Level 3 Diploma for the Children & Young People's Workforce

Within the Level 3 Diploma for the Children and Young People’s Workforce, there are three pathways:

• (4227-03) Early Years pathway – suitable for, e.g. day care settings practitioners
• (4227-04) Children’s Social Care pathway – suitable for, e.g. practitioners in residential care
• (4227-05) Learning Development and Support Services pathway – suitable for, e.g. Connexions staff and learning mentors.

Aim and purpose of the qualification

The Level 3 Diploma aims to guide and assess development of knowledge and skills relating to Early

Learning and Childcare, Social Care and the Learning Development and Support Services workforces. This qualification confirms competence in these areas where appropriate and serves as the required qualification (for all new practitioners) for registration and regulatory requirements in the sector.

This qualification has been designed to:

• provide a broad background understanding of the children and young people’s workforce sector and an introduction to the practical skills and knowledge required
• provide an awareness of the range of jobs and work settings in the children and young people’s Sector
• enable learners to make an informed assessment of their own aptitude for work in this sector
• and to make informed decisions about careers
• encourage learners to reach a level of knowledge and skills that will facilitate progress into
• further vocational learning or to potential employment in the sector
• introduce learners to the discipline of the working environment and to encourage mature attitudes to the community in general
• encourage learners to value continued learning and remain in the learning process
• allow learners to learn, develop and practise selected skills required for progression in the sector
• provide opportunities for progression to the relevant Level 4/5 Diplomas or Foundation/Honours Degrees in the sector.

Key purpose and principles and values of the sector

The key purpose for those working in children’s care learning and development has been identified

by the SSBs to be:

‘To provide, in partnership with communities and other agencies, a firm foundation for growth, learning and development for children and their families. This includes creating, developing and maintaining environments and services that enable children to have the best possible experience of childhood and to enable them and their families to make the most of opportunities to achieve their full potential.’

Implicit in this statement is the core assumption that the human rights of these people will be safeguarded at all times.

The following principles and values underpin the complete set of standards in their entirety.

Principles

1. The welfare of the child is paramount
2. Practitioners contribute to children’s care, learning and development and this is reflected in every aspect of practice and service provision
3. Practitioners work with parents and families who are partners in the care, learning and development of their children and are the child’s first and most enduring educators.

Values

1. The needs, rights and views of the child are at the centre of all practice and provision
2. Individuality, difference and diversity are valued and celebrated
3. Equality of opportunity and anti-discriminatory practice are actively promoted
4. Children’s health and well-being are actively promoted
5. Children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child
6. Self-esteem, resilience and a positive self-image are recognised as essential to every child’s development
7. Confidentiality and agreements about confidential information are respected as appropriate unless a child’s protection and well-being are at stake
8. Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely
9. Best practice requires reflection and a continuous search for improvement.

In order to be assessed as competent candidates must demonstrate that they work within the context of the principles and values of the sector. Assessors will be expected to confirm this by signing the declaration form, Unit assessment and verification declaration.

Qualification structure

Learners must gain a minimum of 65 credits to achieve the Level 3 Diploma for the Children and Young People’s Workforce. To do this they must achieve 27 credits from the mandatory Group A of units. Learners must select one mandatory pathway from Groups C, D or E. (There is no separate Group B of units; ‘Group B’ is the umbrella term for Groups C, D and E.)

• Learners selecting Group C (Early Learning and Childcare pathway) must achieve 22 credits.
• Learners selecting Group D (Social Care pathway) must achieve 13 credits.
• Learners selecting Group E (Learning, Development and Support Services pathway) must achieve 13 credits.

The remaining credits must be achieved from Group F.

Guided Learning Hours (GLH)

Minimum Guided Learning Hours (GLH) are 442.

Maximum Guided Learning Hours (GLH) are 525.

These GLHs apply to all pathways.

Opportunities for progression

This qualification will enable progression within and between levels. It will allow candidates who complete the requirements for a Diploma to take up continuing professional development opportunities through the optional units. It will allow movement up to another level and across sectors. It is anticipated that learners selecting Group C (Early Learning and Childcare) will progress to a relevant Level 4/5 qualification and/or relevant Foundation/Honours Degrees. It is anticipated that learners selecting Group D (Social Care) will progress to the Level 4/5 Diploma in Health and Social Care or Level 4/5 Diploma for Leadership and Management for Care Services or relevant Foundation/Honours Degrees. It is anticipated that learners selecting Group E (Learning, Development and Support Services) will progress to the Level

4/5 Diploma in Learning, Development and Support Services or relevant Foundation/Honours Degrees.

This suite of units will support progression in/to employment in the following areas:

· Early Years

· Health and Social Care

· Play work

· Teaching and education welfare

· Youth and community work

The table below illustrates the unit titles, the credit value of each unit, the group the unit belongs to, and whether it is a competence or knowledge unit.

This handbook contains the core mandatory and pathway mandatory units only. Optional units can be found in a separate handbook, available on the City & Guilds website

Unit

accreditation

number

City & Guilds unit number

Unit title

Credit value

Knowledge/

Competence

unit

Group A

J/601/1434

Unit 051

Promote Communication in Health, Social Care or Children’s and Young People’s

Settings

3

Competence

A/601/1429

Unit 052

Engage in Personal Development in Health, Social Care or Children’s and Young People’s Settings

3

Competence

Y/601/1437

Unit 053

Promote Equality and Inclusion in Health, Social Care or Children’s and Young People’s Settings

2

Competence

R/601/1436

Unit 054

Principles for Implementing Duty of Care in Health, Social Care or Children’s and

Young People’s Settings

1

Knowledge

L/601/1693

Unit 022

Understand Child and Young Person

Development

4

Knowledge

R/601/1694

Unit 024

Promote Child and Young Person

Development

3

Competence

Y/601/1695

Unit 025

Understand How to Safeguard the

Wellbeing of Children and Young People

3

Knowledge

D/601/1696

Unit 027

Support Children and Young People’s Health and Safety

2

Competence

H/601/1697

Unit 028

Develop Positive Relationships with Children, Young People and Others Involved in their Care

1

Competence

K/601/1698

Unit 029

Working Together for the Benefit of Children and Young People

2

Competence

M/601/1699

Unit 030

Understand How to Support Positive Outcomes for Children and Young People

3

Knowledge

Group C

J/600/9781

Unit 064

Context and Principles for Early Years Provision

4

Competence

L/600/9782

Unit 065

Promote Learning and Development

in the Early Years

5

Competence

Y/600/9784

Unit 066

Promote Children’s Welfare and Well-being in the Early Years

6

Competence

H/600/9786

Unit 067

Professional Practice in Early Years Settings

3

Competence

T/600/9789

Unit 068

Support Children’s Speech, Language and Communication

4

Competence

Group D

M/600/9760

Unit 069

Assessment and Planning with Children and Young People

5

Competence

F/600/9780

Unit 070

Promote the Wellbeing and Resilience of

Children and Young People

4

Competence

F/601/0315

Unit 071

Professional Practice in Children and Young People’s Social Care

4

Competence

Group E

D/600/9785

Unit 072

Support Children and Young People to Achieve their Education Potential

4

Competence

M/600/9788

Unit 073

Support Children and Young People to Make Positive Changes in their Lives

4

Competence

D/600/9799

Unit 074

Professional Practice in Learning, Development and Support Services

5

Competence

Group F

A/601/0121

Unit 075

Work with Babies and Young Children to Promote their Development and Learning

6

Competence

D/601/0130

Unit 076

Care for the Physical and Nutritional Needs of Babies and Young Children

6

Competence

H/601/0131

Unit 077

Lead and Manage a Community Based Early Years Setting

6

Competence

M/601/0133

Unit 078

Promote Young Children’s Physical Activity and Movement Skills

3

Competence

Y/600/9770

Unit 079

Understand How to Set Up a Home Based Childcare Service

4

Knowledge

T/601/0134

Unit 081

Support Disabled Children and Young People and those with Specific Requirements

6

Competence

A/601/0135

Unit 082

Promote Creativity and Creative Learning in Young Children

5

Competence

T/600/9775

Unit 083

Coordinate Special Educational Needs Provision

5

Competence

F/600/9777

Unit 033

Understand the Needs of Children and Young People who are Vulnerable and Experiencing Poverty and Disadvantage

5

Knowledge

K/601/0132

Unit 086

Support Children or Young People in their Own Home

4

Competence

M/600/9807

Unit 032

Support the Creativity of Children and Young People

3

Competence

A/600/9809

Unit 087

Work with Children and Young People in a Residential Care Setting

5

Competence

M/601/1329

Unit 088

Support Young People to Develop, Implement and Review a Plan of Action

3

Competence

A/601/1334

Unit 089

Provide Information and Advice to Children and Young People

3

Competence

L/601/1337

Unit 090

Develop Interviewing Skills for Work with Children and Young People

3

Competence

D/601/1343

Unit 091

Caseload Management

3

Competence

F/601/1349

Unit 092

Support Young People to Move Towards Independence and Manage their Lives

3

Competence

D/601/1357

Unit 093

Support Children and Young People to Achieve their Learning Potential

3

Competence

R/601/1369

Unit 094

Support Children and Young People to Have Positive Relationships

3

Competence

M/601/1377

Unit 095

Improving the Attendance of Children and

Young People in Statutory Education

5

Competence

T/601/1381

Unit 096

Facilitate the Learning and Development of Children and Young People through Mentoring

4

Competence

L/601/2861

Unit 097

Support Positive Practice with Children and Young People with Speech, Language and Communication Needs

4

Competence

A/601/2872

Unit 098

Support Speech, Language and Communication Development

3

Competence

Y/601/2877

Unit 099

Work with Parents, Families and Carers to

Support their Children’s Speech, Language and Communication Development

3

Competence

M/601/2884

Unit 035

Understand the Speech, Language and Communication Needs of Children and Young People with Behavioural, Social and Emotional Difficulties

3

Knowledge

J/601/2888

Unit 101

Support the Speech, Language and Communication Development of Children who are Learning More than One Language

3

Competence

L/601/2889

Unit 102

Support Children and Young People’s Speech, Language and Communication Skills

3

Competence

J/601/1806

Unit 103

Support Care within Fostering Services for Vulnerable Children and Young People

3

Competence

R/601/1386

Unit 104

Support the Referral Process for Children and Young People

3

Competence

L/502/5261

Unit 105

Support Young People who are Involved in Anti- Social and/or Criminal Activities

2

Competence

A/502/5224

Unit 106

Support Young People who are Looked After or are Leaving Care

3

Competence

R/502/5231

Unit 107

Support Young People who are Socially Excluded or Excluded from School

2

Competence

F/502/5242

Unit 108

Support Young People in Relation to Sexual Health and Risk of Pregnancy

2

Competence

H/502/4682

Unit 109

Enable Parents to Develop Ways of Handling Relationships and Behaviour that Contribute to Everyday Life with Children

3

Competence

Y/502/4680

Unit 110

Work with Parents to Meet their Children’s Needs

3

Competence

T/502/5240

Unit 111

Support Young People with Mental Health Problems

3

Competence

J/502/4660

Unit 112

Engage Young Parents in Supporting their Children’s Development

3

Competence

Y/502/4663

Unit 113

Engage Fathers in their Children’s Early Learning

3

Competence

M/502/3812

Unit 114

Engage Parents in their Children’s Early Learning

3

Competence

F/601/3764

Unit 115

Promote Positive Behaviour

6

Competence

F/601/4056

Unit 116

Support Use of Medication in Social Care Settings

5

Competence