Cache Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education

Topics: Developmental psychology, Child development, Play Pages: 64 (15187 words) Published: April 21, 2012

CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education

© CACHE 2008 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Children's Care and Education.

Published in Great Britain by CACHE Second edition 2008 Third edition 2008 Book Code 500/888/7/V1 Book Code 500/888/7/V3

Publication date September 2008

Publisher Council for Awards in Children's Care and Education Telephone 0845 347 2123 Fax 01727 818618 Registered Company No: 2887166 Registered Charity No: 1036232

Introduction Please note – This document is intended as guidance and is not mandatory The following document has been developed to support tutors and candidates with the assessment requirements of the CACHE Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education. It is hoped that this guidance will assist in the interpretation of all Child Care and Education assignments.

Units Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Unit 19 Unit 20 Unit 21 An introduction to working with children Development from conception to age 16 years Supporting children Keeping children safe The principles underpinning the role of the practitioner working with children Promoting a healthy environment for children Play and learning in children’s education Caring for children Research into child care, education and development Care of sick children Nutrition and healthy food for children Child, family and outside world Working with children with special needs Developing children’s (3-8 years) mathematical skills Developing children’s (3-8 years) communication, language and literacy skills International approaches towards children’s education Working with babies from birth to 12 months Multi-agency working with children Children, parent and family needs Supporting children with English as an additional language

Unit 1 – An introduction to working with children
Criteria Grading Criteria Guidance


Describe THREE (3) different types of settings which provide care and education for children in your area. This must include ONE (1) example from the: • Statutory sector • Voluntary sector • Private sector Describe how EACH of the types of settings identified in E1 aims to support children and their families. Describe the main legislation in your country that supports the rights of children Describe the recognised principles and values that underpin working with children

Write about THREE (3) types of care and education settings. There MUST be one example from each type of setting e.g. ONE (1) statutory, ONE (1) voluntary and ONE (1) private.

E2 E3 E4

Development of E1. Give detailed information on how each type of setting supports children and their families. Answers MUST include the correct title and date of legislation and include information on how the legislation supports the rights of children. Write about the principles and values that guide practitioners and underpin professional standards and good practice. These can be identified from documents such as the EYFS, the CACHE Statement of Values, the Foundation Phase Framework for Children’s Learning for 3 to 7 year-olds in Wales. A clear understanding of diversity and inclusive practice should be shown. Evidence should be included within the assignment to show that you recognise and value difference and that you can plan to meet the individual needs of children and their families. Evidence should be included to show that you have avoided making assumptions about children and their families and that you understand that children and their families may have a range of needs. Answers should include THREE (3) different skills that are required by...
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