NEW LEVEL 2 Mandatory units – Diploma in care<\/u><\/strong><\/p>\n\n\n\n Unit 201 Safeguarding and protection in care settings<\/p>\n\n\n\n Unit 202 Responsibilities of a care worker<\/p>\n\n\n\n Unit 203 Communication in care settings<\/p>\n\n\n\n Unit 205 Duty of care<\/p>\n\n\n\n Unit 206 Handle information in care settings<\/p>\n\n\n\n Unit 207 Personal development in care settings<\/p>\n\n\n\n Unit 209 Equality and inclusion in care settings<\/p>\n\n\n\n Unit 210 Health, safety and wellbeing in care settings<\/p>\n\n\n\n Unit 211 Implement person\u2010centred approaches in care settings<\/p>\n\n\n\n New Level 3 Mandatory units – Diploma in Adult care<\/u><\/strong><\/p>\n\n\n\n Unit 201 Safeguarding and protection in care settings 22<\/p>\n\n\n\n Unit 202 Responsibilities of a care worker<\/p>\n\n\n\n Unit 301 Promote personal development in care settings 82<\/p>\n\n\n\n Unit 302 Promote health, safety and wellbeing in care settings 85<\/p>\n\n\n\n Unit 303 Promote communication in care settings 90<\/p>\n\n\n\n Unit 304 Promote effective handling of information in care settings 93<\/p>\n\n\n\n Unit 305 Duty of care in care settings 95<\/p>\n\n\n\n Unit 306 Promote equality and inclusion in care settings 97<\/p>\n\n\n\n Unit 307 Promote person\u2010centred approaches in care settings<\/p>\n\n\n\n New optional units re diploma in care\/Adult care<\/u><\/strong><\/p>\n\n\n\n Unit 204 Causes and Spread of Infection<\/p>\n\n\n\n Unit 208 Cleaning, Decontamination and Waste Management<\/p>\n\n\n\n Unit 223 Provide support for mobility<\/p>\n\n\n\n Unit 228 Support individuals to eat and drink<\/p>\n\n\n\n Unit 232 Undertake agreed pressure area care<\/p>\n\n\n\n Unit 236 Assist in the administration of medication<\/p>\n\n\n\n Unit 240 Provide support for leisure activities<\/p>\n\n\n\n Unit 241 Support individuals to meet personal care<\/p>\n\n\n\n Unit 243 Dementia awareness<\/p>\n\n\n\n Unit 244 Move and position individuals in accordance with their care plan<\/p>\n\n\n\n Unit 245 Support individuals to manage continence<\/p>\n\n\n\n Unit 249 Provide support to manage pain and discomfort<\/p>\n\n\n\n Unit 269 Support care plan activities<\/p>\n\n\n\n Unit 310 Work with individuals who have specific communication needs<\/p>\n\n\n\n Unit 342 Support infection prevention and control in adult care<\/p>\n\n\n\n Unit 344 Administer medication to individuals and monitor the effects<\/p>\n\n\n\n *****<\/p>\n\n\n\n SUPPORTING TEACHING AND LEARNING LEVEL 2<\/u><\/strong><\/p>\n\n\n\n UNIT ONE – CHILDREN AND YOUNG PERSONS DEVELOPMENT (also TDA 2.1)<\/p>\n\n\n\n UNIT TWO – SUPPORT LEARNING ACTIVITIES (TDA 2.10)<\/p>\n\n\n\n UNIT THREE – SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE (TDA 2.2)<\/p>\n\n\n\n UNIT FOUR – COMMUNICATION AND PROFESSIONAL RELATIONSHIPS WITH CHILDREN (TDA 2.3)<\/p>\n\n\n\n UNIT FIVE – EQUALITY DIVERSITY AND INCLUSION IN WORK WITH CHILDREN AND YOUNG PEOPLE (TDA 2.4)<\/p>\n\n\n\n UNIT SIX – HELP IMPROVE OWN TEAM PRACTICE IN SCHOOLS (TDA 2.6)<\/p>\n\n\n\n UNIT SEVEN – MAINTAIN AND SUPPORT RELATIONSHIPS WITH CHILDREN AND YOUNG PEOPLE (TDA 2.7)<\/p>\n\n\n\n UNIT EIGHT – SUPPORT CHILDREN AND YOUNG PEOPLES HEALTH AND SAFETY (TDA 2.8)<\/p>\n\n\n\n UNIT NINE – SUPPORT CHILDREN AND YOUNG PEOPLES POSITIVE BEHAVIOUR (TDA 2.9)<\/p>\n\n\n\n UNIT TEN – SCHOOLS AS ORGANISATIONS (TDA 2.5)<\/p>\n\n\n\n *****<\/p>\n\n\n\n SUPPORTING TEACHING AND LEARNING LEVEL 3<\/u><\/strong><\/p>\n\n\n\n TDA 3.1 Communication and professional relationships with children, young people and adults.<\/p>\n\n\n\n TDA 3.2 Schools as organisations<\/p>\n\n\n\n TDA 3.3 Support learning activities<\/p>\n\n\n\n TDA 3.4 Promote children and young person’s positive behaviour.<\/p>\n\n\n\n TDA 3.5 Develop professional relationships with children, young people & adults<\/p>\n\n\n\n TDA 3.6 Promote equality, diversity and inclusion in work with children and young people<\/p>\n\n\n\n TDA 3.7 Support assessment learning<\/p>\n\n\n\n SHC 32 Engage in personal development<\/p>\n\n\n\n CYP 3.1 Understand child and young person development<\/p>\n\n\n\n CYP 3.3 Understand how to safeguard the well-being of children and young people<\/p>\n\n\n\n CYP 3.4 Support children and young person’s health and safety <\/p>\n\n\n\n OPTIONAL UNITS SUPPORTING TEACHING & LEARNING<\/u><\/strong><\/p>\n\n\n\n TW3 Team working (3 credits)<\/p>\n\n\n\n EYMP 5 Support children\u2019s speech, language and communication (4 credits)<\/p>\n\n\n\n SCMP 2 Promote the well-being and resilience of children and young people (4 credits)<\/p>\n\n\n\n TDA 3.15 Provide literacy and numeracy support (3 credits)<\/p>\n\n\n\n *****<\/p>\n\n\n\n Level 3 Award in Supporting Teaching and Learning<\/u><\/strong><\/p>\n\n\n\n Level 3 Certificate in Supporting Teaching and Learning<\/u><\/strong><\/p>\n\n\n\n Level 3 Diploma in Supporting Teaching and Learning<\/u><\/strong><\/p>\n\n\n\n T\/616\/5878 STL3C1 Schools and colleges as organisations<\/p>\n\n\n\n A\/616\/5879 STL3C2 Support health and safety in a learning environment<\/p>\n\n\n\n M\/616\/5880 STL3C3 Understand how to safeguard children and young people<\/p>\n\n\n\n T\/616\/5881 STL3C4 Develop professional relationships with children, young people and adults<\/p>\n\n\n\n A\/616\/5882 STL3C5 Understand how children and young people develop<\/p>\n\n\n\n F\/616\/5883 STL3C6 Support positive behaviour in children and young people<\/p>\n\n\n\n J\/616\/5884 STL3C7 Support children and young people during learning activities<\/p>\n\n\n\n L\/616\/5885 STL3C8 Support English and maths skills<\/p>\n\n\n\n M\/616\/5958 STL3C9 Support the use of ICT in the learning environment<\/p>\n\n\n\n J\/616\/5965 STL3C10 Support assessment for learning<\/p>\n\n\n\n L\/616\/5966 STL3C11 Engage in personal and professional development<\/p>\n\n\n\n D\/616\/5969 STL3D12 Support children and young people\u2019s speech, language and communication<\/p>\n\n\n\n Y\/616\/5971 STL3D13 Understand how to support bilingual learners<\/p>\n\n\n\n A\/616\/5977 STL3D14 Understand how to support learning of children and young people with special educational needs and disabilities<\/p>\n\n\n\n F\/616\/5978 STL3D15 Support children and young people during transitions<\/p>\n\n\n\n J\/616\/5979 STL3D16 Support the role of play, leisure and extra-curricular activities for children and young people<\/p>\n\n\n\n CHILDREN AND YOUNG PEOPLES WORKFORCE LEVEL 3<\/u><\/strong><\/p>\n\n\n\n CYP Core 3.1 Understand Child and Young Person Development.<\/p>\n\n\n\n CYP Core 3.2 Promote Child and Young Person Development.<\/p>\n\n\n\n CYP Core 3.3 Understand How to Safeguard the Wellbeing of Children and Young People.<\/p>\n\n\n\n CYP Core 3.4 Support Children and Young People’s Health and Safety.<\/p>\n\n\n\n CYP Core 3.5 Develop Positive Relationship with Children, Young People and Others Involved in Their Care.<\/p>\n\n\n\n CYP Core 3.6 Working Together for the Benefit of Children and Young People.<\/p>\n\n\n\n CYP Core 3.7 Understand How to Support Positive Outcomes for Children and Young People.<\/p>\n\n\n\n SHC 31 Promote communication in health, social care or children\u2019s and young people\u2019s settings.<\/p>\n\n\n\n SHC 32 Engage in personal development in health and social care and young people\u2019s settings<\/p>\n\n\n\n SHC 33 Promote equality and inclusion in health, social care or children\u2019s and young people\u2019s settings.<\/p>\n\n\n\n SHC 34 Principles for implementing duty of care in health, social care or children\u2019s and young people\u2019s settings<\/p>\n\n\n\n OPTIONAL UNITS – CHILDREN & YOUNG PEOPLES WORKFORCE<\/u><\/strong><\/p>\n\n\n\n EYMP 5 Support children\u2019s speech, language and communication (4 credits)<\/p>\n\n\n\n SCMP 2 Promote the well-being and resilience of children and young people (4 credits)<\/p>\n\n\n\n HSC 3022 Support individuals to live at home<\/p>\n\n\n\n HSC 3029 Support individuals with specific communication needs<\/p>\n\n\n\n HSC 3045 Promote positive behaviour<\/p>\n\n\n\n HSC3047 Support use of medication in social care settings<\/p>\n\n\n\n Unit 532 \u2013 LM2a Understanding professional supervision practice<\/p>\n\n\n\n *****<\/p>\n\n\n\n RESIDENTIAL CHILD CARE LEVEL 3<\/u><\/strong><\/p>\n\n\n\n Mandatory<\/u><\/strong><\/p>\n\n\n\n RCC 3.1 Understand the development of children and young people in residential childcare<\/p>\n\n\n\n RCC 3.2 Understand how to safeguard and protect children and young people in residential childcare<\/p>\n\n\n\n RCC 3.3 Understand how to support children and young people who have experienced harm or abuse<\/p>\n\n\n\n RCC 3.4 Promote effective communication and information handling in residential childcare settings<\/p>\n\n\n\n RCC 3.5 Support risk management in residential childcare<\/p>\n\n\n\n RCC 3.6 Assessment and planning with children and young people in residential childcare<\/p>\n\n\n\n RCC 3.7 Support group living in residential childcare<\/p>\n\n\n\n RCC 3.8 Understand how to support positive outcomes for children and young people in residential childcare<\/p>\n\n\n\n RCC 3.9 Support attachment and positive relationships for children and young people in residential childcare<\/p>\n\n\n\n RCC3.10 Support the well-being and resilience of children and young people in residential childcare<\/p>\n\n\n\n RCC3.11 Support children and young people in residential care to achieve their learning potential<\/p>\n\n\n\n RCC 3.12 Support children and young people in residential care to manage their health<\/p>\n\n\n\n RCC 3.13 Support the development of socially aware behaviour with children and young people in residential childcare<\/p>\n\n\n\n RCC 3.14 Engage in professional development in residential childcare settings<\/p>\n\n\n\n RCC 3.15 Support the rights, diversity and equality of children and young people in residential childcare<\/p>\n\n\n\n RCC 3.16 Participate in teams to benefit children and young people in residential childcare<\/p>\n\n\n\n RESIDENTIAL CHILD CARE LEVEL 3 Optional<\/u><\/strong><\/p>\n\n\n\n RCC 3.17 Understand the care system and it’s impact on children and young people<\/p>\n\n\n\n RCC 3.18: Understand the youth justice system as it relates to residential childcare<\/p>\n\n\n\n RCC 3.19: Support young people leaving care<\/p>\n\n\n\n RCC 3.21 Understand support for young people with complex disabilities or conditions making the transition into adulthood<\/p>\n\n\n\n RCC 3.20: Understand residential childcare for children and young people with complex disabilities or conditions<\/p>\n\n\n\n RCC 3.22: Work with the families of children and young people in residential childcare<\/p>\n\n\n\n RCC 3.23 (HSC 3047) Support use of medication in social care settings <\/p>\n\n\n\n *****<\/p>\n\n\n\n RESIDENTIAL CHILD CARE LEVEL 5 Optional<\/u><\/strong><\/p>\n\n\n\n RCC 5.1 Understand children and young people\u2019s development in residential childcare<\/p>\n\n\n\n RCC 5.2 Understand Support for Children and Young People Who are Vulnerable and Disadvantaged<\/p>\n\n\n\n RCC 5.3: Lead and manage a team within a residential childcare setting<\/p>\n\n\n\n RCC 5.4: Lead Practice to Support the Safeguarding and Protection of Children and Young People in Residential Childcare<\/p>\n\n\n\n RCC 5.5 Lead Practice for Communication and Information Management in Residential Childcare Settings<\/p>\n\n\n\n RCC 5.6: Manage Risk in Residential Childcare<\/p>\n\n\n\n RCC 5.7: Lead and Manage Group Living in Residential Childcare<\/p>\n\n\n\n RCC 5.13: Undertake Professional Development in Residential Childcare Settings<\/p>\n\n\n\n RCC 5.17 Understand the care system and it’s impact on children and young people (14737 words)<\/p>\n\n\n\n RCC 5.18 Understand the youth justice system as it relates to residential childcare (10395 words)<\/p>\n\n\n\n RCC 5.23: Undertake a research project within services for health and social care or children and young people (3992 words)<\/p>\n\n\n\n *****<\/p>\n\n\n\n RESIDENTIAL CHILD CARE LEVEL 5 Optional<\/u><\/strong><\/p>\n\n\n\n RCC 5.1 Understand children and young people\u2019s development in residential childcare<\/p>\n\n\n\n RCC 5.2 Understand Support for Children and Young People Who are Vulnerable and Disadvantaged<\/p>\n\n\n\n RCC 5.3: Lead and manage a team within a residential childcare setting<\/p>\n\n\n\n RCC 5.4: Lead Practice to Support the Safeguarding and Protection of Children and Young People in Residential Childcare<\/p>\n\n\n\n RCC 5.5 Lead Practice for Communication and Information Management in Residential Childcare Settings<\/p>\n\n\n\n RCC 5.6: Manage Risk in Residential Childcare<\/p>\n\n\n\n RCC 5.7: Lead and Manage Group Living in Residential Childcare<\/p>\n\n\n\n RCC 5.13: Undertake Professional Development in Residential Childcare Settings<\/p>\n\n\n\n RCC 5.17 Understand the care system and it’s impact on children and young people (14737 words)<\/p>\n\n\n\n RCC 5.18 Understand the youth justice system as it relates to residential childcare (10395 words)<\/p>\n\n\n\n RCC 5.23: Undertake a research project within services for health and social care or children and young people (3992 words)<\/p>\n\n\n\n *****<\/p>\n\n\n\n NCFE CACHE LEVEL 2 INTRODUCING CARING FOR CHILDREN AND YOUNG PEOPLE<\/strong><\/p>\n\n\n\n Unit 1: Young children\u2019s development<\/p>\n\n\n\n Unit 2: The value of play to young children<\/p>\n\n\n\n Unit 3: The importance of play for early learning<\/p>\n\n\n\n Unit 4: Safeguarding the welfare of children and young people<\/p>\n\n\n\n Unit 5: Use food and nutrition information to plan a healthy diet<\/p>\n\n\n\n *****<\/p>\n\n\n\n NCFE CACHE Level 3 Diploma in Healthcare Support<\/u><\/strong><\/p>\n\n\n\n DHS 1: Promote communication in care settings<\/p>\n\n\n\n DHS 2: Promote effective handling of information in care settings<\/p>\n\n\n\n DHS 3: Promote personal development in care settings<\/p>\n\n\n\n DHS 4: Promote person-centred approaches in care settings<\/p>\n\n\n\n DHS 5: Promote equality and inclusion in care settings<\/p>\n\n\n\n DHS 6: Promote health, safety and well-being in care settings<\/p>\n\n\n\n DCHS 7: Responsibilities of a care worker<\/p>\n\n\n\n DHS 8: Duty of care in care settings<\/p>\n\n\n\n DCHS 9: Safeguarding and protection in care settings<\/p>\n\n\n\n DHS 10: The principles of infection prevention and control<\/p>\n\n\n\n DHS 11: Causes and spread of infection<\/p>\n\n\n\n DHS 12: Cleaning, decontamination and waste management <\/p>\n\n\n\n *****<\/p>\n\n\n\n Level 2 Certificate in the Principles of Dementia Care<\/u><\/strong><\/p>\n\n\n\n Unit 1 – Dementia Awareness<\/p>\n\n\n\n Unit 2 – The person centred approach to the care and support of the individual with dementia<\/p>\n\n\n\n Unit 3 – Understand the factors that can influence communication and interaction with individuals who have dementia<\/p>\n\n\n\n Unit 4 – Understand equality, diversity and inclusion in dementia care<\/p>\n\n\n\n Unit 5 – Understand the administration of medication to individuals with dementia using a person centred approach<\/p>\n\n\n\n Unit 6 – Understand behaviour in the context of dementia<\/p>\n\n\n\n Unit 7 – Understand the benefits of engaging in activities in social care<\/p>\n\n\n\n NCFE LEVEL 2 CERTIFICATE IN UNDERSTANDING AUTISM ANSWERS \/ HELP<\/strong><\/p>\n\n\n\n Unit 1 \u2013 Introduction to Autism<\/p>\n\n\n\n Unit 2 – Using a person-centred approach to support individuals with autism<\/p>\n\n\n\n Unit 3 – Communication and social interaction in individuals with autism<\/p>\n\n\n\n Unit 4 – Sensory processing, perception and cognition in individuals with autism<\/p>\n\n\n\n Unit 5- Supporting positive behaviour individuals with autism<\/p>\n\n\n\n Unit 6- Supporting individuals with autism to live healthy and fulfilled lives<\/p>\n\n\n\n EARLY YEARS EDUCATOR<\/u><\/strong><\/p>\n\n\n\n Unit 1: Child development from conception to seven years<\/p>\n\n\n\n Unit 2: Children\u2019s health and well-being<\/p>\n\n\n\n Unit 3: Providing safe environments for children<\/p>\n\n\n\n Unit 4: Child health<\/p>\n\n\n\n Unit 6: Understanding children\u2019s additional needs<\/p>\n","protected":false},"excerpt":{"rendered":" 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 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