workbook covers all the criteria for Unit 4 (CYP Core 3.4) of the Level 3 Diploma. Where the criteria are covered in the questions is summarised below: |Assessment Criteria |Question it has been covered in | |CYP Core 3.4 – 1.1 |Question 1 | |CYP Core 3.4 – 1.2
help make your point * Screen shot bibliography showing the internet searches you completed to research your work at the end. When you have completed your work, save to Therefore. Link to EYE standards: U1.2.2, FS ICT, English Link to CYP Standards: U12 1.2 U15 2.1 U15 2.2 English FS ICT * 1.2: Design a method of gathering data from the children in your setting to examine the different relationships they have as they get older, and identify how this links through to theory.
CYP 3.3 Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people 1.1. Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The UNCRC - the united nations convention on the rights of the child containing links to other resources. Depending where in the UK you are the early years framework for your home nation will vary. The introduction it contains
LEVEL 3 DIPLOMA FOR THE CHILDREN AND YOUNG PEOPLE'S WORKFORCE CYP Core 3.4 Support Children and Young People's Health and Safety with some cross reference to EYMP3 CYP Core3.4:1.1 a description of the factors to take into account when planning healthy and safe indoor and outdoor environments and services. Indoors - security: child X staff ratio, enough adults to supervising the children, for example: at lunch time with a ratio of one adult to four children (between 4 and 5 years of age) in a
CYP CORE 3.1 Understand child and young people’s development 1.1 Physical development 0-3years –physical development at this stage is usually very rapid. At birth babies depend on reflexes for movements to enable them feed or gasp whenever they touch something. By the age one they have much more control over their bodies they are beginning to crawl, shuffle, pulling or pushing on things to stand etc. Between 1-2 years walking begins and toys will be pulled or pushed along whilst walking. They
Unit Title: OCR Unit No: Sector Unit No: Level: Credit value: Guided learning hours: Unit accreditation number: Support learning activities 5 CYP Core 3.1 3 4 20 F/601/4073 Unit purpose and aim This unit provides the knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle. Exemplification Learning Outcomes Assessment Criteria The learner will: 1. Be able to contribute to planning
CYP 3.7 (1.1) Describe the social, economic and cultural factors that will impact on the lives of children and young people. The social, emotional and cultural needs of children/young people, in learning, are key areas to be considered when supporting them to develop into confident, enthusiastic and effective learners. These skills are crucial in almost every aspect of school and college life and difficulties may be noticed in a variety of forms. Barriers caused by external factors are: *
Level 5 Diploma in Leadership for HSC & CYP England Structure Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) Learners must achieve a total of 80 credits to complete the qualification. Shared Core & Mandatory (A) 5 units 20 credits Children and Young People’s Pathway Children and Young People’s Residential Management (B) 7 units 44 credits Children and Young People’s Management (C) 6 units 38 credits Children and Young People’s Advanced