FURTHER AWARDS AVAILABLE AND UNITS
NEW LEVEL 2 Mandatory units – Diploma in care
Unit 201 Safeguarding and protection in care settings
Unit 202 Responsibilities of a care worker
Unit 203 Communication in care settings
Unit 205 Duty of care
Unit 206 Handle information in care settings
Unit 207 Personal development in care settings
Unit 209 Equality and inclusion in care settings
Unit 210 Health, safety and wellbeing in care settings
Unit 211 Implement person‐centred approaches in care settings
New Level 3 Mandatory units – Diploma in Adult care
Unit 201 Safeguarding and protection in care settings 22
Unit 202 Responsibilities of a care worker
Unit 301 Promote personal development in care settings 82
Unit 302 Promote health, safety and wellbeing in care settings 85
Unit 303 Promote communication in care settings 90
Unit 304 Promote effective handling of information in care settings 93
Unit 305 Duty of care in care settings 95
Unit 306 Promote equality and inclusion in care settings 97
Unit 307 Promote person‐centred approaches in care settings
New optional units re diploma in care/Adult care
Unit 204 Causes and Spread of Infection
Unit 208 Cleaning, Decontamination and Waste Management
Unit 223 Provide support for mobility
Unit 228 Support individuals to eat and drink
Unit 232 Undertake agreed pressure area care
Unit 236 Assist in the administration of medication
Unit 240 Provide support for leisure activities
Unit 241 Support individuals to meet personal care
Unit 243 Dementia awareness
Unit 244 Move and position individuals in accordance with their care plan
Unit 245 Support individuals to manage continence
Unit 249 Provide support to manage pain and discomfort
Unit 269 Support care plan activities
Unit 310 Work with individuals who have specific communication needs
Unit 342 Support infection prevention and control in adult care
Unit 344 Administer medication to individuals and monitor the effects
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SUPPORTING TEACHING AND LEARNING LEVEL 2
UNIT ONE – CHILDREN AND YOUNG PERSONS DEVELOPMENT (also TDA 2.1)
UNIT TWO – SUPPORT LEARNING ACTIVITIES (TDA 2.10)
UNIT THREE – SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE (TDA 2.2)
UNIT FOUR – COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN (TDA 2.3)
UNIT FIVE – EQUALITY DIVERSITY AND INCLUSION IN WORK WITH CHILDREN AND YOUNG PEOPLE (TDA 2.4)
UNIT SIX – HELP IMPROVE OWN TEAM PRACTICE IN SCHOOLS (TDA 2.6)
UNIT SEVEN – MAINTAIN AND SUPPORT RELATIONSHIPS WITH CHILDREN AND YOUNG PEOPLE (TDA 2.7)
UNIT EIGHT – SUPPORT CHILDREN AND YOUNG PEOPLES HEALTH AND SAFETY (TDA 2.8)
UNIT NINE – SUPPORT CHILDREN AND YOUNG PEOPLES POSITIVE BEHAVIOUR (TDA 2.9)
UNIT TEN – SCHOOLS AS ORGANISATIONS (TDA 2.5)
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SUPPORTING TEACHING AND LEARNING LEVEL 3
TDA 3.1 Communication and professional relationships with children, young people and adults.
TDA 3.2 Schools as organisations
TDA 3.3 Support learning activities
TDA 3.4 Promote children and young person’s positive behaviour.
TDA 3.5 Develop professional relationships with children, young people & adults
TDA 3.6 Promote equality, diversity and inclusion in work with children and young people
TDA 3.7 Support assessment learning
SHC 32 Engage in personal development
CYP 3.1 Understand child and young person development
CYP 3.3 Understand how to safeguard the well-being of children and young people
CYP 3.4 Support children and young person’s health and safety
OPTIONAL UNITS SUPPORTING TEACHING & LEARNING
TW3 Team working (3 credits)
EYMP 5 Support children’s speech, language and communication (4 credits)
SCMP 2 Promote the well-being and resilience of children and young people (4 credits)
TDA 3.15 Provide literacy and numeracy support (3 credits)
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Level 3 Award in Supporting Teaching and Learning
Level 3 Certificate in Supporting Teaching and Learning
Level 3 Diploma in Supporting Teaching and Learning
T/616/5878 STL3C1 Schools and colleges as organisations
A/616/5879 STL3C2 Support health and safety in a learning environment
M/616/5880 STL3C3 Understand how to safeguard children and young people
T/616/5881 STL3C4 Develop professional relationships with children, young people and adults
A/616/5882 STL3C5 Understand how children and young people develop
F/616/5883 STL3C6 Support positive behaviour in children and young people
J/616/5884 STL3C7 Support children and young people during learning activities
L/616/5885 STL3C8 Support English and maths skills
M/616/5958 STL3C9 Support the use of ICT in the learning environment
J/616/5965 STL3C10 Support assessment for learning
L/616/5966 STL3C11 Engage in personal and professional development
D/616/5969 STL3D12 Support children and young people’s speech, language and communication
Y/616/5971 STL3D13 Understand how to support bilingual learners
A/616/5977 STL3D14 Understand how to support learning of children and young people with special educational needs and disabilities
F/616/5978 STL3D15 Support children and young people during transitions
J/616/5979 STL3D16 Support the role of play, leisure and extra-curricular activities for children and young people
CHILDREN AND YOUNG PEOPLES WORKFORCE LEVEL 3
CYP Core 3.1 Understand Child and Young Person Development.
CYP Core 3.2 Promote Child and Young Person Development.
CYP Core 3.3 Understand How to Safeguard the Wellbeing of Children and Young People.
CYP Core 3.4 Support Children and Young People’s Health and Safety.
CYP Core 3.5 Develop Positive Relationship with Children, Young People and Others Involved in Their Care.
CYP Core 3.6 Working Together for the Benefit of Children and Young People.
CYP Core 3.7 Understand How to Support Positive Outcomes for Children and Young People.
SHC 31 Promote communication in health, social care or children’s and young people’s settings.
SHC 32 Engage in personal development in health and social care and young people’s settings
SHC 33 Promote equality and inclusion in health, social care or children’s and young people’s settings.
SHC 34 Principles for implementing duty of care in health, social care or children’s and young people’s settings
OPTIONAL UNITS – CHILDREN & YOUNG PEOPLES WORKFORCE
EYMP 5 Support children’s speech, language and communication (4 credits)
SCMP 2 Promote the well-being and resilience of children and young people (4 credits)
HSC 3022 Support individuals to live at home
HSC 3029 Support individuals with specific communication needs
HSC 3045 Promote positive behaviour
HSC3047 Support use of medication in social care settings
Unit 532 – LM2a Understanding professional supervision practice
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RESIDENTIAL CHILD CARE LEVEL 3
Mandatory
RCC 3.1 Understand the development of children and young people in residential childcare
RCC 3.2 Understand how to safeguard and protect children and young people in residential childcare
RCC 3.3 Understand how to support children and young people who have experienced harm or abuse
RCC 3.4 Promote effective communication and information handling in residential childcare settings
RCC 3.5 Support risk management in residential childcare
RCC 3.6 Assessment and planning with children and young people in residential childcare
RCC 3.7 Support group living in residential childcare
RCC 3.8 Understand how to support positive outcomes for children and young people in residential childcare
RCC 3.9 Support attachment and positive relationships for children and young people in residential childcare
RCC3.10 Support the well-being and resilience of children and young people in residential childcare
RCC3.11 Support children and young people in residential care to achieve their learning potential
RCC 3.12 Support children and young people in residential care to manage their health
RCC 3.13 Support the development of socially aware behaviour with children and young people in residential childcare
RCC 3.14 Engage in professional development in residential childcare settings
RCC 3.15 Support the rights, diversity and equality of children and young people in residential childcare
RCC 3.16 Participate in teams to benefit children and young people in residential childcare
RESIDENTIAL CHILD CARE LEVEL 3 Optional
RCC 3.17 Understand the care system and it’s impact on children and young people
RCC 3.18: Understand the youth justice system as it relates to residential childcare
RCC 3.19: Support young people leaving care
RCC 3.21 Understand support for young people with complex disabilities or conditions making the transition into adulthood
RCC 3.20: Understand residential childcare for children and young people with complex disabilities or conditions
RCC 3.22: Work with the families of children and young people in residential childcare
RCC 3.23 (HSC 3047) Support use of medication in social care settings
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RESIDENTIAL CHILD CARE LEVEL 5 Optional
RCC 5.1 Understand children and young people’s development in residential childcare
RCC 5.2 Understand Support for Children and Young People Who are Vulnerable and Disadvantaged
RCC 5.3: Lead and manage a team within a residential childcare setting
RCC 5.4: Lead Practice to Support the Safeguarding and Protection of Children and Young People in Residential Childcare
RCC 5.5 Lead Practice for Communication and Information Management in Residential Childcare Settings
RCC 5.6: Manage Risk in Residential Childcare
RCC 5.7: Lead and Manage Group Living in Residential Childcare
RCC 5.13: Undertake Professional Development in Residential Childcare Settings
RCC 5.17 Understand the care system and it’s impact on children and young people (14737 words)
RCC 5.18 Understand the youth justice system as it relates to residential childcare (10395 words)
RCC 5.23: Undertake a research project within services for health and social care or children and young people (3992 words)
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RESIDENTIAL CHILD CARE LEVEL 5 Optional
RCC 5.1 Understand children and young people’s development in residential childcare
RCC 5.2 Understand Support for Children and Young People Who are Vulnerable and Disadvantaged
RCC 5.3: Lead and manage a team within a residential childcare setting
RCC 5.4: Lead Practice to Support the Safeguarding and Protection of Children and Young People in Residential Childcare
RCC 5.5 Lead Practice for Communication and Information Management in Residential Childcare Settings
RCC 5.6: Manage Risk in Residential Childcare
RCC 5.7: Lead and Manage Group Living in Residential Childcare
RCC 5.13: Undertake Professional Development in Residential Childcare Settings
RCC 5.17 Understand the care system and it’s impact on children and young people (14737 words)
RCC 5.18 Understand the youth justice system as it relates to residential childcare (10395 words)
RCC 5.23: Undertake a research project within services for health and social care or children and young people (3992 words)
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NCFE CACHE LEVEL 2 INTRODUCING CARING FOR CHILDREN AND YOUNG PEOPLE
Unit 1: Young children’s development
Unit 2: The value of play to young children
Unit 3: The importance of play for early learning
Unit 4: Safeguarding the welfare of children and young people
Unit 5: Use food and nutrition information to plan a healthy diet
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NCFE CACHE Level 3 Diploma in Healthcare Support
DHS 1: Promote communication in care settings
DHS 2: Promote effective handling of information in care settings
DHS 3: Promote personal development in care settings
DHS 4: Promote person-centred approaches in care settings
DHS 5: Promote equality and inclusion in care settings
DHS 6: Promote health, safety and well-being in care settings
DCHS 7: Responsibilities of a care worker
DHS 8: Duty of care in care settings
DCHS 9: Safeguarding and protection in care settings
DHS 10: The principles of infection prevention and control
DHS 11: Causes and spread of infection
DHS 12: Cleaning, decontamination and waste management
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Level 2 Certificate in the Principles of Dementia Care
Unit 1 – Dementia Awareness
Unit 2 – The person centred approach to the care and support of the individual with dementia
Unit 3 – Understand the factors that can influence communication and interaction with individuals who have dementia
Unit 4 – Understand equality, diversity and inclusion in dementia care
Unit 5 – Understand the administration of medication to individuals with dementia using a person centred approach
Unit 6 – Understand behaviour in the context of dementia
Unit 7 – Understand the benefits of engaging in activities in social care
NCFE LEVEL 2 CERTIFICATE IN UNDERSTANDING AUTISM ANSWERS / HELP
Unit 1 – Introduction to Autism
Unit 2 – Using a person-centred approach to support individuals with autism
Unit 3 – Communication and social interaction in individuals with autism
Unit 4 – Sensory processing, perception and cognition in individuals with autism
Unit 5- Supporting positive behaviour individuals with autism
Unit 6- Supporting individuals with autism to live healthy and fulfilled lives
EARLY YEARS EDUCATOR
Unit 1: Child development from conception to seven years
Unit 2: Children’s health and well-being
Unit 3: Providing safe environments for children
Unit 4: Child health
Unit 6: Understanding children’s additional needs