work in ways that keep parents/carers informed and involved in the care of the child.
8.2 Be able to work in ways that enable parents/carers to provide feedback about your service.
8.3 Be able to develop a suitable statement of purpose.
8.4 Be able to effectively use a parents contract.
Learning outcome:
9. Understand the importance of reflection on practice and Continued Professional Development (CPD).
Assessment criteria
9.1 Be able to work in ways that enables keeping up to date with current regulations and best practice.
9.2 Be able to work in ways that enables reflection on the quality of service provided and seeks users’ views.
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Learning outcome:
10. Know how to use effective business planning
Assessment criteria
10.1 Be able to develop an operational plan for your service.
Safeguarding
Learning outcome:
11. Know how to work in a way that protects all children.
Assessment criteria
11.1 Work in ways that effectively implements own safeguarding policy within a homebased childcare setting.
Learning outcome:
12. Know how to identify, respond to, record and report disclosures or allegations against self or others.
Assessment criteria
12.1 Be able to develop child protection policies and procedures that demonstrate how legal and statutory responsibilities will be fulfilled.
12.2 Be able to deal with allegations made against self or others.
Learning outcome:
13. Know the health and safety policies and procedures to ensure provision of a healthy and safe homebased provision
Assessment criteria
13.1 Be able to work in ways that ensure health and safety measures are adhered to.
13.2 Be able to develop policies and procedures as required by the regulatory body in relation to the safety and welfare of children.
13.3 Be able to develop relevant risk assessments.
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Unit 339 Home based childcare 2
Supporting Information
Evidence requirements
Glossary
Policies and procedures for the regulator could include:
Statement of Purpose
Child Protection and/or Safeguarding
Behaviour management
Health and Safety
Equal opportunities and anti-discriminatory practice
Complaints
Welsh Language
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Unit 341ba Administering nasal vaccinations for Influenza
Level: 3
Unit Summary: This unit covers the signs and symptoms of influenza, groups who should be vaccinated and the procedures involved. The unit also covers the skills and steps involved in administering nasal vaccinations safely and effectively.
Learning outcome
1. Understand standards and procedures for administering nasal spray flu vaccines
Assessment criteria
1.1 Outline legislation, policy direction, standards and practice guidance for the provision of nasal spray flu vaccines
1.2 Identify sources of information, advice, support on nasal spray flu vaccines 1.3 Describe signs, symptoms and treatment of influenza 1.4 Describe the role of the World Health Organisation (WHO) in monitoring influenza 1.5 Identify groups who should and shouldn’t be given nasal spray flu vaccines 1.6 Identify groups who should be vaccinated 1.7 Identify groups who should not be vaccinated 1.8 Describe the procedure for administering the nasal spray flu vaccines 1.9 Explain the benefits and potential side effects of the nasal spray flu vaccines
Learning outcome
2. Understand how to promote the uptake of nasal spray flu vaccines
Assessment criteria
2.1 Describe good practice recommendations for promoting the uptake of nasal spray flu vaccines
2.2 Explain ways of overcoming potential barriers to the take-up of immunisations 2.3 Describe considerations for the provision of nasal spray flu vaccines 2.4 Describe the current position in Wales on the uptake of immunisations
Range Considerations for the provision of nasal spray flu vaccines – Assessment of the
environment, Transport of vaccines (cold chain), Emergency equipment, Equipment needed
to prepare vaccine administer vaccine + its disposal.
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Learning outcome
3. Administer nasal spray vaccines safely
Assessment criteria
3.1 Check nasal spray vaccines have been stored safely prior to use
3.2 Prepare the environment for the provision of nasal spray vaccines with consideration of health and safety guidelines
3.3 Follow quality standards, legal requirements and procedures when gathering relevant information and consent from parents and carers prior to nasal spray vaccines
3.4 Follow infection control procedures when carrying out nasal spray vaccinations
3.5 Use positive communication during nasal spray vaccination procedures to ensure individuals and their families/carers are fully informed about what will happen and potential side effects
3.6 Safely dispose of vaccination and vaccination equipment following treatment
3.7 Record the vaccination given and actions taken in line with setting policy
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Unit 341ba Administering nasal vaccinations for Influenza
Supporting Information
Evidence requirements Observe the learner administering nasal spray flu vaccine on a minimum of three
occasions.
Evidence of documentation completed following nasal vac administration must be recorded clearly, accurately and legibly in line with setting policies.
Glossary
Good practice recommendations – including the seriousness of the disease
Current position in Wales – including how to access sources of data on uptake
Guidance for delivery Learners undertaking this unit would also be required/benefit from undertaking the units on
Anaphylaxis.
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Unit 343a Maternal and infant wellbeing
Level: 3
Unit Summary: This unit focusses on the importance of maternal and infant
wellbeing and how they affect and impact on each other. The
unit covers types of attachment, key terminology and the
symptoms and impacts of maternal mental ill health. Learners
will gain practical skills in supporting families to develop healthy
and secure bonds with their children.
Learning outcome:
1. Understand the importance of maternal wellbeing
Assessment criteria
1.1 Define key terms relating to maternal wellbeing
1.2 Explain the importance of early identification of concerns in the promotion of maternal wellbeing
1.3 Describe maternal mental ill-health and its symptoms
1.4 Explain potential impacts of mental ill-health and safeguarding concerns
1.5 Identify local and national guidelines relating to maternal wellbeing
Range
Key terms – dyad, perinatal, mind minded behaviours, attachment, bonding
Maternal mental ill-health - schizophrenia, depression, Obsessive Compulsive
Disorder (OCD), Bipolar Affective Disorder (BPAD)
Potential impacts -
Impact on parent – Internalisation, social isolation, financial difficulties, sleep
problems, behavioural issues, lack of insight and judgement, labile emotions,
exhaustion, inability to cope, lack of attunement, lack of reflective functioning, lack of
synchrony, preoccupation, lack of reparation
Impact on infant/baby – Physical development, brain development, toxic stress,
resilience and wellbeing, inability to make social connections, insecure attachment,
behavioural concerns, cognitive impairment, lack of containment, internal working
model, ability to emotionally regulate
Impact on the dyad – Bi-directional contingent responsiveness, loss of social
referencing, ability to demonstrate mind-mindedness behaviours, toxic trio
Learning outcome:
2. Understand the importance of infant wellbeing
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Assessment criteria
2.1 Define the term ‘Infant mental health’
2.2 Define key terms relating to infant wellbeing
2.3 Explain the importance of early identification of concerns in the promotion of infant wellbeing
2.4 Describe the social and emotional development of infants
2.5 Describe how infant wellbeing relates to the theory of neuro-development / neuro-science
2.6 Describe indicators of secure and insecure attachment
2.7 Identify the potential consequences for infants deprived of optimum emotional and social stimuli
2.8 Identify local and national guidelines relating to infant wellbeing
Range
Key terms - Resilience, emotional regulation, reciprocity, containment, internal
working model, secure base, synchrony, reparation
Social and emotional development - Infant states, mirror neurones, marked mirroring,
still face experiment
Theory of neuro-development / neuro-science - Internal working model, the role of
the amygdala and cortisol in relation to toxic stress, Adverse Childhood Experiences
(ACEs), toxic trio
Learning outcome:
3. Support the dyad as an integral unit to enhance positive interactions and
relationships
3.1 Use a non-judgemental approach and effective communication skills when interacting with family units
3.2 Adopt a professional stance when working with families to promote maternal and infant wellbeing
3.3 Provide parents with sources of information, support and advice on maternal and infant wellbeing
3.4 Signpost potential issues or concerns to relevant agencies where appropriate
3.5 Promote multiagency working to enhance support for families where there are identified concerns
3.6 Follow codes of practice when promoting and supporting maternal and infant wellbeing
Range
Sources of information - Baby massage, antenatal and parenting programs, peer
support groups, breastfeeding support, professional, voluntary and third sector
organisations
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Codes of practice
Completion of documentation, local policies and procedures, care plans, referrals
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Unit 343a Maternal and infant wellbeing
Supporting Information
Evidence requirements Observe the learner providing support to the dyad in practice on a minimum of three
occasions.
Before providing practical support learners should conduct a minimum of two observations with reflection.
Evidence of documentation/records that are completed clearly, accurately and legibly.
Glossary
Attachment – Emotional relationship between baby and parent developed in
response to care and attention given to the baby. Attachment makes a baby feel
secure and protected.
Bonding - Attachment that forms between a mother/father/parent/carer and their
baby. Bonding may occur before birth.
Containment - When an adult tries to take on board an infant’s powerful feelings and
makes them more manageable; using touch, gesture and speech.
Dyad - Two things of a similar kind involved in a socially (interactional) significant
relationship.
Emotional regulation - The ability to manage a mismatch in an interaction with
another person effectively.
Internal working model - The child internalises their experiences from the primary
caregiver which influences their future responses to others .It also influences how the
child views themselves and their place in the family and society.
Mind minded behaviours - Maternal vocalisation/ utterances directed at reflecting
infant.
Perinatal - Relating to the time, usually a number of weeks, immediately before and
after birth.
Reciprocity - Turn taking when a dyad is mutually involved in initiating, sustaining and
terminating interaction (serve and return).
Reparation - There is a constant matching, mismatching and repairing of interactions.
If a child learns from having these mismatches emotionally regulated by a caregiver
on a regular basis, they can then regulate their own emotions when they are older.
Resilience - The ability to manage emotional challenges.
Secure base - Provides a child with comfort, confidence and capacity to explore
knowing their mother (or primary caregiver) is in close proximity.
Synchrony - Temporal relationship between parent – infant interactions that involves
a match in affective states, behaviour and biological rhythms to form a single
relational unit.
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Guidance for delivery
Learning outcome 3, assessment criteria 3.1 – when considering effective
communication and a non-judgemental approaches learners should cover effective
practitioner stance which will include being non-judgemental, empathic, encouraging,
collaborative, responsive, focussed on engagement, open/honest and transparent,
unhurried and relaxed. In addition learners should consider the impact of
containment, modelling and mind mindedness
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Unit 355 Undertaking physiological measurements
Level: 3
Unit Summary: This unit will enable learners to develop the knowledge and skills required to undertake physiological measurements in a range of health, care and childcare settings. Physiological Measurement is a major area of the diagnostic service portfolio. It provides a wide range of investigations and elements in the care pathway that are essential in diagnosis, recognise changes in conditions and identify the need for appropriate therapeutic interventions.
Learning outcome:
1. Understand agreed ways of working relating to physiological measurements
Assessment criteria
1.1 Describe agreed ways of working that affect own work practice when undertaking
physiological measurements
1.2 Explain own role and responsibilities for obtaining valid consent and the importance
of doing this
1.3 Describe the standard checks that should be made on the equipment used to take
physiological measurements.
Range
Agreed ways of working: national guidelines, policies, protocols and good practice
Physiological measurements: Blood pressure, pulse, temperature, Oxygen saturation, respiration, body mass index (BMI)
Consent – informed, assumed, implied, verbal,
Equipment: sphygmomanometer, oxygen saturation machine, stethoscope, thermometer, weighing scales, height measure.
Learning outcome:
2 Understand the different physiological states that can be measured and how they are
maintained by the body
Assessment criteria
The learner can:
2.1 Explain the importance of baseline measurements
2.2 Describe the anatomy and physiology of the circulatory system
2.3 Explain what blood pressure is and its normal ranges
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2.4 Explain systolic and diastolic blood pressure
2.5 Define the terms ‘hypertension’ and ‘hypotension’
2.6 Identify the main pulse points in the body
2.7 Describe key features of a pulse and its normal ranges
2.8 Identify factors that affect pulse rates
2.9 Explain pulse oximetry and what might affect accuracy of reading
2.10 Identify normal body temperature ranges and explain how the body maintains them
2.11 Identify factors that impact on body temperature
2.12 Explain how and why respirations are measured, and the normal respiration ranges
2.13 Identify features of breathing that would be observed in addition to rate
2.14 Explain the principles of body mass index (BMI) in relation to weight/dietary control
2.15 Describe the actions to be taken if complications occur during the measurement
2.16 Explain responsibilities for action if physiological measurements fall outside normal
ranges
Range
Key features of a pulse – rate, rhythm, quality
Features of breathing – depth of breath, quality of breath, chest symmetry, noises, use of
accessory muscles
Learning outcome:
3 Undertake physiological measurements
Assessment criteria
The learner can:
3.1 Check equipment is fit for purpose when preparing to take physiological measurements
3.2 Check the documentation for which physiological measurements need to be taken and
the prescribed frequency
3.3 Explain to the individual, their family or carer what physiological measurements will be
undertaken and gain valid consent
3.4 Take in to account the individual’s, families or carers preferences when undertaking
physiological measurements
3.5 Take physiological measurements accurately
3.6 Monitor the condition of the individual when taking physiological measurements
3.7 Record physiological measurements in line with agreed ways of working
3.8 Analyse the results of physiological measurements taken in accordance with own role
requirements
3.9 Report results in line with agreed ways of working
3.10 Clean and decontaminate equipment used and dispose of waste
3.11 Restock and store equipment securely following the procedure
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Range
Preferenes - Respecting their personal and cultural preferenes, maintaining dignity and
respect
Condition - Level of conciousness and response, confusion, skin state
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Unit 355 Undertaking physiological measurements
Supporting Information
Evidence requirements Observe the learner carrying out a minimum of three physiological measurement
activities.
Evidence of documentation/records that are completed clearly, accurately and legibly.
Glossary
Standard Operating Procedure (SOP) - a set of fixed instructions or steps for carrying
out routine testing procedures
Oximetry - A pulse oximeter is a medical device that indirectly monitors the oxygen
saturation of a patient's blood
Sphygmomanometer: an instrument for measuring blood pressure, typically
consisting of an inflatable rubber cuff which is applied to the arm and connected to a
graduated scale, enabling the determination of systolic and diastolic blood pressure
by increasing and gradually releasing the pressure in the cuff
Relevant: baseline observations and physiological measurements relating to an area
e.g. blood pressure, pulse / temperature, oximetry, respiratory rate, height, weight
etc.
Guidance for delivery Criteria 2.8 - Learners must be able to identify a minimum of five factors affecting pulse
Criteria 2.11 - Learners must identify factors that cause both hypothermia and pyrexia
Application of learning from the core qualification content should be considered in the
context of this topic area. In particular in relation to:
Relevant legislation
Codes of practice and protocols
Health and Safety
Safeguarding
Person-centred practice
Consent
Hand washing techniques
Infection control procedures.
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Unit 358 Positive approaches to behaviour support
Level: 3
Unit Summary: The purpose of this unit is to develop the knowledge, understanding and skills of the learner to support children to develop positive behavior to reduce the use of restrictive practice
Learning outcome:
1. Understand the models and frameworks that support approaches to reduce the use of restrictive practices and interventions
Assessment criteria
1.1 Describe the term Positive support
1.2 Describe the core values and principles used in practice when supporting any child who challenges the service
1.3 Explain the importance of a child-centred approach
1.4 Explain how a strengths based approach relates to positive approaches to behaviour
Range
Positive Support - Positive behaviour support, Active support, Restorative approaches
Learning outcome:
2. Understand how legislation, national policies, codes of conduct and practice underpin positive approaches to reduce restrictive practices and support positive behaviour
Assessment criteria
2.1 Describe the term challenging behaviour
2.2 Explain what is meant by restrictive practices and restrictive interventions
2.3 Identify specific legislation, national policies and guidance for the use of restrictive interventions
2.4 Explain how restrictive interventions can be used
2.5 Describe the importance of using the least restrictive approach
2.6 Identify safeguards that need to be in place for the use of restrictive interventions
2.7 Explain how the key principles of the Social Services and wellbeing (Wales) Act help to underpin positive approaches to reduce restrictive practices
Range
Restrictive interventions - physical restraint, mechanical restraint, use of medication, psychological restraint, seclusion, time out or time away, environmental interventions
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Learning outcome:
3. Follow legislation, national policies, codes of conduct and practice that underpin positive approaches to reduce restrictive practices and support positive behaviour
Assessment criteria
3.1 Adhere to legislative requirements, policies and guidance for the use of restrictive interventions
3.2 Implement an ethical, values based approach in the use of restrictive practices and restrictive interventions
Learning outcome:
4. Understand how Prevention and Early Intervention can reduce the need for restrictive interventions and support positive behaviour
Assessment criteria
4.1 Describe what prevention and early intervention means in relation to using positive approaches to reduce the use of restrictive interventions
4.2 Use a range of early interventions or primary preventative strategies to support positive behaviour
Learning outcome:
5. Establish behavioural goals and boundaries with children
Assessment criteria
5.1 Support children to understand expectations about their behaviour 5.2 Set goals and boundaries with children 5.3 Work with children and others to identify behavioural goals and boundaries that
support positive behaviour
Learning outcome:
6. Support children to achieve behaviour goals and boundaries
Assessment criteria
6.1 Use stimulating activities to engage children to meet goals and boundaries 6.2 Use praise to reinforce positive behaviour 6.3 Use agreed interventions when a child is using unacceptable behaviour 6.4 Record progress of behavioural goals and boundaries in line with work setting
requirements 6.5 Access help and support when a child’s behaviour causes concern
Learning outcome:
7. Promote Multiagency collaboration and partnership working
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Assessment criteria
7.1 Embed the principles of effective partnership working in your practice 7.2 Develop, share and agree a range of plans and approaches for behaviour support in
partnership with the child and others 7.3 Share the outcomes of assessments including risk assessments
Learning outcome:
8. Support individuals and others follwing an incident of challenging behaviour
Assessment criteria
8.1 Support and debrief in all situations where restrictive interventions have been used 8.2 Implement techniques for debriefing and provide appropriate support following
incidents of challenging behaviour 8.3 Reflect on learning from incidents of challenging behaviour and implement any changes
needed for approaches of practice
Learning outcome:
9. Review positive approaches and the use of restrictive practices and interventions
Assessment criteria
9.1 Use a range of methods to review positive approaches and the use of restrictive practices and interventions
9.2 Access additional support for individuals if needed following reviews 9.3 Access additional support for workers and carers following reviews 9.4 Embed a co-productive approach to review positive approaches and the use of
restrictive practices and interventions and implement any changes needed
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Unit 358 Positive approaches to behaviour support
Supporting Information
Glossary
Challenging behaviour may include behaviour that are:
Repetitive / obsessive
Withdrawn
Aggressive
Self-injurious
Disruptive
Anti-social or illegal
Verbally abusive
Different positive approaches frameworks / models to behaviour support to
include: a) Active Support
What is meant by ‘active support’
How the Active Support model translates values into person centred practice
The different components of Active Support including:
Daily plans and active participation
Levels of help or support and assistance
Positive interaction
Positive reinforcement
Skills teaching
Task analysis
Valued range of meaningful activities
b) Restorative Practice
What is meant by ‘restorative practice’
Restoration – the primary aim of restorative practice is to address and repair harm
Voluntarism – participation in restorative processes is voluntary and based on informed choice
Neutrality – restorative processes are fair and unbiased towards participants
Safety – processes and practice aim to ensure the safety of all participants and create a safe space for the expression of feelings and views about how harm has been caused
Accessibility – restorative processes are non-discriminatory and available to all those affected by conflict and harm
Respect – restorative processes are respectful of the dignity of all participants and those affected by the harm caused
c) Positive Behavioural Support What is meant by ‘positive behavioural support’
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The components of the positive behavioural support model to include:
Value based approaches
Theory and evidence base
Functional analysis
Primary prevention
Secondary prevention
Reactive strategies
Why a values led approach is important for positive behavioural support
Why punishment has no place in PBS
Why it is important to understand what someone is feeling and why they are behaving as they are (functions of their behaviour)
The difference between form (the behaviour) and function (the reason for that behaviour)
The 4 common functions of challenging behaviour: social attention; avoidance/escape; access to tangibles; sensory stimulation
The components of a behaviour support plan
The importance of debriefing following an incident of challenging behaviour
The components of debriefing sessions following incidents of challenging behaviour
How individuals should be supported following an incident to include:
Returning to a calm state
Reflection on how they were feeling prior to and directly before the incident; the behaviour itself, the consequences of the behaviour and how they felt afterwards
What would have helped them to achieve a more positive outcome
How workers, carers and others involved should be supported following an incident
to include:
Emotional support
First aid if needed
Time away
Quiet time
Personal reflection
Opportunities to express how they are feeling
Additional training
Key principles of the Social Services and Well-being (Wales) Act to include:
Voice and control
Early intervention and prevention
Promoting well-being
Co-production
Multi-agency partnership working and collaboration
Principles of effective partnership working to include:
Trust between all involved in a person’s care and support
Consistency of support
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A clear understanding of one’s own and each other’s roles and responsibilities
A clear understanding of people’s rights and entitlements and that these must
Confidentiality and information sharing
Effective and appropriate communication
Range of early interventions or primary preventative strategies to include:
- Changing or avoiding triggers that lead to behaviours that challenge
- Changing the environment in which an individual lives or spends time to
meet their needs
- Participation in stimulating activities to help individuals
achieve outcomes that are important to them
- Changing reinforcements that maintain behaviours that challenge
- Providing support at the right level to assist individuals to increase their
independence and ability to cope
- Offering reassurance and support to reduce feelings of anxiety or distress
- Building resilience, particularly for children and young people
Restrictive interventions are part of a continuum of restrictive practices and, unless part of an agreed behaviour plan, should only ever be used as an immediate and deliberate response to behaviours that challenge or to manage a situation where there is a real possibility of harm if no action is taken. Restrictive interventions must never be used to punish, to inflict pain, suffering, humiliating or to achieve compliance.
Restrictive practices are a wide range of activities that stop individuals from doing things that they want to do or encourages them to do things that they don’t want to do
When and how restrictive interventions can be used: If restrictive interventions are used in an emergency or where an individual is intending to seriously harm themselves or others, they should always:
Be used for no longer than necessary
Be proportionate to the risk and the least restrictive option
Be legally and ethically justifiable
Be well thought through and considered when all other options have been tried or are impractical
Be made in a manner transparent to all with clear lines of accountability in place
Be openly acknowledged and never hidden
Be determined by local policy and procedures
Be recorded accurately and appropriately
Be monitored, planned and reviewed to find a more positive alternative for the longer term
Include debriefing and support to all involved
Restrictive interventions, other than those used in an emergency, should always be planned in advance, and agreed by a multidisciplinary team and, wherever possible, the individual and included in their behaviour and support plan
Qualifications that support the use of PBS
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BTEC Level 3 Advanced Certificate in Positive Behaviour Support
BTEC Level 4 Professional Certificate in Positive Behaviour Support
BTEC Level 5 Professional Diploma in Positive Behaviour Support
126
Unit 366 Promoting and supporting speech, language and communication skills in the early years
Level: 3
Unit Summary: This unit covers the skills required to identify, assess and support children with speech, language and communication skills and needs. Learners working practice will involve identifying and assessing children whose communication and language skills are not developing as expected. They will carry out assessments and make referrals where necessary. Learners will carry out planning and developing activities designed to support the needs of children and promote speech, language and communication development.
Learning outcome:
1. Understand how speech, language and communication skills are developed
Assessment criteria
1.1 Describe the principles that underpin speech, language and communication development and support
1.2 Explain how research evidence has influenced policy and practice in promoting speech, language and communication skills
1.3 Explain what is meant by the following:
Language
Speech
Communication
1.4 Explain the link between speech, language and communication with other areas of a child’s development
1.5 Describe the impact of adults language and style of communication on other areas of a child’s development
1.6 Describe the role of adults, including the ways in which families/carers can support a child’s speech, language and communication development
1.7 Explain what is meant by normal differences in typical speech language and communication development and how some children do not follow these
1.8 Describe typical patterns/stages of speech, language and communication
1.9 Describe the patterns/stages of speech, language and communication for children who have English as an additional language
1.10 Identify support/information available to practitioners supporting children with English as an additional language
1.11 Explain national and local speech, language and communication support/interventions
1.12 Define the terms
simultaneous bilingualism
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sequential bilingualism
Range
Other areas: Personal and social development, physical development, cognitive development,
behaviour development
Support/interventions: Formal and informal interventions
Learning outcome:
2. Be able to adopt positive working practices to support children develop speech, language and communication skills
Assessment criteria
2.1 Promote children’s verbal and non-verbal communication skills through a range of interactions
2.2 Use appropriate language and styles of communication to promote children’s holistic development
2.3 Carry out observations and assessments to determine differences in typical speech, language and communication development that are considered “normal”
2.4 Explain the activities that would be used for different age ranges to promote speech, language and communication development
2.5 Plan and deliver a range of activities that promote speech, language and communication development
2.6 Use own observations of children involved in activities to support the future planning process
2.7 Plan and deliver follow up activities to further develop children’s speech, language and communication
2.8 Plan follow up activities for families/carers to undertake at home
2.9 Support families/carers in developing their child’s speech, language and communication skills
2.10 Identify children, with English as an additional language, who have SLCN in their first language
2.11 Support children who have English as an additional language showing awareness of the impact of SLCN in a child’s first language on their ability to develop speech, language and communication skills
2.12 Provide opportunities for children for whom English is not their first language to hear and experience their home language in the learning environment
2.13 Improve the provision within own work setting for bilingual children
Range
Age ranges: Children under 2 years; 2-3 year olds; 3-4 year olds; 5-7 year olds.
Learning outcome:
3. Understand identification and assessment of speech, language and communication needs
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Assessment criteria
3.1 Describe the range of speech, language and communication needs (SLCN)
3.2 Explain the meaning of “primary SLCN” and “SLCN associated with other disabilities or needs”
3.3 Explain the meaning of short term SLCN and persistent SLCN
3.4 Describe the factors and signs that increase the risk of a child experiencing persistent SLCN
3.5 Describe tools and approaches used to identify and assess children with SLCN
3.6 Explain the importance of an organisation/setting’s policies and procedures on seeking advice and making referrals
3.7 Describe the importance of record keeping and sharing relevant information
3.8 Explain the impact of SLCN on a child’s cognitive, social, emotional development and behaviour
3.9 Explain the importance of monitoring the progress of children with SLCN
Learning outcome:
4. Be able to identify and assess children with speech, language and communication needs
Assessment criteria
4.1 Identify signs of delayed and disordered speech, language and communication development
4.2 Identify when a child’s language and communication skills are not developing as expected
4.3 Assess the impact of factors such as a child’s environment on their speech, language and communication development
4.4 Follow own organisation/setting’s policies and procedures on assessment and referral practices
Learning outcome:
5. Understand how positive practice supports children with speech, language and communication development/needs
Assessment criteria
5.1 Explain the importance of the role of adults in developing speech, language and communication skills
5.2 Describe the quality features of a positive communication environment
5.3 Explain the importance of a strength based approach to working with children with SLCN
in an organisation/setting
on a 1 to 1 basis within families own home
5.4 Describe different strategies available to support children with SLCN
5.5 Explain the importance of using appropriate language when working with children
5.6 Describe the factors that facilitate working with other professionals and multi agencies
5.7 Identify sources of information and opportunities available for children with SLCN
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5.8 Explain the link between continuing professional development and the impact on own practice
5.9 Explain the importance of reflecting on own practice
Learning outcome:
6. Be able to adopt positive working practices to support children with speech, language and communication development/needs
Assessment criteria
6.1 Embed a strength based approach into own practice
6.2 Promote a high quality positive communication environment to support the holistic development of children
6.3 Adopt different strategies/approaches in promoting speech, language and communication e.g. books, rhymes and songs
6.4 Ensure appropriate records and relevant information is shared with parents and other professionals
6.5 Access local specialist resources and support when working with children with SLCN
6.6 Develop good working relationships with other professionals
6.7 Reflect on own practice in order to implement changes
Learning outcome:
7. Understand the importance of literacy in early years
Assessment criteria
7.1 Define the meaning of literacy
7.2 Explain the importance of providing opportunities in the early years for children to develop skills to read and write
7.3 Explain what is meant by structured and adult led and the impact this can have on developing literacy skills
7.4 Explain the importance of ensuring that children are aware of print within their environment
7.5 Explain the importance of providing opportunities for mark making and supporting children with their emergent writing
Learning outcome:
8. Be able to support literacy in early years
Assessment criteria
8.1 Plan and deliver appropriate activities to build literacy skills
8.2 Plan and deliver sessions for families/carers to support their child develop literacy skills
8.3 Assess and improve provision to ensure that it provides informal, child initiated, spontaneous opportunities for conversation and play between children, their peers and staff
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Unit 366 Promoting and supporting speech, language and communication skills in the early years
Supporting Information
Evidence requirements
Observation of learners planning and delivering a range of activities that promote speech, language and communication development with one child from each of the following age groups
A baby aged 0-1 years
2-3 years
3-4 years
5-8 years
Observation of learners planning and delivering one activity session on early years literacy skills.
Observation of learners planning and delivering one session on literacy skills for families/carers.
Glossary Principles that underpin speech, language and communication development and support
include:
Speech, language and communication information and advice should be embedded
within key early years initiatives in Wales
The important role of parents in developing their child’s speech, language and
communication
The importance of children developing speech, language and communication skills is
understood by parents and practitioners
Consistent use of terminology by parents and practitioners
Benefits of bilingualism from birth
Following good practice guidance in interacting with babies and young children in
more than one language
Good practice in supporting children’s home language and consideration of a child’s
abilities in their home and additional language(s).
Language development is promoted and supported according to best practice from
research
Children’s development is monitored and regularly assessed to ensure the early
identification and support for children with identified delay
Provision is regularly monitored and evaluated.
Policies, procedures and guidelines on safeguarding should be followed at all times
Guidelines on data protection and confidentiality are followed at all times
Research evidence
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Axford, N., Sonthalia, S., Wrigley, Z., Goodwin, A., Ohlson, C., Bjornstad, G., Barlow,
J., Schrader-McMillan, A., Coad, J., Toft, A., (2015) The Best Start at Home: What
works to improve the quality of parentchild interactions from conception to age 5
years? A rapid review of the interventions. Early Intervention Foundation
Bercow (2008) A review of services for Children and Young People with Speech,
Language and Communication needs.
Hamer, C (2011) National Literacy Trust, Talk to your Baby: Guidance for developing a
strategic approach to speech, language and communication in the early years.
Welsh Government (2014a) ‘A review of practice in the implementation of the early
language development support element within Flying Start’ Social Research Number:
62/2014
Welsh Government (2014b) ‘A review of the research evidence on the effectiveness
of different approaches to promoting early speech and language development’ Social
Research Number 61/2014
Speech
Articulation- pronouncing sounds
Phonology- speech sounds, patterns, sequences and sound combinations
Language
Receptive Language: what children understand from what they hear
Expressive Language: how a child expresses themselves- putting words together,
forming sentences and expressing increasingly complex ideas
Syntax/Grammar-way words are combined to make phrases and sentences
Morphology-word structure, including changes to words by for example adding an “s”
to make plurals
Pragmatics-use the correct word in the correct situation, listening and responding to
what has been said
Communication (sending and receiving messages) can be verbal or non-verbal What do conversations involve?
At least two people
Turn taking
Facial expressions
Body language
Synchronising -mirroring or imitating each other’s gestures and sounds
Pauses
Rhythm, tone and melody
Intonation
Responses- verbal -sounds or words and non-verbal
Ways in which families/carers can support their child’s speech, language and communication
development:
Talk and sing to their baby/babies in the womb. Attachment and bonding-talking/ singing to baby right from the start
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Songs and rhymes Quantity and quality of talk Turning off the TV Sharing books and stories including visiting the local library Playing with their child including going to Parent and Toddler Groups
Factors
The impact of poverty on the provision of a quality home learning environment
The amount and quality of talk within the home
Whether it is an additional language
Hearing impairments
Physical impairments
Medical conditions
Importance of adults in developing speech, language and communication skills
Communicate in an appropriate way with children which is appropriate to their stage
of development using words and phrases they will understand
Demonstrate active listening and respond to what children have said
Role model by providing descriptions about what is going on
Expand and repeat what children say
Recast what children say
Ask open ended questions
Understand child development so can scaffold learning
Ensure children have the time and play opportunities to practice speech, language and
communication skills
Provide play opportunities for children to talk with each other.
Practitioners can support parents and carers to provide a language rich home
environment
Quality features of a positive communication environment
Policy in developing children’s speech, language and communication skills including
aims, references to research and guidance documentation
Planning formats for a positive communication environment
Staff roles and responsibilities and opportunities for professional development
Approaches to teaching and learning-child centred/ high quality adult child interaction
Equality of opportunity- ensuring all children can access the provision and the
environment is adapted as appropriate
Resources
How you are going to assess children’s skills and feed this back into the planning
process
Working with parents and carers
Monitored and reviewed on a regular basis
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Related legislation
Bercow (2008) A review of services for Children and Young People with Speech, Language and Communication needs.
Close, R (2004) National Literacy Trust: Television and Language Development in the Early Years, A review of the literature
Gridley, N, Hutchings, J and H. Baker-Henningham (2014) The Incredible Years Parent- Toddler Programme and parental language: a randomised controlled study. Child: care, health and development
Hamer, C (2011) National Literacy Trust, Talk to your Baby: Guidance for developing a strategic approach to speech, language and communication in the early years.
Talk to your baby (2010) National Literacy Trust Face to Face research
Welsh Government (2014a) ‘A review of practice in the implementation of the early language development support element within Flying Start’ Social Research Number: 62/2014
Welsh Government (2014b) ‘A review of the research evidence on the effectiveness of different approaches to promoting early speech and language development’ Social Research Number 61/2014
Healthy Child Wales Programme
The Communication Trust
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Unit 368 Undertaking stoma care
Level: 3
Unit Summary: This unit covers undertaking the care of a bowel/bladder stoma. This may be for individuals with new stomas or for individuals with established stomas who are unable to or need support to manage their own stoma care. Where the stoma is newly formed in the immediate post-operative period, these activities must be undertaken using aseptic techniques and following local guidelines and procedures.
Learning outcome:
1. Understand stoma care
Assessment criteria
1.1 Describe anatomy in relation to the position and function of different types of stoma
1.2 Identify sites for stomas
1.3 Describe the differences in stool consistency for different types of stoma
1.4 Describe personal responsibilities and accountability in relation to stoma care
1.5 Explain the importance of applying standard precautions for undertaking stoma care
1.6 Describe the potential consequences of poor practice when providing stoma care
1.7 Explain reasons why a stoma may be fashioned
1.8 Describe the effects of diet and mobility on stoma function
Learning outcome
2. Understand how to maintain an individual’s dignity when providing stoma care
Assessment criteria
2.1 Describe potential concerns and worries individuals or client groups may have in relation to undertaking stoma care and how to overcome them
2.2 Explain the importance of exercising sensitivity to individuals perception of the situation and impact on their lives
2.3 Identify factors which may affect the level of stoma care assistance required
Learning outcome
3. Understand factors impacting on stoma care provision
Assessment criteria
3.1 Describe potential adverse reactions which may occur during and following stoma care activities and how they should be dealt with
3.2 State the role of stoma care specialist practitioners and how they can be contacted
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3.3 Explain potential consequences of contamination of stoma drainage systems
3.4 Identify equipment and materials required for undertaking stoma care
3.5 Identify types of stoma appliances available and their suitability for different types of stoma
3.6 Identify personal protective clothing and additional protective equipment which should be worn for own protection and that of the individual
3.7 Describe records required for clinical stoma care activities to be undertaken
Learning outcome
4. Provide stoma care to individuals
Assessment criteria
4.1 Follow health and safety measures including precautions for infection prevention and control when providing stoma care
4.2 Confirm valid consent and individual’s identity before carrying out stoma care activities
4.3 Provide individuals and their families/carers with relevant information, support and reassurance in a manner which is sensitive to their needs and concerns
4.4 Confirm all equipment and materials for stoma care are fit for purpose
4.5 Carry out stoma care following appropriate techniques, in line with manufacturer’s instructions
4.6 Work in a manner which optimises the patient’s comfort and dignity and minimises pain and trauma
4.7 Report conditions or behaviour which may cause adverse reactions to the activity and take the appropriate action
4.8 Dispose of equipment and soiled linen safely, hygienically and in ways which minimise the risk of cross-infection
4.9 Record outcomes of stoma care activity accurately using methods agreed in the care setting
4.10 Report findings and/or issues to an appropriate member of the care team
4.11 Describe the basic clinical advice to provide to reduce the risk of post-operative hernias
Learning outcome
5. Use person-centred care practices to support individuals in caring for their stomas
Assessment criteria
5.1 Encourage individuals to communicate any concerns about their stoma and its function
5.2 Monitor and report on individuals’ patterns of stoma function, consistency of body waste and changes that may have occurred
5.3 Encourage individuals to consume appropriate food and drink to maintain effective stoma function
5.4 Provide active support to individuals to manage their own stomas in a manner that promotes self-respect and self-esteem, maximises privacy and is consistent with care plans
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5.5 Provide stoma care equipment at a time and place convenient to individuals’ needs and circumstances
5.6 Take appropriate action when stoma care equipment appears to be inappropriate or unsuitable
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Unit 368 Undertaking stoma care
Supporting Information
Evidence Requirements Learners should be able to evidence care for individuals that covers at least three different
types of stoma.
Glossary
Active support
Active Support is a way for people to engage in meaningful everyday activities of
their choice, with the amount of support they need.
Range
Legislation and policy
Current European and National legislation, national guidelines, organisational
policies and protocols in accordance with Clinical/Corporate Governance
Factors
Age, medical condition, personal beliefs and preferences
Types of stoma
Colostomy, ileostomy, ileal conduit, nephrostomy, urostomy
Related legislation
Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub
More Than Just Words and the Follow-on Strategic Framework for Welsh Language Services in Health and Social Care
Doing Well, Doing Better: Standards for Health Services in Wales ( April 2010)
National cancer survivorship initiative – Macmillan Cancer Support 2007
Guidance for delivery Application of learning from the core content of this qualification should be considered in the
context of this topic area; in particular this should develop areas related to person-centred
care.
Learners who complete this unit would benefit from having undertaken the Level 2
Continence unit prior to or alongside this unit.
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Unit 372 Supporting glucose monitoring
Level: 3
Unit Summary: This unit covers the skills and knowledge required to enable learners
to undertake glucose monitoring. Learners will cover practical skills
required to monitor blood glucose levels to maintain control over
diabetes in others.
Learning outcome:
1. Understand legislation and policies relevant to supporting glucose monitoring
Assessment criteria
1.1 Describe current national and local guidelines which influence supporting blood glucose monitoring
1.2 Describe organisational processes relating to supporting blood glucose monitoring
1.3 Explain why it is important to take responsibility and accountability in relation to scope of practice
1.4 State the potential consequences of not adhering to procedures
1.5 Explain why valid consent must be obtained and confirmed prior to actions being taken
Learning outcome:
2. Understand the procedures for obtaining blood samples and safe waste disposal
Assessment criteria
2.1 State the importance of cleaning access sites when obtaining blood samples
2.2 Explain the importance of collecting blood samples of the right quality
2.3 Describe factors which could affect the quality of the blood sample
2.4 Identify concerns which individuals may have in relation to blood sampling
2.5 Describe ways to prepare individuals for sampling blood
2.6 Identify potential causes of discomfort to individuals during and after obtaining blood samples
2.7 Describe ways in which discomfort can be minimised
2.8 Identify actions to take if there are problems in obtaining blood
2.9 State reporting mechanisms for problems relating to blood sampling
2.10 Describe safe disposal methods for hazardous and non-hazardous waste
2.11 Explain the importance of following instructions for the safe disposal of materials
2.12 Identify the importance of maintaining sufficient supplies of materials and equipment
2.13 Describe safe storage methods for materials and equipment
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Learning outcome:
3. Manage glucose monitoring
Assessment criteria
3.1 Ensure that individuals and key people have accurate and accessible information about the procedure
3.2 Check that information is clearly understood by individuals and key people
3.3 Identify a suitable place for carrying out blood glucose monitoring
3.4 Prepare the equipment and environment before carrying out glucose monitoring
3.5 Follow safe and hygienic procedures prior to, during and after glucose monitoring
3.6 Ensure that correct procedures are followed
compare measurements correctly
record measurements accurately
dispose of hazardous and non-hazardous waste materials safely and hygienically
return materials and equipment to safe storage after the procedure
3.7 Take action promptly where observed changes occur in the individual
3.8 Complete records and reports on glucose monitoring within confidentiality agreements and according to legal and work setting requirements
Range
Key people - family, friends, carers and others with whom the individual has a supportive relationship Suitable place - privacy, safety, taking account of hygiene requirements
Learning outcome:
4. Understand monitoring and reporting procedures
Assessment criteria
4.1 Explain why it is important to keep full and accurate glucose monitoring records
4.2 Describe the importance of investigating changes in an individual’s condition and measurements
4.3 Identify possible reasons for such changes and actions to be taken
4.4 Describe procedures to follow for key changes in the health and medical condition of an individual
4.5 Describe the importance of recording and acting on results of glucose monitoring
4.6 Identify possible problems with recording results of glucose monitoring
Range
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Problems
Sample: may be contaminated by food/drink, alcohol wipe, interstitial fluid, patient dehydrated, in peripheral shutdown
Test: incorrect sample volume, incorrect filling reagents/strips (contaminated or
stored at incorrect temperature or humidity), device faulty
Recording results: Legibility of handwritten results, recorded in the incorrect place,
dates not recorded
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Unit 372 Supporting glucose monitoring
Supporting Information
Evidence requirements
Observe the learner assisting an individual to monitor their blood glucose levels on a minimum of three occasions. This can be on different individuals or on the same individual on a number of occasions.
Evidence of documentation that is completed clearly, accurately and legibly
Glossary
Active participation - a way of working that regards individual as active partners in their own
care or support rather than passive recipients. Active participation recognises each
individual’s right to participate in the activities and relationships of everyday life as
independently as possible
Key people those who are important to an individual and who can make a difference to his or her well-being. Key people may include family, friends, carers and others with whom the individual has a supportive relationship
Related legislation
Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub
Health and Care Standards Welsh Government April 2015
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Unit 372a Supporting others to undertake glucose monitoring
Level: 3
Unit Summary: This unit covers the skills and knowledge required to enable
learners to support individuals to undertake their own glucose
monitoring. Learners will cover practical skills individuals with
diabetes follow to regularly self-monitor their blood glucose
levels to maintain control over their condition. This unit cover
the practical skills needed in order to provide support to these
individuals.
Learning outcome:
1. Understand legislation and policies relevant to supporting glucose monitoring
Assessment criteria
1.1 Describe current national and local guidelines which influence supporting glucose monitoring
1.2 Describe organisational processes relating to supporting glucose monitoring
1.3 Explain why it is important to take responsibility and accountability in relation to scope of practice
1.4 State the potential consequences of not adhering to procedures
1.5 Explain why valid consent must be obtained and confirmed prior to actions being taken
Learning outcome:
2. Promote independence and safety when supporting individuals to undertake glucose monitoring
Assessment criteria
2.1 Develop positive relationships and support active participation within professional boundaries
2.2 Ensure that individuals and key people have accurate and accessible information about the procedures
2.3 Check that information is clearly understood by individuals and key people
2.4 Explain the importance of following hygiene precautions when carrying out procedures
2.5 Explain the importance of collecting blood samples of the right quality and factors which affect the quality
2.6 Explain the importance of cleaning access sites when obtaining blood samples
2.7 Describe safe disposal methods for hazardous and non-hazardous waste
2.8 Encourage individuals to develop their own abilities and skills in monitoring their glucose levels
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Range
Key people - family, friends, carers and others with whom the individual has a supportive relationship
Learning outcome:
3. Support individuals to carry out glucose monitoring
Assessment criteria
3.1 Provide advice to individuals when monitoring glucose to include the following
use of the correct equipment
correct testing techniques
how to compare the results of samples
3.2 Explain the importance to individuals of obtaining sufficient supplies and storing them safely
3.3 Encourage individuals to identify a suitable place for carrying out glucose monitoring
3.4 Support individuals to prepare equipment before carrying out glucose monitoring
3.5 Support and observe individuals during the procedure to ensure they
compare measurements correctly
record measurements accurately
dispose of hazardous and non-hazardous waste materials safely and hygienically
return materials and equipment to safe storage after the procedure
3.6 Check the timing and the individual’s interpretation of measurements, taking action if they appear to be incorrect
3.7 Discuss any discomfort experienced by individuals during and after obtaining blood samples and advise on how to minimise it
3.8 Take action promptly where observed changes occur in the individual
3.9 Assist the individual to monitor their own condition over time, encouraging them to seek advice and support when changes occur
3.10 Complete records and reports on activities undertaken by the individual and outcomes achieved within confidentiality agreements and according to legal and work setting requirements
Range
Suitable place - privacy, safety, taking account of hygiene requirements
Learning outcome:
4. Understand monitoring and reporting procedures
Assessment criteria
4.1 Explain why it is important to keep full and accurate glucose monitoring records
4.2 Describe the importance of investigating changes in an individual’s condition and measurements
4.3 Identify possible reasons for such changes and actions to be taken
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4.4 Describe procedures to follow for key changes in the health and medical condition of an individual
4.5 Describe the importance of recording and acting on results of glucose monitoring
4.6 Identify possible problems with recording results of glucose monitoring
Range
Problems
Sample: may be contaminated by food/drink, alcohol wipe, interstitial fluid, patient dehydrated, in peripheral shutdown
Test: incorrect sample volume, incorrect filling reagents/strips (contaminated or stored at
incorrect temperature or humidity), device faulty
Recording results: Legibility of handwritten results, recorded in the incorrect place, dates
not recorded
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Unit 372a Supporting others to undertake glucose monitoring
Supporting Information
Evidence requirements
Observe the learner assisting an individual to monitor their blood glucose levels on a minimum of three occasions. This can be on different individuals or on the same individual on a number of occasions.
Evidence of documentation that is completed clearly, accurately and legibly.
Glossary
Active participation - a way of working that regards individual as active partners in their own
care or support rather than passive recipients. Active participation recognises each
individuals right to participate in the activities and relationships of everyday life as
independently as possible
Key people those who are important to an individual and who can make a difference to his or her well-being. Key people may include family, friends, carers and others with whom the individual has a supportive relationship
Related legislation
Social Services and Well-being (Wales) Act 2014 - Information and Learning Hub
Health and Care Standards Welsh Government April 2015
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Unit 373 Undertake non-complex wound management
Level: 3
Unit Summary: This unit is aimed at supporting learners to provide non-complex
wound care; this will cover the knowledge and skills required to
carry out the treatment and dressing of lesions and wounds, and
is applicable in a variety of health and care settings, including
hospitals, care homes and the individuals own home.
Learning outcome
1. Understand legislation and agreed ways of working when undertaking non-complex wound care
Assessment criteria
1.1 Describe guidelines and agreed ways of working which inform the undertaking of treatments and dressings of lesions and wounds
1.2 Explain the importance of complying with infection control and PPE requirements at all times when undertaking non-complex wound management
Learning outcome:
2. Understand wound healing and contamination
Assessment criteria
2.1 Explain the stages of the wound healing process
2.2 Describe factors that promote or delay the wound healing process
2.3 Describe signs and symptoms of infection of non-complex wounds
2.4 Explain the differences between asepsis, antisepsis and cross-infection
2.5 Describe potential sources of wound contamination
2.6 Explain actions to take if a wound becomes contaminated
Range
Stages: Hemostatsis, inflammation, proliferation, maturation
Promote: Wound type, hygiene, nutrition, age
Delay: Infection, age, smoking, drinking, obesity, medication, co-morbidity
Learning outcome
3. Understand the procedures and techniques to treat and dress lesions and non-complex wounds
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Assessment criteria
3.1 Explain the importance of own responsibility and accountability, and when additional guidance should be sought, when applying treatments and dressings
3.2 Explain the importance of following specified guidance documents when applying treatments and dressings
3.3 Describe the types and functions of different treatments and dressings used in own work area
3.4 Explain procedures for dressing lesions and non-complex wounds
3.5 Explain the procedures for dealing with adverse reactions that occur when applying treatments and dressings
Learning outcome
4. Prepare to dress non-complex lesions and wounds
Assessment criteria
4.1 Refer to the treatment plan and wound assessment documentation
4.2 Check for any contraindications to treatments and dressings
4.3 Check required equipment, treatments and dressings are fit for purpose
4.4 Provide information, support and reassurance to the individual in a way that is sensitive to their personal beliefs and preferences
4.5 Confirm the individual’s identity and gain valid consent to carry out the activity
4.6 Apply health and safety measures relevant to the procedure and environment
4.7 Assist the individual to position themselves to enable access to the wound or lesion site
4.8 Assist the individual to adjust clothing whilst maintaining their privacy and dignity
Learning outcome
5. Carry out dressing treatments for non-complex wounds
Assessment criteria
5.1 Remove existing dressings following agreed procedures
5.2 Evaluate lesion or wound for any changes in appearance
5.3 Maintain the sterility of dressings prior to and during application
5.4 Apply dressings to non-complex wounds following standard procedures
5.5 Manage the safety, dignity and comfort of the individual during and following the procedure
5.6 Dispose of waste safely following standard procedures
5.7 Record the outcomes and findings of the activity, according to agreed ways of working
5.8 Report outcomes and findings following agreed ways of working
Range
Findings – condition of wounds/lesions, healing progress, inflammation, pain
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Unit 373 Undertake non-complex wound management
Supporting Information
Evidence requirements Learners need to evidence practical demonstration of treating and dressing wounds
on a minimum of five separate occasions
Learners need to evidence practical demonstration of removing wound closure materials according to agreed procedures
Completion of documentation following standard operating procedures.
Glossary
Aseptic Non Touch Technique (ANTT) - Aseptic Non Touch Technique or ANTT® is a
tool used to prevent infections in healthcare settings.
Guidance for delivery
This unit can be taken in conjunction with Unit 273 – Undertake pressure area care
to give learners a broader overall understanding at Level 3 of maintaining tissue
viability in a health and care setting.
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Unit 375 Vision screening
Level: 3
Unit Summary: This unit provides learners with the knowledge and skills to provide vision screening for children in childcare settings. The unit covers importance of eye health and vision screening as well as potential causes and effects of eye problems and vision defects. Learners will gain the practical skills required to provide effective and safe vision screening services.
Learning outcome:
1. Understand principles and policy context relating to vision screening
Assessment criteria
1.1 Describe legislation and practice guidance relating to vision screening in Wales
1.2 Identify sources of information, advice, support and guidance on vision screening
1.3 Describe local care pathways for access to specialist eye care professionals
1.4 Explain the purpose of the Welsh vision screening schedule and how to access it
1.5 Explain the benefits and potential risks and limitations of vision screening
1.6 Identify current campaigns promoting eye health in Wales
Learning outcome
2. Understand the importance of eye health and vision screening
Assessment criteria
2.1 Describe the structure and function of the eye
2.2 Describe the development of vision in children
2.3 Explain the importance of promoting positive eye health in children
2.4 Describe factors that can impact on the results of vision screening and how to address them
Learning outcome
3. Support individuals with vision screening services
Assessment criteria
3.1 Follow quality standards and procedures when carrying out vision screening
3.2 Prepare the environment for vision screening services
3.3 Gather information and consent from parents, carers and/or the child prior to treatment
3.4 Use vision assessment methods in line with setting guidelines
3.5 Use vision equipment safely and store correctly following use
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3.6 Record and report on the results of the vision screening according to local policies and protocols
3.7 Seeking additional help and support if required when screening
Learning outcome:
4. Understand causes and impacts of vision defects/visual loss
Assessment criteria
4.1 Describe types of vision defects or loss in babies and children and their potential causes and impacts
4.2 Explain potential links between visual loss and other conditions or needs
4.3 Describe types of aids and equipment available for babies and children with vision defects/visual loss and how to access them
4.4 Describe ways in which children with vision loss can communicate
4.5 Describe the roles and responsibilities of multi-agency team members working with children who have vision loss
4.6 Describe ways in which children with vision loss can be monitored and supported on an ongoing basis
4.7 Identify sources of information, advice, support and guidance on vision defects/visual loss
4.8 Explain the importance of early intervention and support for children with vision defects or visual loss
Range
Vision defects - Nystagmus
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Unit 375 Vision screening
Supporting Information
Glossary
Quality standards and procedures - including infection prevention and control,
confidentiality, safeguarding, privacy and dignity, SIDS guidelines and safe use and
storage of equipment
Related legislation Equality Act 2010
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Unit 377 Working with 2-3 year olds
Level: 3
Unit Summary This unit covers the skills required to work with 2-3 year olds. It covers principles and values of early childhood health well-being and development of 2-3 year olds. The learner will be required to develop an understanding of current government initiatives to support working with 2-3 year olds. They must also understand frameworks that support learning and development and reflect these throughout their own practice.
Learning outcome:
1. Understand the legislation, policies and principles related to working with 2-3 year olds
Assessment criteria
1.1 Describe the legislation that underpin children’s care, learning, development and play
1.2 Explain the impact of national policies on key initiatives when working with 2-3 year olds and their families
1.3 Explain the impact of national policies and practice guidance on own organisation/setting’s procedures and the importance of following them
1.4 Describe research and reports that have influenced frameworks, plans and strategies related to working with 2-3 year olds
1.5 Describe the influence of national frameworks, plans and strategies on local service provision
1.6 Describe the importance of working in partnership with local service providers
1.7 Explain the principles and values that underpin early years
1.8 Describe the influence of the work of theorists on child development and the way in which children learn
1.9 Explain the influence of personal beliefs and values on an individual’s practice
Learning outcome:
2. Understand child health programmes for 2-3 year olds
Assessment criteria
2.1 Explain the key elements of the universal child health programme
2.2 Describe the public health priorities for 2-3 year olds
2.3 Describe interventions to prevent accidents and promote child safety
2.4 Explain where to access information and support on the range of public health priorities
2.5 Describe the symptoms of common childhood illnesses and notifiable diseases
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2.6 Explain the incubation periods and infectious periods of common childhood illnesses and notifiable diseases
2.7 Describe the process for recording and reporting incidents of infectious disease
2.8 Outline the relevant immunisations and immunisation schedule for common childhood illnesses and notifiable diseases
2.9 Explain the importance of an immunisation programme
2.10 Explain infection control policies and procedures in your own organisation
Range
Key elements - Home visiting and surveillance schedule, interventions to prevent accidents,
promotion of child safety, screening and physical examinations, immunisations, support for
parents, promotion of health and well-being, signposting to relevant services
Interventions to include both local and national provision
Practices - Clean environment, good personal hygiene, hand washing techniques, use of
personal protective equipment
Learning outcome:
3. Be able to embed legislation, national policies and frameworks in own practice
Assessment criteria
3.1 Use findings of research and reports that relate to working with 2-3 year olds, as appropriate to own role
3.2 Apply knowledge of key theorists when working with 2-3 year olds
3.3 Apply the principles and values of early years education into everyday practice
3.4 Access information on local service provision for 2-3 year olds and their families/carers
3.5 Access criteria and follow referral processes for local provision
3.6 Actively promote partnership working with local service providers
3.7 Follow own organisation/setting’s policies and practice procedures
Learning outcome:
4. Understand principles of health and well-being for 2-3 year olds
Assessment criteria
4.1 Explain the process of potty training children
4.2 Describe the causes and management of
bedwetting
constipation
encopresis
4.3 Explain where to access information and support on toileting for 2-3 year olds
4.4 Explain the importance of working in partnership with parents and carers in relation to the issues above
4.5 Describe own organisation’s policies and procedures in relation to toileting for 2-3 year olds
4.6 Describe the importance of
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regular routines (sleeping, oral health, meal times)
visiting the dentist
preventing tooth decay
4.7 Describe the importance of play and role play in the development of routines
4.8 Explain factors that contribute to oral health inequalities in the early years
4.9 Describe national and local programmes promoting oral health
Range
Encopresis: The soiling of clothes by children who have passed the stage of toilet training Oral health programmes e.g. ‘Design to Smile’
Learning outcome:
5. Be able to support health and well-being for 2-3 year olds
Assessment criteria
5.1 Provide information to families on local service provision for 2-3 year olds
5.2 Co-facilitate local initiatives in accident prevention and child safety
5.3 Support children with tooth brushing in an early years and childcare setting
5.4 Adopt measures to prevent tooth decay in children in an early years and childcare setting
5.5 Support children with insecure attachments within the organisation/setting
Learning outcome:
6. Understand the pattern of child development and transitions for 2-3 year olds
Assessment criteria
6.1 Explain the pattern of development for children aged 2-3 years in relation to
physical
communication
intellectual
social
emotional
behaviour
6.2 Describe the importance of the early years on brain development
6.3 Explain the importance of relationships on brain development
6.4 Describe factors that impact on the families/carer/child relationships in the early years
6.5 Describe the different methods of assessing child development for 2-3 year olds
6.6 Explain the importance of parents and carers in supporting child development
6.7 Describe the effects of transitions on a child’s well-being, learning and development
6.8 Explain the principles that underpin effective transitions
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Range
Transitions may include starting nursery for the first time, moving from nursery to school, moving home, death of a loved one, parental relationship breakdown, the birth of a sibling, other changes affecting the child or young person Principles: Involve child and families/carers in the process, key stakeholders and their roles and responsibilities, information, guidance and support through the process
Learning outcome:
7. Understand the importance of learning environments for 2-3 year olds
Assessment criteria
7.1 Explain the principles that underpin a high quality learning framework
7.2 Describe theoretical frameworks that underpin best practice in developing high quality learning environments
7.3 Explain why it is important that learning should take place in a meaningful context
7.4 Define the term ‘active learning and participation’
7.5 Describe methods to promote children’s creativity and critical thinking
7.6 Explain the importance of using community resources to promote children’s learning.
7.7 Describe the importance of working in partnership with families/carers to support children’s development through play within the home environment
7.8 Describe the importance of setting layout in both indoors and outdoors areas in supporting children’s play, learning and development
7.9 Explain the importance of an outdoor learning environment to support children’s play, learning and development
Range
Theoretical frameworks include the work of Reggio Emilia, Froebel, McMillan, Montessori
and Steiner
Learning outcome:
8. Understand the importance of planning, developing and reflecting on learning opportunities and experiences for 2-3 year olds
Assessment criteria
8.1 Explain the importance of using observations and assessments in child-centered planning
8.2 Explain the importance of ensuring flexibility and providing sufficient time for children to explore, experiment, revisit and repeat
8.3 Explain the importance of planning activities that are age and stage appropriate and support the development of a range of skills, concepts and knowledge
8.4 Explain the importance of reflection and how this will be used to inform future planning for individual children
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Learning outcome:
9. Be able to support the holistic development of 2-3 year olds
Assessment criteria
9.1 Work with key stakeholders to manage effective transitions for children coming into and moving on from your child care setting
9.2 Embed the principles and values of early years care into own practice
9.3 Follow policies and procedures on information sharing and confidentiality
9.4 Complete short, medium and long term plans to support children’s play, learning and development within the setting
9.5 Identify how learning will be developed and further extended as part of the planning process, including in collaboration with parents
9.6 Carry out observations and assessment and reflect in planning
9.7 Reflect and evaluate own practice to inform planning for individual children
9.8 Access community resources and experiences to promote children’s learning
9.9 Ensure learning opportunities and experiences are child initiated, engage the child and promote
active learning and participation
children’s creativity and critical thinking
9.10 Support parents to plan, develop and reflect on play and learning opportunities in the home environment
Range
Key stakeholders: children, families/carers Community resources: toy libraries, libraries, swimming pools, parks, leisure centres, local playgroups.
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Unit 377 Working with 2-3 year olds Supporting Information
Evidence requirements
Observations of the learners should take place when implementing play and learning and development activities with 2-3 year olds.
Completion of daily diaries/work documentation recorded.
Glossary Research and Reports
The Effective Provision of Pre-School Education (EEPE) Project: Final Report A longitudinal study funded by the DfES 1997–2004 by Department for Education and Skills (London: Institute of Education, 2012)
Moyles, J., Adams, S. and Musgrove, A. (2002). ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL).School of Education Research and Development Anglia Polytechnic University
Lifetime Effects: The HighScope Perry Preschool Study Through Age 40 by HighScope (Ypsilanti: USA, 2005)
Millennium Cohort Study by C Taylor (WISERD, Cardiff, 2013 Roberts, K. (2010) “Supporting parents in helping their children learn at home - Some tips
for childcare providers”, Daycare Trust and the Family and Parenting Institute Welsh Government (2013b) “Review of parenting support for Flying Start”, Welsh
Government Social Research: 31/2013 Department for Communities and Government (2012) “Working with Troubled Families:
A guide to the evidence and good practice”, Department for Communities and Government, London, ISBN: 978-14098-3751-0
Allen, G (2011) “Early Intervention: The Next Steps: An independent Report to Her Majesty’s Government” HM Government, January 2011
Barlow, J. et al (2007) “Family and Parenting Support in Sure Start Local Programmes: National evaluation report”, Research Report NESS/2007/FR/023, HMSO 2007 ISBN 978 1 84775 009 9
Adverse Childhood Experiences and their impact on health-harming behaviours in the Welsh adult population. Public Health Wales NHS Trust 2015
Adverse Childhood Experiences and their association with chronic disease and health service use in the Welsh adult population Public Health Wales NHS Trust 2016
The impact of Adverse Childhood Experiences on mental well-being in Welsh adults Public Health Wales NHS Trust
National frameworks, plans, strategies and Welsh Government policies that relate to 2-3
years olds could include:
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government Healthy Child Wales Child Poverty Strategy (2015) Flying Start Families First Healthy and Sustainable Pre-School Scheme (HSPSS) and Welsh Network of Healthy
School Schemes (WNHSS)
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Principles and values that underpin practice when working with 2-3 year olds could include
Welsh Assembly Seven Core Aims
The Welsh Assembly Governments seven core aims for children and young people summarise the UN Convention on the Rights of the Child (UNCRC) and form the basis for decisions on priorities and objectives nationally. They should also form the basis for decisions on strategy and service provision locally. The seven core aims state that all children and young people
have a flying start in life
have a comprehensive range of education and learning opportunities
enjoy the best possible health and are free from abuse, victimisation and exploitation
have access to play, leisure, sporting and cultural activities
are listened to, treated with respect, and have their race and cultural identity recognised
have a safe home and a community which supports physical and emotional wellbeing
are not disadvantaged by poverty
Flying Start
Is an early years programme for families with children under 4 years of age living in
disadvantaged areas of Wales. There are four core elements
Free quality, part-time childcare for 2-3 year olds
An enhanced health visiting service
Access to parenting programmes
Speech, language and communication
Theorists: could include -
Bruce, T. (1987) Early Childhood Education. London: Hodder and Stoughton. Bruner, J.S. (1972) The nature and uses of immaturity. American Psychologists, 27, 1-28. Donaldson, M. (1978) Children’s Minds. London: Fontana. Moyles, J.R. (1989) Just Playing? The Role and Status of Play in Early Childhood
Education. Milton Keynes: Open University Press. Tizard, B. and Hughes, M. (1984) Young Children Learning. London: Fontana. Whitebread, D. (2012) Developmental Psychology and Early Childhood Education.
London: Sage. Vygotsky, L.S (1986) Thought and Language. Cambridge, MA: MIT Press. Vygotsky, L.S (1978) Mind in Society. Cambridge, MA: Harvard University Press. Nutbrown, C. (2011) Threads of Thinking. London: Sage. Athey, C. (1990) Extending Thought in Young Children: A Parent-Teacher Partnership.
London: Paul Chapman. Laevers, F. (1994) The Innovative Project: Experiential Education 1976-1995. Leuven,
Belgium: Research Centre for Early Childhood and Primary Education, Katholieke Universiteit Leuven
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National frameworks, plans, strategies and Welsh Government policies that relate to 2-3
years olds could include:
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government Healthy Child Wales Child Poverty Strategy (2015) Flying Start Families First Healthy and Sustainable Pre-School Scheme (HSPSS) and Welsh Network of Healthy
School Schemes (WNHSS)
Public Health priorities include diet, smoking cessation in families, dental health, play, vision,
childhood immunisation programme, preparation of school readiness and promotion of safety
in the home and the community
Common childhood illnesses
Chickenpox
Measles
Mumps
Slapped cheek disease
Rubella
Whooping cough
Allergic contact dermatitis
Atopic eczema
Hand, foot and mouth disease
Head lice
Impetigo
Prickly heat
Ringworm
Scabies
Scarlet fever
Tonsillitis
Verruca’s and warts
Gastroenteritis
Immunisation Schedule:
Age Immunisation Comments 2 months 6-in-1
(DTaP/IPV/Hib) Single jab contains vaccines to protect against five separate diseases: diphtheria, tetanus, whooping cough (pertussis), polio and Haemophilus influenzae type b (known as Hib)-First dose
Pneumococcal (PCV) First dose Rotavirus First dose Men B First dose
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3 months 6-in-1 (DTaP/IPV/Hib)
Second dose
Rotavirus Second dose 4 months 6-in-1
(DTaP/IPV/Hib) Third dose
Pneumococcal (PCV) Second dose Men B Second dose
12 -13 months
Hib/Men C Contains Hib (fourth dose) MMR First dose Pneumococcal (PCV) Third dose Men B Third dose
Two years
Children’s annual flu vaccine
From age 2
3-4 years MMR Second dose 4-in-1 (DTaP/IPV)
12-13 years
HPV Girls only
13-18 years
3-1n-1( Td/IPV) Teenage booster- Diphtheria, tetanus and polio Men ACWY
Potty training to include
When to start potty training
Preparing to start potty training
Starting potty training with a child
Potty training pants and pull ups
Night time when potty training
Using the toilet instead of a potty
Potty training with a disabled child
Finding out further information
Current assessments under the Healthy Child Wales programme:
Family resilience assessment tool
Parenting capacity evaluation
Schedule of Growing Skills Assessment-assessing child development
Growth and weight assessments
Planning could include:
How the results of observations, discussions and assessments have informed the planning process and learning outcomes for the children
How guidance documents and learning frameworks have informed the planning process
How the planned activities contribute to the holistic development of the child/group of children’s learning and development
How you engage the child/group of children, provide for child initiated or adult led play, encourage high levels of involvement and provide sufficient time for the children to explore, experiment and repeat
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Related legislation
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Child Poverty Strategy (2015)
The Childcare Act 2006 and the Childcare Act 2006 (Local Authority Assessment) ( Wales) Regulations 2016- requirements of the Childcare Sufficiency Assessment produced by local authorities
EPPSE (Effective Pre-school, Primary and Secondary Education) Project 1997-2014 Summary of Findings
2002 ‘Study of Pedagogical Effectiveness in Early Learning’ (SPEEL), Moyles, J., Adams, S. and Musgrove, A 2002, School of Education Research and Development Anglia Polytechnic University
Early Years Framework in Scotland
Pre Birth To Three (Scotland)
Early Years Foundation Stage-EYFS (England) CSSIW National Minimum Standards for Regulated Childcare for children up to the
age of 12years Child Safety in Wales, Examples of Interventions in Practice, Children in Wales
Pre-school and early home learning effects on A-level outcomes, EPPSE Research Report, 2015, Sammons, Toth and Sylva with Melhuish, Siraj and Taggart, University of Oxford, published by DfE
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Unit 378 Working with the under 2s
Level: 3
Unit Summary This unit covers the practical skills and understanding that learners need to support the learning and development of children up to 2 years; establish routines that build relationships with children and families, develop communication skills and the implementation of learning and development activities through play.
Learning outcome:
1. Understand legislation, policies and frameworks related to working with the under 2’s
Assessment criteria
1.1 Describe legislation that underpins national policies and practice relating to work with the under 2’s and their families/carers
1.2 Explain the policy context for key initiatives, plans and strategies relating to work with the under 2’s and their families/carers
1.3 Explain the impact of national policies and practice guidance on own organisation
1.4 Describe the influence of national frameworks, plans and strategies on local service provision
1.5 Describe research and reports that have influenced frameworks, plans and strategies for the under 2’s
1.6 Describe the influence the work of theorists has had on development and learning for the under 2’s
1.7 Describe screening and assessment tools used with babies, toddlers and their families/carers
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Learning outcome:
2. Understand health and child health programmes for the under 2s
Assessment criteria
2.1 Explain the key elements of the universal child health programme
2.2 Describe interventions to prevent accidents and promote child safety
2.3 Explain where to access information and support on the range of public health priorities
2.4 Describe the symptoms of common childhood illnesses and notifiable diseases
2.5 Explain the incubation periods and infectious periods of common childhood illnesses and notifiable diseases
2.6 Explain the different actions required if a child has a common childhood illness or notifiable disease
2.7 Describe the process for recording and reporting incidents of infectious disease
2.8 Describe practices to prevent the spread of infection
2.9 Outline the relevant immunisations and immunisation schedule for common childhood illnesses and notifiable diseases
2.10 Explain the importance of an immunisation programme
2.11 Explain infection control policies and procedures in own organisation/setting
Range
Key elements: Home visiting and surveillance schedule, interventions to prevent accidents,
promotion of child safety, screening and physical examinations, immunisations, support for
parents, promotion of health and well-being, signposting to relevant services
Interventions to include both local and national provision
Practices: Clean environment, good personal hygiene, hand washing techniques, use of
personal protective equipment
Learning outcome:
3. Be able to embed relevant legislation, policies and frameworks into practice when working with the under 2’s
Assessment criteria
3.1 Follow current legislation, national policies and frameworks
3.2 Follow own organisation/setting’s policies and practice procedures
3.3 Promote partnership working with local service providers
3.4 Explain the criteria and processes used to sign-post/refer for local provision
3.5 Use the work of key theorists to support and develop own practice
3.6 Implement appropriate research and reports into own work with the under 2’s
Learning outcome:
4. Understand bonding and attachment in the under 2’s
Assessment criteria
4.1 Define bonding and attachment and their importance to the under 2’s
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4.2 Describe the influence of bonding and attachment research on early years and childcare practice
4.3 Explain Bowlby’s stages of attachment
4.4 Explain causes of both secure and insecure attachments and the long-term impacts for the individual and society
4.5 Explain the benefits to the families/carers and baby of infant massage in promoting secure attachments
Learning outcome:
5. Be able to support families/carers with bonding and attachment in the under 2’s
Assessment criteria
5.1 Follow policies, guidelines and childcare provision when working with families/carers to support the development of secure attachments
5.2 Provide information to families/carers on local services that provide support
5.3 Promote secure attachments with children including through infant massage
5.4 Develop trusting relationships with children and families/carers of children in your care
Learning outcome:
6. Understand learning and development in the under 2’s
Assessment criteria
6.1 Explain the stages and sequence of holistic development from 0-2 years
6.2 Describe theoretical perspectives that support learning for children under 2
6.3 Explain the meaning of heuristic play
6.4 Describe the importance of everyday routines to promote children’s learning and development
6.5 Describe the characteristics and importance of flexible routines
6.6 Describe the characteristics of high quality physical environments and resources suitable for babies and toddlers
6.7 Define different types of planning when working with babies and toddlers
6.8 Explain the different areas of language development i.e. listening, expressive, receptive
6.9 Explain the impact of speech, language and communication on other areas of development
6.10 Describe the role of families/carers in promoting communication skills
Learning outcome:
7. Be able to support learning and development in the under 2’s
Assessment criteria
7.1 Plan, prepare, implement, monitor, evaluate and review safe and stimulating physical environments that provide a range of experiences for children under 2
7.2 Plan, prepare, implement, monitor, evaluate and review activities and experiences that support the holistic development of children under 2
7.3 Promote children’s learning and development through
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routine activities
flexible routines
heuristic play activities
play that promotes skills
7.4 Incorporate learning opportunities from activities, experiences and routines into practice to support individual children’s development
7.5 Carry out activities to promote children’s speech, language and communication development between 0-2 years
7.6 Support families/carers in their role of promoting communication skills in under 2’s
Range
Physical environments - Indoors and outdoors
Routine activities including arrival and departure, snack/meal times and rest/sleep times
Skills - Physical development - gross motor and fine motor skills, cognitive skills, communication and language skills, social and emotional development
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Unit 378 Working with the under 2s Supporting Information
Evidence requirements
Observations of the learners should take place when implementing play and learning and development activities with the under 2’s.
Witness testimonies and professional discussion can be used to support evidence recorded by observation.
Written evidence of planning learning and development activities should be produced.
Glossary
Screening and Assessment Tools
Healthy Child Wales
Flying Start
Immunisation Schedule for children aged 2 months to 18 years
Age Immunisation Comments 2 months 6-in-1
(DTaP/IPV/Hib/HepB) Single jab contains vaccines to protect against six separate diseases: diphtheria, tetanus, whooping cough (pertussis), polio, hepatitis B and
Age Tool
5-8 days Bloodspot screening Up to 4 weeks New born hearing screening By 14 days old Family resilience assessment (FRAIT)
Maternal mental health assessment 72 hours/6 weeks Physical examination 8 weeks/12 weeks/16 weeks Growth Assessment 6 months Health Visiting Family Resilience Assessment Instrument
Tool (FRAIT)
15 months/27 months/3.5 years
Health Visiting Family Resilience Assessment Instrument Tool (FRAIT) and Assessment of Growth and Development
Between 4 and 7 years School Nurse service between 4 and 7 years Vision and growth screening Hearing impairment screening Child Measurement Programme
Age Tool Ante natal Flying Start Family Health Needs Assessment Tool
Domestic Violence Screening Tool 0-6 weeks Flying Start Family Health Needs Assessment Tool
The Neonatal Behavioural Assessment Scale( NBAS) 8 weeks/12 weeks/16 weeks Growth Assessment
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Haemophilus influenzae type b (known as Hib)-First dose
Pneumococcal (PCV13) First dose Rotavirus First dose Men B First dose
3 months 6-in-1 (DTaP/IPV/Hib) Second dose Rotavirus Second dose
4 months 6-in-1 (DTaP/IPV/Hib) Third dose Pneumococcal (PCV) Second dose Men B Second dose
12-13 months
Hib/Men C Contains Hib (fourth dose) MMR First dose Pneumococcal (PCV) Third dose Men B Third dose
Two years Children’s annual flu vaccine
From age 2
3-4 years MMR Second dose 4-in-1 (DTaP/IPV)
12-13 years
HPV Girls only
13-18 years
3-1n-1( Td/IPV) Teenage booster- Diphtheria, tetanus and polio Men ACWY
Bonding
Refers to parents feelings for and sense of connection to their child. This begins before birth
and usually develops very quickly following the baby’s birth.
Attachment
Refers to a child’s emotional connection with his/her primary caregiver that begins at birth,
develops quickly between 0-2 years of age and continues developing throughout life.
Secure attachment: People with secure attachment are comfortable with others, able to depend on them and value (and are comfortable with) intimacy
Avoidant attachment: People with avoidant attachment have doubts about other people, find it harder to make relationships, shy away from intimacy and have trust issues
Anxious attachment: People with anxious attachment would like to develop close relationships with others but struggle with this because they fear rejection
Bowlby’s Stages of Attachment
Bowlby’s Attachment Theory is the basis on which research work on attachment has been
undertaken. He identified four stages of attachment:
Pre attachment
From birth to 6 weeks
Child cries, looks into adult’s eyes, smiles, and tries to communicate Child recognises caregiver’s smell, voice, and face
Child does not mind being left with an unfamiliar adult
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Attachment in the making
From 6 weeks to 6–8 months
Child does not mind being left with an unfamiliar adult and responds to them, however….
Child responds more strongly to caregiver than to an unfamiliar adult
Child learns how behaviour will produce a response
Clear-cut attachment
From 6–8 months to 18 months–2 years
Child may experience separation anxiety Older infants and toddlers try to keep their caregiver present (e.g., cling)
Separation anxiety may actually increase between 6 and 15 months with the understanding that caregiver continues to exist although out of sight
Child prefers caregiver to others
Child uses caregiver as a secure base from which to explore
Formation of reciprocal relationship
From 18 months–2 years +
Child is now aware caregiver comes and goes and knows when they will return
Child and adult act reciprocally with the child often negotiating with the adult
Insecure attachment
Insecure attachment: People with insecure attachment will avoid or ignore the caregiver
showing little emotion when the caregiver departs or returns. This may be due to inconsistent
care received from the caregiver themselves
Stages of holistic development from 0-2 years in
Physical development
Cognitive development
Communication and language development
Social and emotional development
Characteristics of flexible routines
Allowing sufficient time for a child to develop their learning
Following the child’s lead
Promoting independence by showing children how to do things first
Praising and encouraging children as they try new things
Planning: to include -
Long term planning
Medium term/Short term planning
Planning for individual children
Child initiated activity
Adult led activity
Planning for continuous provision
Planning for enhanced provision
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Planning for individual children includes:
Results of previous observations or assessments
Aim of the activity
Safety issues
Role of the adult/adults, including sharing information with parents so they can build on experiences in the setting at home.
Resources
Opportunities for monitoring, assessing as part of the activity Reflection
Related legislation
Chief Medical Officer for Wales Annual Report 2014-15 Healthier, Happier, Fairer
Healthy Child Wales Programme
Education Begins at Home
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Unit 380a Adrenaline auto-injection
Level: 3
Unit Summary: This unit covers the principle and use of different types of auto-injection devices as well as how to practically support individuals, their families/carers and wider support networks in their use so they can be confident in how to manage in the case of a severe reaction.
Learning outcome:
1. Understand principles of adrenalin auto-injection devices
Assessment criteria
1.1 List reasons for the prescription of auto-injection adrenalin
1.2 Describe the effect adrenaline has within the body and on anaphylaxis symptoms
1.3 Describe advantages and disadvantages of auto-injection adrenalin devices
1.4 Identify types of auto-injection adrenalin devices including doses available for different age groups
1.5 Explain reasons auto-injection adrenalin devices may not be suitable for individuals
1.6 Identify policies, procedures and guidelines for the safe storage and administration of adrenalin auto-injection devices within workplace settings
1.7 Describe local practices relating to the safe storage and maintenance of auto-injection adrenalin devices
1.8 Identify sources of advice and guidance on auto-injection adrenalin devices
Range
Advantages and disadvantages
Doses available, price, safety, ease of use, expiry date range
Learning outcome
2. Support individuals and their families/carers in the safe administration of auto-injection adrenalin devices
Assessment criteria
2.1 Communicate the purpose and procedure for administering auto-injection adrenalin devices to families/carers of children in a positive way, with consideration of language and communication methods used
2.2 Demonstrate the correct administration of auto-injection adrenalin devices 2.3 Explain to families/carers of children ways to recognise the signs and symptoms of an
allergic reaction that may require the administration of an auto-injection adrenalin device
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2.4 Support families/carers of children to practice with the use of a trainer device in line with manufacturer’s instructions as appropriate
2.5 Advise families/carers of children on the actions to take following the administration of auto-injection adrenalin devices
2.6 Provide families/carers of children with advice and guidance materials to support the use and storage of auto-injection adrenalin devices
2.7 Record training and advice given in line with legislation and setting policy
2.8 Follow setting procedures for the correct storage and maintenance of auto-injection adrenalin devices
Range
Actions
Seeking emergency medical attention, removing the allergy trigger, self- positioning
to ensure safety whilst waiting for assistance, actions to take in the event of
accidental injection
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Unit 380a Adrenaline auto-injection
Supporting Information
Evidence requirements Observe the learner assisting an individual with administration of auto-injection on a
minimum of three occasions - Use of the auto-injector can be simulated/demonstrated.
Documentation of training provided must be completed clearly, accurately and legibly.
Glossary Auto-injection adrenalin devices – A hand held device for administering a measured dose of
adrenaline by auto-injection, used for the treatment of anaphylaxis. There are different
branded versions of auto-injection adrenalin device (e.g. EpiPen, Jext, Emerade etc.), each
with their own procedure for administration.
Related legislation The Human Medicines Regulations 2012
Section 175 of the Education Act 2002
Section 25(2) of the Children Act 2004
Equality Act 2010
The Social Services and Well-being (Wales) Act 2014
Guidance for delivery This unit must be delivered alongside or following the level 3 responding to anaphylactic
reactions unit (306).
Throughout learning outcome 2 learners must consider the age and situation of the child
affected when communicating with them, their families/carers and wider support network.
Depending on the situation it may or may not be appropriate to involve them directly, but
consideration must be made around the language used, setting, communication methods etc.
The delivery of this outcome should link to and draw on content covered in the core
qualifications on positive communication and overcoming barriers.
Learning outcome 2, assessment criteria 2.2 – learners should communicate the use of the
injectors using demonstration of dummy equipment, i.e. simulation of the use of the injectors
is appropriate.
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Unit 384 Planning and developing environments to meet children’s needs
Level: 3
Unit Summary: This unit covers the planning and development of safe and stimulating physical environments for children as well as practical ways of supporting the development of child confidence and routine through their environment.
Learning outcome
1. Understand the features of environments and services that promote the development of children
Assessment criteria
1.1. Describe features of environments that promote development of children
1.2. Explain ways of organising an environment or service to promote development of children
Range Features – Furniture and fittings, stimulating area, varied resources, suited to age and ability Environments - would cover indoor and outdoor spaces within the organisation/setting
Development -
Learning outcome
2. Plan and develop safe and stimulating physical environments for children
Assessment criteria
2.1. Promote environments that provide children with a range of opportunities to investigate and explore
2.2. Encourage child participation in the development of activity plans within their environment
2.3. Plan activities for children that utilise the physical space and environment safely
2.4. Use risk assessment and risk benefit analysis to support changes to the environment
2.5. Develop and implement plans that utilise a range of experiences, including sensory, for the development of all children within a setting
2.6. Adapt plans for the use of physical space to support inclusivity and differentiated learning
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Learning outcome
3. Maintain environments for children that build confidence and resilience
Assessment criteria
3.1. Develop methods to promote the achievements of individual children
3.2. Use approaches to promote the development of child resilience, confidence and self-esteem
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Unit 384 Planning and developing environments to meet children’s needs
Supporting Information
Evidence requirements Observe the learner planning and maintaining environments on a minimum of three
occasions
Plans implemented within a setting and outcomes of implemented plans documented.
Planning formats could include sheets detailing activities for the session/week to show what is available for the children to play with and learn, with differentiation for various age/ability/likes/dislikes.
Guidance for delivery For the purposes of this unit an environment could include:
A room or a particular area within the setting for example a young person’s communal space.
Both indoor and outdoor areas.
Learning outcome 3, assessment criteria 3.1 – Methods of promoting achievements
need to be meaningful and successful, for example these could be as small as a high
five or a verbal labelled praise (Using language like ‘that makes me so happy that you
managed to…. or ‘you should feel so proud that you…’), a chart for using the toilet or
tidying up. Some children achieve very small steps and these are huge progress for
some.
Related legislation Social Services and Well-being (Wales) Act 2014 Part 6 Code of Practice (Looked
After and Accommodated Children)
NICE Quality Standard for Hand hygiene
NICE Quality Standard: Patient Experience in Adult NHS services
Welsh Government: Doing Well – Doing Better - Standards for Health Services in Wales April 2010
Infection Prevention Control and Aseptic Non Touch Technique Welsh Government Guidelines
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Unit 385a Promoting the development of children
Level: 3
Unit Summary: This unit provides learners with an understanding of the key
stages of development for children and develops skills for
promoting and supporting their development in practice.
Learning outcome
1. Understand the factors that influence child development and how these affect practice
Assessment criteria
1.1 Explain the sequence and rate of each aspect of development from conception to 19 years
1.2 Explain the difference between sequence of development and rate of development
1.3 Describe the holistic nature of the development of children
1.4 Describe the impact of bonding and attachment for the development of children
1.5 Describe theories of development and how they influence current practice
1.6 Explain how different types of transitions may affect children
Range
Aspect – Physical, neurological, language, cognitive, emotional, social
Holistic nature – cultural, environmental, financial, health, family dynamics
Bonding and attachment – home settings, childcare settings (to include children looked after)
Transitions – common (movement between settings etc.) and uncommon (illness, family circumstances, adoption, fostering etc.)
Learning outcome
2. Understand how to monitor children’s development and interventions that should take place if this is not following the expected pattern
Assessment criteria
2.1 Describe the different methods used to monitor children’s development
2.2 Explain the reasons why child development may not follow the expected pattern
2.3 Explain how different types of interventions can promote positive outcomes for children where development is not following the expected pattern.
Learning outcome
3. Understand the importance of early intervention to support the speech, language and communication needs of children
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Assessment criteria
3.1 Explain how play and other activities are used to support the development of speech, language and communication.
3.2 Explain how multi-agency teams work together to support speech, language and communication
3.3 Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition
Learning outcome
4. Support the holistic development of children
Assessment criteria
4.1 Encourage children to actively participate in decisions affecting their lives and the services they receive according to their age and abilities
4.2 Actively listen to children and communicate in a way that encourages them to feel valued
4.3 Assess different aspects of the development of children
4.4 Develop plans in partnership that meet the development needs of a child in the organisation/setting using selected methods
4.5 Adapt organisation/setting environment or service to promote the development of children
4.6 Implement, evaluate and revise development plans for children according to own role and responsibilities, taking into account that development is holistic and interconnected
Range
Aspects - Physical, language, cognitive, emotional, social
Learning outcome
5. Understand how working practices impact on the development of children
Assessment criteria
5.1 Describe activities that can be used to promote the development of independence and social skills
5.2 Explain how interactions can be used to support the development of independence, self-esteem and social skills
5.3 Explain how own working practice, and those of other agencies, can affect the development of children
Learning outcome
6. Support positive behaviour in children
Assessment criteria
6.1 Use positive approaches to behaviour management to support the development of independence, self-esteem and social skills
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6.2 Provide opportunities for children to develop and improve own friendship skills, taking account of the individual additional needs of children, and barriers to beneficial relationships
6.3 Demonstrate provision of structured opportunities for children that support transitions on their lives
6.4 Adapt strategies for the development of friendship skills across different age ranges.
6.5 Evaluate different approaches to supporting positive behaviour
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Unit 385a Promoting the development of children
Supporting Information
Evidence requirements Observe the learner supporting positive behaviours in children on a minimum of three
occasions.
Observe the learner supporting holistic development in children on a minimum of three occasions.
Evidence of documentation/records that are completed clearly, accurately and legibly.
Glossary
Attachment - refers to a child’s emotional connection with his/her primary caregiver
that begins at birth, develops quickly between 0-2 years of age and continues
developing throughout life.
Secure attachment: People with secure attachment are comfortable with others, able to depend on them and value (and are comfortable with) intimacy.
Avoidant attachment: People with avoidant attachment have doubts about other people, find it harder to make relationships, shy away from intimacy and have trust issues.
Anxious attachment: People with anxious attachment would like to develop close relationships with others but struggle with this because they fear rejection.
Disorganised attachment: Disorganised attachment refers to momentary behaviours displayed by children if they find themselves in anxiety-provoking situations into which an abusive caregiver enters.
Diane Benoit (2004) defines attachment as the part of the child-caregiver relationship
that makes the child feel safe, secure, and protected.
Bonding - refers to a parents’ feelings for and sense of connection to their child. This
begins before birth and usually develops very quickly following the baby’s’ birth.
Independence - refers to having the ability and skill to be less dependent on others.
Moral and Spiritual Development - should encourage children to communicate their ideas, values and beliefs about themselves, others and the world. They should understand that people have different preferences, views and beliefs, and know that each person is different but understand that all are equal in value.
Self-esteem - refers to the way children feel about themselves. Positive feelings
indicate a high self-esteem, while negative feelings about themselves are an
indication of low self-esteem.
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Social development –focuses on children’s social interactions and relationships with
their peers, practitioners and adults.
Theoretical Perspectives on social and emotional development - theorists could
include:
Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books.
Rutter, M. (1981) Maternal Deprivation Re-assessed, Second edition, Harmondsworth,
Penguin.
Bruner, J.S. (1972) The nature and uses of immaturity. American Psychologists, 27, 1-28.
Carter, R. (1998) Mapping the Mind. London: Weindenfeld and Nicolson.
Donaldson, M. (1978) Children’s Minds. London: Fontana.
Moyles, J.R. (1989) Just Playing? The Role and Status of Play in Early Childhood
Education. Milton Keynes: Open University Press.
Tizard, B. and Hughes, M. (1984) Young Children Learning. London: Fontana.
Whitebread, D. (2012) Developmental Psychology and Early Childhood Education.
London: Sage.
Vygotsky, L.S (1986) Thought and Language. Cambridge, MA: MIT Press.
Vygotsky, L.S (1978) Mind in Society. Cambridge, MA: Harvard University Press.
Laevers, F. (1994) The Innovative Project: Experiential Education 1976-1995. Leuven,
Belgium: Research Centre for Early Childhood and Primary Education, Katholieke
Universiteit Leuven.
Related legislation and policy Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Evaluating the Foundation Phase Final Report
An independent stocktake of the Foundation Phase in Wales: Final report, September 2013 – March 2014 (2014)
Qualified for Life, Welsh Government 2014
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Together for Mental Health, Welsh Government (2012)
Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales, Professor Graham Donaldson (2015).
Promoting Emotional Health, Well-being and Resilience in Primary Schools’ (2016) Robin Banerjee, Colleen McLaughlin, Jess Cotney, Lucy Roberts and Celeste Peereboom from the University of Sussex.
What does “school ready” really mean? PACEY (2013)
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Unit 387a Welsh language immersion
Level: 3
Unit Summary This unit covers the acquisition of a new language through the immersion method. Learners will understand and implement the legislation and policies relating to acquiring a language into their own practice. They will be able to implement the immersion method into their own childcare setting, planning and monitoring the process throughout. They will work with families/carers and children to support them in the implementation of the immersion method.
Learning outcome:
1. Understand principles and values related to the acquisition of a new language in early years settings
Assessment criteria
1.1 Explain key legislation, policy context and practice frameworks related to language acquisition
1.2 Explain how the language policy within own childcare setting reflects language acquisition through the immersion method
1.3 Describe policy documents that underpin a child’s right to use the language of their choice
1.4 Explain the importance of communicating with a child in their preferred language
1.5 Identify the impact of own experiences, backgrounds and beliefs on the promotion of language acquisition
Learning outcome:
2. Be able to implement principles and values related to the acquisition of a new language
Assessment criteria
2.1 Embed legislation, policy context and guidance frameworks relating to language acquisition in own practice
2.2 Promote the cultural identity and rights of children and families/carers to use the language of their choice
2.3 Promote own childcare organisation/setting as a language immersion setting
Learning outcome:
3. Understand how to implement the immersion method within an early years setting
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Assessment criteria
3.1 Explain what is meant by the immersion method for learning a new language
3.2 Describe the importance of role modelling the immersion language
3.3 Describe the types of learning experiences and opportunities that support children to acquire a new language
3.4 Describe ways to involve families/carers in children’s immersion language development
3.5 Describe the stages of language immersion that children go through
Range
Role modelling to include the importance of own accuracy in written form, clear pronunciation and in interactions with colleagues
Learning outcome:
4. Be able to implement the immersion method within an early years setting
Assessment criteria
4.1 Use the immersion language clearly and accurately in all aspects of own practice
4.2 Contribute to the planning and development of learning opportunities and experiences to support language acquisition
4.3 Evaluate own role in promoting language acquisition, using reflections to improve practice
4.4 Use verbal and non-verbal methods of communication to support and encourage children who are acquiring a new language
4.5 Use routines and spontaneous occurrences to promote language acquisition
4.6 Use praise and encouragement to support children who are acquiring a new language
4.7 Provide information to families/carers to enable them to support their children’s language development
Learning outcome:
5. Understand how to plan, monitor and evaluate the learning provision for language acquisition
Assessment criteria
5.1 Explain the importance of evaluating learning activities and feeding results into future planning
5.2 Explain the importance of collecting information and views from children and families/carers as part of the evaluation process
5.3 Describe ways of improving the physical learning environment based on the results of evaluations
Learning outcome:
6. Be able to plan, monitor and evaluate the learning provision for language acquisition
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Assessment criteria
6.1 Plan activities and monitor them to support improvement of future provision
6.2 Evaluate the effectiveness of the environment in the development of language skills
6.3 Collect and collate evidence from others to inform the evaluation of the learning environment
6.4 Use own research to develop ways of improving the learning environment
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Unit 387a Welsh language immersion Supporting Information
Evidence requirements
Observe delivery/support of language acquisition with one child through immersion technique in an early years setting.
Evidence of planning, monitoring evaluation documentation that is completed clearly, accurately and legibly.
Glossary
Language Immersion: Language acquisition in an environment where all communication,
including learning activities, is undertaken through the medium of the immersion language. 1(NOS: Promote the acquisition of a new language by children through immersion in an early
years setting SCDCCLD0347)
Related legislation and Policy
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Qualified for Life, Welsh Government 2014
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Welsh medium education strategy
Welsh medium education strategy-next steps
1 NOS: Promote the acquisition of a new language by children through immersion in an early years setting
SCDCCLD0347
186
Unit 387 Language immersion
Level: 3
Unit Summary This unit covers the acquisition of a new language through the immersion method. Learners will understand and implement the legislation and policies relating to acquiring a language into their own practice. They will be able to implement the immersion method into their own childcare organisation/setting, planning and monitoring the process throughout. They will work with families/carers and children to support them in the implementation of the immersion method
Learning outcome:
1. Understand principles and values related to the acquisition of a new language in early years settings
Assessment criteria
1.1 Explain key legislation, policy context and practice frameworks related to language acquisition
1.2 Explain how the language policy within own childcare setting reflects language acquisition through the immersion method
1.3 Describe policy documents that underpin a child’s right to use the language of their choice
1.4 Explain the importance of communicating with a child in their preferred language
1.5 Identify the impact of own experiences, backgrounds and beliefs on the promotion of language acquisition
Learning outcome:
2. Be able to implement principles and values related to the acquisition of a new language
Assessment criteria
2.1 Embed legislation, policy context and guidance frameworks relating to language acquisition in own practice
2.2 Promote the cultural identity and rights of children and families/carers to use the language of their choice
2.3 Promote own childcare organisation/setting as a language immersion setting
Learning outcome:
3. Understand how to implement the immersion method within an early years setting
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Assessment criteria
3.1 Explain what is meant by the immersion method for learning a new language
3.2 Describe the importance of role modelling the immersion language
3.3 Describe the types of learning experiences and opportunities that support children to acquire a new language
3.4 Describe ways to involve families/carers in children’s immersion language development
3.5 Describe the stages of language immersion that children go through
Range
Role modelling to include the importance of own accuracy in written form, clear pronunciation and in interactions with colleagues
Learning outcome:
4. Be able to implement the immersion method within an early years setting
Assessment criteria
4.1 Use the immersion language clearly and accurately in all aspects of own practice
4.2 Contribute to the planning and development of learning opportunities and experiences to support language acquisition
4.3 Evaluate own role in promoting language acquisition, using reflections to improve practice
4.4 Use verbal and non-verbal methods of communication to support and encourage children who are acquiring a new language
4.5 Use routines and spontaneous occurrences to promote language acquisition
4.6 Use praise and encouragement to support children who are acquiring a new language
4.7 Provide information to families/carers to enable them to support their children’s language development
Learning outcome:
5. Understand how to plan, monitor and evaluate the learning provision for language acquisition
Assessment criteria
5.1 Explain the importance of evaluating learning activities and feeding results into future planning
5.2 Explain the importance of collecting information and views from children and families/carers as part of the evaluation process
5.3 Describe ways of improving the physical learning environment based on the results of evaluations
Learning outcome:
6. Be able to plan, monitor and evaluate the learning provision for language acquisition
188
Assessment criteria
6.1 Plan activities and monitor them to support improvement of future provision
6.2 Evaluate the effectiveness of the environment in the development of language skills
6.3 Collect and collate evidence from others to inform the evaluation of the learning environment
6.4 Use own research to develop ways of improving the learning environment
189
Unit 387 Language immersion Supporting Information
Evidence requirements
Observe delivery/support of language acquisition with one child through immersion technique in an early years setting
Evidence of planning, monitoring evaluation documentation that is completed clearly, accurately and legibly.
Glossary
Language Immersion: Language acquisition in an environment where all communication,
including learning activities, is undertaken through the medium of the immersion language. 2(NOS: Promote the acquisition of a new language by children through immersion in an early
years setting SCDCCLD0347)
Related legislation and Policy
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Qualified for Life, Welsh Government 2014
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Welsh medium education strategy
Welsh medium education strategy-next steps
2 NOS: Promote the acquisition of a new language by children through immersion in an early years setting
SCDCCLD0347
190
Unit 388 Working in a Welsh medium early years setting
Level: 3
Unit Summary This unit covers the acquisition of a new language in a Welsh medium setting. Learners will understand the legislation, policies and practice guidelines relating to acquiring a new language and be able to support children in Welsh medium early years setting to enrich their language skills. The learner will plan and develop learning activities and experiences and be able to reflect on their effectiveness.
Learning outcome:
1. Understand principles and values when working in a Welsh medium early years setting
Assessment criteria
1.1 Describe the impact of key legislation, practice frameworks and policy context
1.2 Explain the importance of data protection and safeguarding during the transition process
1.3 Outline the importance of following the organisation/setting’s transitions policy in an early years setting
1.4 Describe the importance of effective partnerships and key people involved in the transition process
1.5 Describe the influence of theories, theoretical research and models of linguistic development on working practice
Learning outcome:
2. Be able to implement principles and values when working in a Welsh medium early years setting
Assessment criteria
2.1 Adhere to legislation and practice frameworks when working in an early years setting
2.2 Reference theories, theoretical research and models of linguistic development in own practice
2.3 Support effective transitions for children starting and leaving an early years setting including partnership working
2.4 Maintain children’s rights and safeguard children throughout the transition process
2.5 Maintain children’s data protection when working in an early years setting
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Learning outcome:
3. Understand the learning environment within a Welsh medium early years setting
Assessment criteria
3.1 Describe barriers to creating an enabling learning environment for Welsh language
development
3.2 Explain how a well-planned learning environment supports Welsh language
development
3.3 Explain the importance of using research and evidence based practice to improve the
learning environment
3.4 Describe the importance of providing activities that support children’s sense of self-
identity and cultural diversity
Range
Activities - Welsh celebrations, events, traditions, stories, legends, songs, poems and rhymes
Learning outcome:
4. Be able to create an enabling learning environment within a Welsh medium early years setting
Assessment criteria
4.1 Provide a high quality physical learning environment to support development of the Welsh language
4.2 Enable children to influence and contribute to their physical learning environment
4.3 Carry out activities that support children’s sense of self-identity and cultural diversity
4.4 Produce activities that support children’s knowledge and understanding of Welsh celebrations, events and traditions
4.5 Reflect on own practice in developing Welsh language within own childcare setting
Range
Activities: Stories, legends, songs, poems and rhymes
Learning outcome:
5. Understand the importance of planning continuous, focused enhanced provision within a Welsh medium early years setting
Assessment criteria
5.1 Explain how to enrich and challenge the linguistic skills of children whose first language is Welsh
5.2 Describe the influence of research in improving the planning process
5.3 Describe own role in planning for provision within a Welsh medium early years setting
5.4 Explain the purpose of observations and assessments in the planning process
192
Learning outcome:
6. Be able to plan continuous, focused enhanced provision within a Welsh medium early years setting
Assessment criteria
6.1 Plan and develop learning opportunities and experiences that challenge the linguistic skills of children whose first language is Welsh
6.2 Reflect on learning opportunities, experiences and resources delivered to inform future planning
6.3 Use own observations and assessments to influence the planning process
6.4 Produce plans to support individual children’s learning and development needs
6.5 Evaluate and reflect on own role in the planning process
Learning outcome:
7. Understand partnership working in a Welsh medium early years setting
Assessment criteria
7.1 Describe the importance of working in partnership with families/carers and professionals
7.2 Describe the roles and responsibilities of the committee within own early years organisation/setting
7.3 Explain the benefits of establishing good working relationships with other local providers
7.4 Explain the importance of supporting non-Welsh speaking families/carers to support their children
7.5 Describe the benefits of involving families/carers in activities and events
7.6 Describe resources that non-Welsh speaking families/carers can access
to use with their children
to improve their own Welsh language skills
Range
Local providers including schools, community projects/programmes
Learning outcome:
8. Be able to work with key partners in a Welsh medium early years setting
Assessment criteria
8.1 Establish and maintain partnerships with families/carers, professionals and other local providers
8.2 provide ongoing support and information to the committee within your early years organisation/setting
8.3 Access locally and nationally available help and support in developing high quality provision
8.4 Involve children, families/carers in activities and events
193
194
Unit 388 Working in a Welsh medium early years setting
Supporting Information
Evidence requirements
Observe delivery/support of language acquisition with one child through a Welsh medium early years setting
Support non-Welsh speaking parents/carers to access resources and support.
Evidence of planning and evaluation documentation that is completed clearly, accurately and legibly.
Glossary
What is Welsh-medium education?
Welsh-medium education provides opportunities for children and young people to achieve
fluency in the Welsh language through studying a broad range of subjects and disciplines in
Welsh. A child’s English skills will also be developed in English lessons and through
experiencing some aspects of the curriculum in English.
Related legislation
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Qualified for Life, Welsh Government 2014
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Welsh medium education strategy
Welsh medium education strategy-next steps
195
Unit 389 Welsh language development in English medium settings
Level: 3
Unit Summary This unit covers the acquisition of the Welsh language in an English medium organisation/setting. Learners will understand the legislation, policies and practice guidelines relating to acquiring a new language and be able to support children in English medium early years settings to enrich their Welsh language skills. The learner will plan and develop learning activities and experiences and be able to reflect on their effectiveness.
Learning outcome:
1. Understand principles and values for working in English medium early years settings
Assessment criteria
1.1 Describe the key legislation and policy context related to Welsh Language Development
1.2 Describe the key practice frameworks relevant to Welsh Language Development
1.3 Explain the impact of own experiences, background and beliefs on working practice
Learning outcome:
2. Be able to apply principles and values to working practice
Assessment criteria
2.1 Embed legislation, policy context and practice frameworks into own working practice
2.2 Adapt own practice to meet the Welsh language needs of children in a childcare setting
2.3 Evaluate own practice and reflect on own role in developing children’s Welsh language skills
Learning outcome:
3. Understand how planning and developing learning activities supports Welsh language development
Assessment criteria
3.1 Explain how children acquire language
3.2 Describe the type of environment that promotes the development of Welsh language and culture
3.3 Explain how the development of Welsh language skills link to other areas of learning
196
3.4 Describe types of learning opportunities and experiences that promote the development of language skills
3.5 Explain the importance of using praise and encouragement
Learning outcome:
4. Be able to plan and develop learning activities to support Welsh language development
Assessment criteria
4.1 Promote the development of children’s Welsh skills through daily routines and continuous provision within the setting
4.2 Plan, develop and implement activities that enhance the continuous provision within the setting
4.3 Work with families/carers to promote children’s Welsh language skills using national and locally available resources
4.4 Reflect on opportunities and experiences that promote the development of Welsh language skills, across different areas of learning
Learning outcome:
5. Understand how assessment influences planning for Welsh language development
Assessment criteria
5.1 Explain the importance of assessments to support children’s Welsh language development
5.2 Describe the links between assessments and key initiatives, frameworks and guidance documents
5.3 Explain the importance of planning assessments prior to carrying them out
5.4 Describe factors that need to be taken into consideration when assessing children’s Welsh language development
5.5 Explain the importance of following policies and procedures of own childcare setting for observations and assessments
Learning outcome:
6. Be able to assess Welsh language development
Assessment criteria
6.1 Assess children’s Welsh language development in line with policies, curriculum frameworks and guidance documents
6.2 Involve children, families/carers during the assessment process
6.3 Use results of assessments to review and plan Welsh language provision
within own childcare setting
for individual children’s holistic plans
6.4 Reflect on own practice in observing children and undertaking assessments linked to their Welsh language development
197
Unit 389 Welsh language development in English medium settings
Supporting Information
Evidence requirements
Observe delivery/support of language acquisition with one child through an English medium early years setting
Evidence of planning and review documentation that is completed clearly, accurately and legibly.
Glossary
What is Welsh-medium education?
Welsh-medium education provides opportunities for children and young people to achieve
fluency in the Welsh language through studying a broad range of subjects and disciplines in
Welsh. A child’s English skills will also be developed in English lessons and through
experiencing some aspects of the curriculum in English.
What is bilingual education?
In some areas of Wales, the provision of bilingual education is the norm. Bilingual education
varies across Wales from education where a large proportion of the curriculum is delivered
through the medium of Welsh, to education where only a few subjects within the curriculum
or a very a small number of lessons are taught through the medium of Welsh.
Related legislation and Policy
Building a Brighter Future: Early Years and Childcare Plan (2013) Welsh Government
Qualified for Life, Welsh Government 2014
A Curriculum for Wales, A Curriculum for Life. Welsh Government 2015
Welsh medium education strategy
Welsh medium education strategy-next steps
198
Unit 391 Hearing screening
Level: 3
Unit Summary The outcomes used initially here broadly mirror the vision screen draft unit
Learning outcome:
1. Understand principles and policy context relating to hearing screening
Assessment criteria
1.1 Identify hearing screening policy direction and practice guidance for Wales
1.2 Identify the hearing screening schedule for Wales
1.3 Describe ways in which the health screening principles and the concept of informed choice underpin hearing screening
1.4 State sources of information, advice, support and guidance for parents, carers and professionals on hearing screening
1.5 Describe how principles of person/family centred approaches underpin hearing screening
1.6 Explain the benefits of hearing screening
1.7 Explain the risks and limitations of the hearing screening results
1.8 Identify legislation, policy context and codes of practice that underpin work with children who have hearing loss.
Learning outcome
2. Understand the importance of ear health and hearing screening
Assessment criteria
2.1 Describe how the ear works
2.2 Explain what sound is
2.3 Define the term ‘audiology’
Learning outcome:
3. Provide hearing screening services for older babies and children
Assessment criteria
3.1 Produce information available for parents so they can monitor their child’s hearing as they grow and where to seek advice and help if they have concerns
3.2 Describe the different hearing tests used with older babies and children including how they are administered
3.3 Describe how to adapt the screening process for children with additional needs
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3.4 Explain factors to consider when preparing to undertake hearing tests including gathering relevant information/permission from parents and carers
3.5 Demonstrate through observation the application of the screening quality standards, guidance, protocols, policies and procedures that must be followed when hearing screening including infection prevention and control, confidentiality, safeguarding, privacy and dignity, SIDS guidelines and safe use and storage of equipment etc.
3.6 Explain the importance of explaining to parents, carers and children how the hearing screening will be carried out
3.7 Be able to implement good practice guidance and protocols to follow on how the results are recorded, interpreted, reported on and stored
3.8 Describe referral routes/ actions following the results of hearing screening for children
3.9 Explain the importance of notifying other professionals working with the child and their family of results and actions following hearing screening for children
Learning outcome:
4. Understand causes and impacts of hearing defects and loss
Assessment criteria
4.1 Be able to correctly utilise the language and common terms used to describe hearing loss.
4.2 State the causes of hearing loss in babies and children.
4.3 Identify sources of information, advice, support and guidance for parents, carers and professionals on hearing loss.
4.4 Describe the different levels of hearing loss.
4.5 Describe the different types of hearing loss and the impact of hearing loss on a child’s development.
4.6 Identify types of hearing loss and condition
4.7 Identify the types of aids and equipment available for babies and children with hearing loss.
4.8 Identify where to access aids and equipment for children with hearing loss.
4.9 Demonstrate the safe use and maintenance of aids and equipment.
4.10 Describe the different ways in which children with hearing loss can communicate.
4.11 Explain the impact on families and others of a child’s hearing loss.
4.12 Describe how children with hearing loss are monitored and supported on an ongoing basis.
Range
Hearing loss/condition: sensori-neural; conductive; mixed; glue ear.
200
Unit 392 Supporting new and expectant parents
Level: 3
Unit Summary This unit covers the knowledge and practical skills to enable learners to support new and expectant parents. They will develop an understanding of the health and wellbeing needs of infants and their mothers and the guidance that should be provided to new parents and their support networks. Learners will develop practical skills required to effectively support new parents through providing advice, guidance and information on accessing services.
Learning outcome:
1. Understand health and well-being in relation to contraception and ante natal care
Assessment criteria
1.1 Describe the different methods of contraception available
1.2 Outline current schemes and initiatives relating to contraception in Wales
1.3 Define the term ‘pre-conception health’ and ways in which it can be improved
1.4 State the importance of providing up to date, evidence based contraceptive advice and information, in accordance with guidelines
1.5 Describe the ante natal programmes offered in Wales
1.6 Explain the benefits of attending an ante natal group
1.7 Explain the principles of
ante natal care
woman centred care
informed decision making for uncomplicated pregnancies
1.8 Explain the importance of modifiable factors during pregnancy
1.9 Describe what is meant by ‘brief interventions’ such as smoking cessation
1.10 Discuss the impact of domestic violence and use of the domestic violence tool
Range
Pre-conception health: See glossary
Principles: See glossary
Modifiable factors (healthy lifestyles during pregnancy): Diet and vitamins, folic acid, emotional health and well-being, smoking cessation/smoke free environment, substance/alcohol misuse and physical activity
Learning outcome:
2. Be able to embed principles of pre-conception health and ante natal care into own practice
201
Assessment criteria
2.1 Provide information and support on pre-conception health, under the supervision of an appropriate professional
2.2 Promote healthy lifestyles during pregnancy
2.3 Follow guidelines, policies and procedures when working with parents to be
2.4 Co-facilitate brief intervention sessions on smoking cessation
2.5 Co-facilitate ante natal group sessions as part of own practice
Range
Information is up to date, evidence based, complies with guidelines
Learning outcome:
3. Understand guidance relating advice and information for parents on health and wellbeing of new-born babies
Assessment criteria
3.1 Identify guidelines, policies, and protocols relating to providing advice and information to parents/carers on the health and wellbeing of new-born babies
3.2 Identify services and partnerships who can provide advice and support to parents/carers
3.3 Describe local policies for child safety
3.4 Describe the rights and responsibilities of parents for their children as defined under the Children's Act 1989
3.5 Identify sources of advice and information to support parents
3.6 Describe methods of reporting concerns about the parent or child’s health, safety or wellbeing
Learning outcome:
4. Understand requirements for the health and well-being of new-born babies and their parents
Assessment criteria
4.1 Describe the needs of babies at the different stages of physical, social, emotional and cognitive development
4.2 Identify trends and changes relating to the care of new-born babies
4.3 State ways in which adopting a healthy lifestyle can enable parents to promote their own health and well-being and that of their babies
4.4 Describe benefits of empowering parents to manage the care of their babies
4.5 Explain the importance of rest and sleep for new-born babies
4.6 Explain principles and practice of infant feeding during the first year of life
4.7 Describe ways in which the needs of new-born babies may affect those who care for them
4.8 Identify potential impacts of family and environment, including parenting capacity on the health and well-being of babies
4.9 Describe factors that increase the risk of significant harm to new-born babies
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4.10 Explain the process for responding to concerns of new-born babies at risk of significant harm
Learning outcome:
5. Provide advice to parents on meeting the health and well-being needs of new-born babies
Assessment criteria
5.1 Explain the purpose of own role to parents
5.2 Explain the importance of confirming the parents understanding of how to promote and protect the health and well-being of their baby
5.3 Empower parents to identify how they could be supported to promote and protect the health and well-being of their baby
5.4 Provide information in a way that enables parents to make informed choices about the care of their baby
5.5 Discuss with parents potential lifestyle changes that will increase their capacity to manage their parenting responsibilities
5.6 Assist parents to develop realistic and achievable plans for promoting and protecting the health and well-being of their baby
5.7 Provide information on how to access services, information and other resources available locally or nationally for parents, including the availability of family planning services
5.8 Update records in line with local policy and protocol
5.9 Agree dates to review progress and requirements
203
Unit 392 Supporting new and expectant parents
Supporting Information
Evidence requirements Observations of the learner should take place when providing support to a parent
during ante natal care and supporting parents with a new-born (first 7 days).
Observe the learner supporting new parents on a minimum of three occasions.
Evidence of documentation/records that are completed clearly, accurately and legibly.
Glossary
Healthy lifestyle - Healthy lifestyle may include diet, nutrition, physical exercise, rest,
stress management
Lifestyle changes - Lifestyle changes may include reference to smoking, reducing
alcohol intake, recreational drugs
Pre-conception health including nutrition, maintaining a healthy weight, drug and alcohol use, pre-existing medical conditions and medication, immunisations, toxic substances and environmental contaminants, violence, mental health concerns and coming off contraception
Principles of ante natal care-woman centred care and informed decision making for uncomplicated pregnancies - current guidelines
Provision of information
Provision and organisation of care
Lifestyles
Management of common symptoms of pregnancy Clinical examinations
Screening
Foetal growth and well being
Related legislation Children's Act 1989
Guidance for delivery Reference to parents in this unit covers carers and guardians where relevant. There may be specific situations where support will need to be provided not to the biological parent but a carer or guardian.