CACHE Qualification Specification & Learner Achievement Log

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1 CACHE Qualification Specification & CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) Adults Residential Management Pathway CACHE 2010 Version 0.3 1

2 CACHE 2010 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 Care, Health and Education. CACHE has provided this Qualification Specification & in Microsoft Word format to enable its Centres to use its content more flexibly within their own course materials. You may copy and paste any material from this document; however, CACHE does not accept any liability for any incomplete or inaccurate copying and subsequent use of this information. The use of PDF versions of our support materials on the CACHE website will ensure that correct and up-to-date information is provided to learners. All photographs appearing in this handbook have a signed parental release form and are the exclusive property of CACHE. They are protected under the copyright law and can not be reproduced, copied or manipulated in any form. This includes the use of any image or part of an image in individual or group projects and assessment materials. Qualification reference number: CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) (QCF) QRN TBC Published in Great Britain by CACHE First edition 2010 Book code TBC Publication date December 2010 Publisher Council for Awards in Care, Health and Education Apex House 81 Camp Road St Albans Hertfordshire AL1 5GB Telephone: Registered Company No: Registered Charity No: Printed in England by Océ (UK) Limited Océ House Chatham Way Brentwood Essex CM14 4DZ CACHE 2010 Version 0.3 2

3 Contents Section 1: Introduction 5 Learner information sheet 6 Introduction 7 The Qualifications and Credit Framework (QCF) 7 Learning time 8 Unique Learner Numbers (ULNs) 8 Making use of the CACHE website 9 Section 2: About this qualification 10 Introduction to the Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) Adults Residential Management Pathway 11 Rules of combination and progression 12 Unit Achievement Log 13 CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) Adults Residential Management Pathway 13 Group A - Shared Core & Mandatory (5 units, 20 credits) 13 Group E - Adults Residential Management Pathway Mandatory Units (7 units, 32 credits) 14 Group (H) Optional Management units 15 Group (I) Optional Knowledge Units (minimum 0 credits, maximum 6 credits) 17 Group J Options 18 Qualification assessment 23 Expectations for QCF assessment at Level 5 24 Assessment guidance for CACHE QCF units 25 How to approach assessment 27 CACHE recording documents 28 Completing the Record of Assessment Cycle 28 Completing the Evidence Record 29 Completing the Unit Assessment Record 30 Record of Assessment Cycle 31 Evidence Record 33 Unit Assessment Record 35 Section 3: Units 36 CACHE 2010 Version 0.3 3

4 Unit layout 37 Unit title: Use and develop systems that promote communication 38 Unit title: Promote professional development 43 Unit title: Champion equality, diversity and inclusion 47 Unit title: Develop health and safety and risk management policies, procedures and practices in health and social care or children and young people s settings 51 Unit title: Work in partnership in health and social care or children and young people s settings 56 Unit title: Manage health and social care practice to ensure positive outcomes for individuals 61 Unit title: Safeguarding and protection of vulnerable adults 66 Unit title: Lead and manage group living for adults 71 Unit title: Understand safeguarding of children and young people (for those working in the adult sector) 76 Unit title: Lead person centred practice 79 Unit title: Lead and manage a team within a health and social care or children and young people s setting 83 Unit title: Develop professional supervision practice in health and social care or children and young people s work settings 88 Section 4: Appendices 93 Appendix A: Explanation of verbs used in the assessment criteria at Level 5 94 Appendix B: Glossary 97 QCF terms 97 Appendix C: Recording document templates 103 Record of Assessment Cycle 104 Evidence Record 106 Appendix D: Summary of recommended assessment methods 108 Appendix E: Guidance on the use of e-portfolios for QCF 109 Appendix F: Understanding the Qualifications and Credit Framework (QCF) 110 Appendix G: Assessment Strategies and Principles 113 Section 5: Feedback 118 CACHE 2010 Version 0.3 4

5 Section 1: Introduction CACHE 2010 Version 0.3 5

6 Learner information sheet This sheet has been designed so you can record the important information you will need when completing the recording forms in this book. Your course advisor or tutor will supply you with this information at the start of your course. If you already have a Unique Learner Number (ULN) you can record it below. For more information on ULN see page 8. Your personal details Name: Address: Telephone number: Mobile telephone number: PIN: ULN: Qualification title: Date of registration: Your Centre details Site / Centre name: Site / Centre address: Site / Centre telephone number: Site / Centre number: Name of your course advisor / tutor: CACHE 2010 Version 0.3 6

7 Introduction CACHE Qualification Specifications are primarily aimed at staff within Centres responsible for assessment, quality assurance and course delivery. This Qualification Specification provides important information about the CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England), including details of the units and assessments required to complete the qualification. It also contains other important information about the Qualifications and Credit Framework (QCF), rules of combination, progression, assessment guidance and a glossary of terms. The Qualifications and Credit Framework (QCF) This qualification is part of the Qualifications and Credit Framework (QCF). The QCF allows learners to build towards a qualification at their own pace and in small steps of learning. The qualifications can be named Awards, Certificates or Diplomas dependent on their size, and are made up of a number of units which each have a stated unit aim. Each unit is made up from learning outcomes and each learning outcome is linked to a number of assessment criteria. Each of the assessment criteria must be completed successfully for a learner to achieve the unit. Learning outcomes can cover skills that learners can perform, or knowledge which they can learn or can sometimes cover a combination of the two. Each unit has a level and a credit value. The level, from Entry through to Level 8, reflects the level of challenge or difficulty of the unit. The credit value gives a representation of how much time and effort it takes to complete a unit, with one credit representing approximately ten hours of learning. CACHE 2010 Version 0.3 7

8 All of the units which learners achieve through this qualification can be banked. This means if they want to take another qualification at a later date which has the same units included, they don t have to re-study those units. Learning time To achieve the qualification learners will need to spend some time in personal study as well as the time spent with their course advisor, tutor or Assessor. This is known as learning time. Learning time consists of all the time needed to achieve each unit and can include: meetings or study with the course advisor, tutor or Assessor personal study such as private reading and completing assessments time being assessed to undertake practical work or work experience. Unique Learner Numbers (ULNs) Centres must be able to register and issue learners with a Unique Learner Number (ULN) if they do not have one. This is an individual number available to anyone over the age of 14 years involved in UK education which will transfer with them when they move on to other programmes of study. Learners do not need a ULN to take a CACHE qualification but without one, Centres may not be able to access public funding on their behalf. CACHE 2010 Version 0.3 8

9 It is expected that in the future learners will be able to use their ULN to access an on-line Personal Learning Record (PLR) which will show all their credit and qualification achievements in the QCF. With each learner s permission, Centres will also be able to access their Personal Learning Record to view their previous achievements. This will help Centres to ensure that opportunities for credit transfer and exemption are maximised for each learner by recognising their previous relevant achievements against the qualification they are currently pursuing. Making use of the CACHE website The CACHE website is maintained on a regular basis and this is where the most up to date documents can always be found. CACHE strongly advises that the CACHE website is used as a resource on an on-going basis for learners and Centres to ensure that the information being worked with remains current. Any amendments to Qualification Specifications and Learner Achievement Logs will be placed on the website and notification of these changes will be highlighted to Centres as part of CACHE s regular electronic newsletter communications. This Qualification Specification contains all the information needed for the mandatory elements of this qualification. All information relating to optional units is available on the website and Centres will need to download the units relevant to the chosen areas of study of their learners. There are also some other key documents available on the website that relate to all CACHE qualifications that can be referred to when required. For example: Customer Charter Complaints Procedure Reporting and Investigating Malpractice Cases Avoiding Plagiarism Appeals Process Equality and Diversity Statement. In addition, the CACHE website includes regular news updates and case studies and contains links to other websites of relevance. CACHE documents are version controlled so any paper-based document, whether it is a CACHE printed publication or something previously downloaded from the website, can be easily checked for subsequent updates or revisions. CACHE 2010 Version 0.3 9

10 Section 2: About this qualification CACHE 2010 Version

11 Introduction to the Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) Adults Residential Management Pathway This qualification, which replaces the Level 4 NVQ in Health and Social Care Leadership and Management in Care Services, is nationally recognised and is based on the Health and Social Care National Occupational Standards (NOS). The NOS, assessment principles and qualification structure are owned by the Sector Skills Council, Skills for Care and Development. The aim of the Adults Residential Management pathway is to guide and assess the knowledge and skills relating to the Health and Social Care senior workforce. If you work in the Health and Social Care Sector and are qualified to at least level 3, this may be the ideal qualification for you. You may be looking to develop your career, possibly into management within the broader context of Health and Social Care. The list of those who would benefit from this course is long and varied; you might also be an assistant or deputy manager, or a manager who has not yet achieved a recognised vocational qualification at this level. Work Settings and Job Roles Examples of some of the settings: Residential care settings for Adults Examples of job roles who would undertake the level 5 Diploma (Adults Residential Management) include: Deputy manager Assistant unit manager CACHE 2010 Version

12 Rules of combination and progression CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) Adults Residential Management Pathway Learners must take the 5 Shared Core Mandatory Units, 7 Mandatory Adults Residential Management Pathway Units and the remaining 28 credits from Option Groups H, I and J. Of the Optional Units needed to make up the 80 credits to achieve the Diploma, a minimum of 12 credits must be taken from Option Group H and a maximum of 6 credits can be taken from Option Group I. CACHE 2010 Version

13 Services (England) Adults Residential Management Pathway Combined Qualification Specification & Unit Achievement Log CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People s Services (England) Adults Residential Management Pathway Group A - Shared Core & Mandatory (5 units, 20 credits) Unit no. Unit ref. Unit title Unit type Level Credit GLH Page Date achieved Notes SHC 51 F/602/2335 Use and develop systems that promote communication SHC 52 L/602/2578 Promote professional development SHC 53 M1 M2c Y/602/3183 K/602/3172 A/602/3189 Champion equality, diversity and inclusion Develop health and safety and risk management policies procedures and practices in health and social care or children and young people s settings Work in partnership in health and social care or children and young people s settings Skills Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills Total credit and GLH for Shared Core and Mandatory Units CACHE 2010 Version

14 Services (England) Adults Residential Management Pathway Combined Qualification Specification & Group E - Adults Residential Management Pathway Mandatory Units (7 units, 32 credits) Unit no. Unit ref. Unit title Unit type Level Credit GLH Page Date achieved Notes M3 P1 P3 P5 M/602/2850 R/602/2856 T/602/3174 Y/602/2860 Manage health and social care practice to ensure positive outcomes for individuals Safeguarding and protection of vulnerable adults Lead and manage group living for adults Understand safeguarding of children and young people (for those working in the adult sector) HSCM1 D/602/2844 Lead person centred practice LM1c LM2c H/602/3171 M/602/3187 Lead and manage a team within a health and social care or children and young people s setting Develop professional supervision practice in health and social care or children and young people s work settings Knowledge Skills Knowledge Skills Skills Knowledge Knowledge Skills Knowledge Skills Knowledge Skills Credit and GLH from Group E units Total credit and GLH for Mandatory plus Group E Units CACHE 2010 Version

15 Services (England) Adults Residential Management Pathway Combined Qualification Specification & Group (H) Optional Management units Learners must take a minimum of 12 credits from this group Details of these units can be found in the separate Optional Units document which can be found on the CACHE website Unit no. Unit ref. Unit title Unit type Level Credit GLH Date achieved Notes O1 J/602/2336 Develop procedures and practice to respond to concerns and complaints Knowledge Skills O16 R/602/2338 Recruitment and selection within health and social care or children and young people s settings Knowledge Skills O20c Y/602/2339 Facilitate the development of effective group practice in health and social care or children and young people s settings Knowledge Skills O30c L/602/2547 Facilitate coaching and mentoring in health and social care or children and young people s settings Knowledge Skills O35 T/602/2574 Manage induction processes for health and social care or children and young people s settings Knowledge Skills O40 F/602/2612 Facilitate change in health and social care or children and young people s setting Knowledge Skills O41 L/602/2743 Manage inter-professional working arrangements in a health and social care or children and young people s setting Knowledge Skills O42 T/602/2753 Manage finance in health and social care or children and young peoples setting Knowledge Skills CACHE 2010 Version

16 Services (England) Adults Residential Management Pathway Combined Qualification Specification & O43 B1 R/602/2758 Y/600/9588 Manage quality in health and social care or children and young peoples setting Develop and evaluate operational plans for own area of responsibility E8 K/600/9711 Manage physical resources Knowledge Skills Skills Knowledge Skills CACHE 2010 Version

17 Services (England) Adults Residential Management Pathway Combined Qualification Specification & Group (I) Optional Knowledge Units (minimum 0 credits, maximum 6 credits) Details of these units can be found in the separate Optional Units document which can be found on the CACHE website Unit no. Unit ref. Unit title Unit type Level Credit GLH Date achieved Notes M2a T/602/3188 Understand partnership working Knowledge LM1a D/602/3170 Understand how to manage a team Knowledge LM2a H/602/3185 Understanding professional supervision practice Knowledge DEM 301 J/601/ 3538 PD OP 3.1 PD OP 3.3 SS MU 3.1 LD 307 Understand the process and experience of dementia Knowledge J/601/6150 Understand Physical disability Knowledge Y/601/6167 Understand the impact of acquired brain injury on individuals Knowledge M/601/3467 Understand sensory loss Knowledge A/601/6274 Principles of supporting individuals with a learning disability regarding sexuality and sexual health Knowledge CACHE 2010 Version

18 Services (England) Adults Residential Management Pathway Combined Qualification Specification & Group J Options Details of these units can be found in the separate Optional Units document which can be found on the CACHE website Unit no. Unit ref. Unit title Unit type Level Credit GLH Date achieved Notes O3 L/602/2337 Manage domiciliary services O4 F/602/2853 Lead the management of transitions O32 CCLD OP 5.12 CCLD OP 5.13 K/602/2572 Barred combination with HSC 3065 K/602/3074 M/602/2380 Lead positive behavioural support Develop provision for family support Lead support for disabled children and young people and their carers Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills CCLD OP 5.25 J/602/3499 Undertake a research project within services for health and social care or children and young people Knowledge Skills LD 503 H/601/7354 Lead active support Knowledge CACHE 2010 Version

19 Services (England) Adults Residential Management Pathway Combined Qualification Specification & Skills LD 504 K/601/7355 Active support: Lead interactive training Knowledge Skills LD 509 J/601/5645 Promote access to healthcare for individuals with learning disabilities Knowledge Skills LD 510 A/601/5318 Promote good practice in the support of individuals with autistic spectrum conditions Knowledge Skills PD OP 3.4 M/601/5817 Support families who are affected by acquired brain injury Knowledge Skills PD OP 3.5 D/601/5750 Support families who have a child with a disability Knowledge Skills HSC 3007 M/601/9494 Support the development of community partnerships Knowledge Skills HSC 3027 K/601/7906 Support individuals to access housing and accommodation services Knowledge Skills HSC 3048 T/601/9495 Support individuals at the end of life Knowledge Skills HSC 3057 F/601/9029 Work with families, carers and individuals during times of crisis Knowledge Skills HSC 3065 T/601/9738 Barred combination with O32 Implement the Positive Behavioural Support model Knowledge Skills CACHE 2010 Version

20 Services (England) Adults Residential Management Pathway Combined Qualification Specification & SS 3.7 H/601/3546 Support individuals to access education, training or employment SS 5.2 M/601/5249 Promote awareness of sensory loss SS 5.3 H/601/5250 Support the use of assistive technology SS 5.4 K/601/5251 Explore models of disability SS 5.5 SS 5.6 EYMP5 CYPOP 17 ADV 305 ADV 306 M/601/5252 T/601/5253 T/600/9789 F/600/9777 F/502/3295 Barred combination with Advo 306, 307, 308, 309, 310 J/502/3296 Barred Support individuals with sensory loss with communication Support individuals with multiple conditions and/or disabilities Support children s speech, language and communication Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage Providing Independent Mental Capacity Advocacy Independent Mental Health Advocacy Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Skills Knowledge Knowledge Skills Knowledge Skills CACHE 2010 Version

21 Services (England) Adults Residential Management Pathway Combined Qualification Specification & combination with Advo 305, 307, 308, 309, 310 ADV 307 L/502/3297 Barred combination with Advo 305, 306, 308, 309, 310 Providing Independent Advocacy Management Skills ADV 308 R/502/3298 Barred combination with Advo 305, 306, 307, 309, 310 Providing Independent Advocacy to Adults Skills ADV 309 Y/502/3299 Barred combination with Advo 305, 306, 307, 308, 310 Independent Advocacy with Children and Young People Skills ADV 310 F/502/3300 Barred combination with Advo Providing Independent Mental Capacity Advocacy Deprivation of Liberty Safeguards Knowledge Skills CACHE 2010 Version

22 Services (England) Adults Residential Management Pathway Combined Qualification Specification & 305, 306, 307, 308, 309 ASM1 M/601/0648 Recognise indications of substance misuse and refer individuals to specialists Skills ASM4 D/501/0585 Identify and act upon immediate risk of danger to substance misusers Skills CACHE 2010 Version

23 Qualification assessment This section covers: Expectations for QCF assessment at Level 5 Assessment guidance for CACHE QCF units How to approach assessment CACHE 2010 Version

24 Expectations for QCF assessment at Level 5 In each learning outcome for each unit the learner must demonstrate the following: Knowledge and understanding Application and action Autonomy and accountability Summary Level 3 [this section will be completed in the version 1.0 approved document] [this section will be completed in the version 1.0 approved document] [this section will be completed in the version 1.0 approved document] [this section will be completed in the version 1.0 approved document] This qualification contains units at different levels. For expectations for QCF assessment at levels other than Level 5, please refer to the CACHE How to A Guide to Assessing CACHE QCF Qualifications document on the CACHE website: CACHE 2010 Version

25 Assessment guidance for CACHE QCF units 1. A recommended range of assessment methods has been identified for this qualification to give the opportunity for the different learning styles and individual needs of learners to be taken into account. Recommended range of assessment methods One or more of the following assessment methods can be chosen to produce evidence. For competence / skills and knowledge learning outcomes [this section will be completed in the version 1.0 approved document] For knowledge only learning outcomes [this section will be completed in the version 1.0 approved document] If a Centre is proposing to use an assessment method that is not included within the recommended list they should contact their Centre Advisor with full details of the proposed assessment method. The method needs formal approval from the CACHE Chief Examiner before it can be used. A key to the CACHE recommended assessment methods is included in Appendix D. For further details about all assessment methods please refer to the How to A Guide to Assessing CACHE QCF Qualifications which can be found on the CACHE website 2. The method of recording evidence will vary dependent on a particular learner s identified assessment needs. For example, audio recording could be used for direct observations, reflective accounts or professional discussion instead of paper based methods where appropriate. 3. Evidence must be shown that every assessment criterion has been met. However, one piece of evidence can be used to cover more than one assessment criterion and this holistic approach should be actively encouraged. 4. CACHE has produced three recording documents to support Centres in recording information related to individual learner assessment. These will give a clear audit trail of a learner s progress in achieving a QCF learning outcome, unit or qualification: Record of Assessment Cycle to plan learner activities and record Assessor feedback Evidence Record to record evidence of assessment activities Unit Assessment Record to record learner achievement of assessment criteria and confirm completion of units CACHE 2010 Version

26 The Record of Assessment Cycle and Evidence Record are provided as templates in this Qualification Specification for reproducing or photocopying by the Assessor as required. The content of these recording documents is mandatory but Centres may use a Centre devised version which complies with the content of the CACHE recording documents. The Unit Assessment Record is provided by CACHE for each unit and these are included in all s for mandatory units. Those for optional units are located in the Optional Unit documents which are available on the CACHE website Completion of the Unit Assessment Record is compulsory for all learners in order to confirm completion of a unit and claim certification. This document may be replicated in an electronic format for e-portfolios. Learners should be encouraged to maintain an appropriately referenced work folder of evidence in paper based or electronic format including appropriate signposting where required. Guidance on the use of these recording documents is included in this Qualification Specification in the section entitled CACHE Recording Documents. 5. Centres are required to internally assure the quality of assessment at their Centre. The CACHE Centre Information Pack which is available on the CACHE website contains current guidance on Centre requirements for internal quality assurance. It also includes other more general information such as Centre and CACHE responsibilities, CACHE processes for registering learners and claiming certification, Centre monitoring visits, recognition of prior learning and evidence retention guidance. 6. CACHE ensures the integrity of its qualifications through its Quality Standards Monitoring (QSM) process which is undertaken by Centre Advisors. The focus of this riskbased activity is on monitoring and evaluating the internal quality assurance arrangements and practices. However, there may be occasions when learner evidence and any associated assessment judgements may need to be viewed by CACHE for quality assurance purposes. The CACHE preferred method is for evidence to be viewed electronically, either computer generated or scanned. It is therefore recommended that learners produce evidence using A4 format where possible so they are easily transmittable. If you have any questions relating to this, please contact your CACHE Centre Advisor. Further information on CACHE s Quality Standards Monitoring process is available in the CACHE Centre Information Pack available on the CACHE website CACHE 2010 Version

27 How to approach assessment The following eight stages form a simple approach to assessing QCF units and qualifications. Stage 1 Stage 2 Stage 3 Stage 4 Initial assessment of the learner to identify their assessment needs. Plan assessments with learner using the Record of Assessment Cycle document or appropriate Centre devised alternative. Centres are encouraged to plan holistically across the qualification. Identify relevant methods of assessment to support the learner to achieve. Implement plan to assess the learner using recommended assessment methods and record the assessment on the Evidence Record document or appropriate Centre devised alternative. Arrange a time and date to feed back to the learner. Feedback should lead into the next assessment forming a continuous cycle until the qualification is achieved. Feedback should be recorded on the Record of Assessment Cycle document or appropriate Centre devised alternative. Best practice for written and verbal feedback to learner Feedback needs to explain to the learner the assessment judgement made by the Assessor on evidence presented by the learner. Where the learner has not achieved the assessment criteria the feedback can identify further actions to support the learner s achievement of the unit or lead into the next assessment plan. Stage 5 Stage 6 Stage 7 Stage 8 Learner or Assessor to record page number (or other suitable reference) on the Unit Assessment Record to show where the evidence for each assessment criterion is located in the learner s work folder. The assessment method should also be recorded using the key provided in Appendix D. Assessor to record assessment judgements on the Unit Assessment Record by inserting an initial and the date only when each assessment criterion has been competently achieved. When a unit is complete, the learner needs to sign and date the declaration of authenticity identified on the Unit Assessment Record, unless an e-portfolio version is being used and the learner has a personalised and secure login. The final feedback will need to confirm that the learner has achieved every assessment criterion in the unit before the Assessor signs and dates the confirmation of completion box identified on the Unit Assessment Record, unless an e-portfolio version is being used and the Assessor has a personalised and secure login. CACHE 2010 Version

28 CACHE recording documents Examples of the three recording documents that CACHE has developed are included on the following pages and templates for use are included in the Qualification Specifications and s as appropriate. Guidance on completion of the recording documents is included in the tables below. Completing the Record of Assessment Cycle This will be completed by Assessors to give a clear audit trail of the planning and assessment cycle. This will include planning and feedback on the assessment process carried out throughout the assessment of the units through to qualification. It needs to contain evidence of the planning of assessment and feedback on each assessment method. The content of this document is mandatory but Centres may use a Centre devised alternative which complies with the content of the CACHE recording document. Area 1 Area 2 Area 3 Area 4 Area 5 Area 6 Area 7 General information to identify the learner and Assessor. The Unique Learner Number (ULN) should be included if known. The Assessor to record detailed information for the learner about planning for assessments. This could be, for example, identifying evidence that could be provided by the learner to support knowledge learning outcomes or activities that could be undertaken by the learner in preparation for direct observations to meet skills / competence learning outcomes. It is up to Centres and learners how they use this recording document or their Centre devised alternative. Assessors can plan with their learner several different activities at any one time and these can either all be included on one recording document or across several recording documents, depending on the Centre and learner preference. The planned activities should be linked by the Assessor to the range of units or assessment criteria that could be covered by them. There is no necessity to identify down to assessment criteria level if not identifiable in advance or not appropriate for the specific planned activity, but units should always be identified. The Assessor should agree a date for the planned activities to be completed, or part completed, by the learner and both learner and the Assessor should initial and date their agreement to the planned activities and timescales. Feedback should be written by the Assessor on learner progress towards the planned activities on the recording document. This could be on just one occasion for the planned activities. Alternatively, the Assessor and learner may choose to review the planned activities on more than one occasion and there is space on the reverse of the recording document for additional planning and feedback if required. To be initialled and dated by both the learner and the Assessor at the end of each feedback or review session. To be initialled and dated by both the learner and the Assessor when the planned activities have been completed. CACHE 2010 Version

29 Completing the Evidence Record The Evidence Record needs to include a clear description of the evidence being presented to enable the Assessor to make appropriate assessment judgements. This document can be used to record a range of assessment methods. For direct observations and professional discussions, the Evidence Record needs to be completed by the Assessor. However, the learner can complete the Evidence Records for other evidence such as reflective accounts or learner plans and records, and the document can also be completed by Expert Witnesses to record their statements. The content of this document is mandatory but Centres may use a Centre devised alternative which complies with the content of the CACHE recording document. Area 1 Area 2 Area 3 Area 4 Area 5 Area 6 General information to identify the learner and Assessor. The Unique Learner Number (ULN) should be included if known. The Assessor should indicate which assessment method has been used either against the list provided on the document or by adding the appropriate assessment method from the recommended list for the qualification. This should be recorded using the key provided in Appendix D. This section should provide a clear description of the learner s practice to enable the Assessor to make their assessment judgements. It can be completed by the Assessor, the learner or the Expert Witness dependent on the nature of the evidence. The evidence should be linked by the Assessor to the range of units or assessment criteria that it covers. To be signed and dated by both the Assessor and the learner to show that they have both accepted the record. This section should be completed by the internal Quality Assurer if they are assuring the assessment judgements of the Assessor for this piece of evidence as part of their sampling activities. CACHE 2010 Version

30 Completing the Unit Assessment Record This is a mandatory document that needs to be completed and authorised for each unit for each learner in order to confirm completion and claim certification. If this document is replicated in an electronic format for e-portfolios, signatures are not required providing the learner and Assessor have personalised and secure logins which form a clear audit trail in line with the guidance in Appendix E. The Unit Assessment Records in the s will be pre-populated by CACHE with all the unit information relevant to that unit. Area 1 Area 2 Area 3 Area 4 Area 5 General information to identify the learner, Assessor and Centre. The Unique Learner Number (ULN) should be included if known. In the Evidence record column, the learner or Assessor to record both the assessment method and the page number (or other suitable reference) to show where the evidence for each assessment criterion is located in the learner s work folder. In the Assessor judgement achieved column, the Assessor must initial and date to confirm that they have seen evidence that every assessment criterion has been achieved. The learner must sign and date the learner declaration of authenticity box to confirm that all the evidence presented for the unit is entirely their own work unless an e-portfolio version is being used and the learner has a personalised and secure login. When all the assessment criteria have been completed and signed as achieved, the Assessor must sign and date the Assessor sign off of completed unit box to confirm completion of the whole unit unless an e-portfolio version is being used and the Assessor has a personalised and secure login. CACHE 2010 Version

31 Record of Assessment Cycle Area 1 Purpose: an ongoing record of planning and feedback between Assessor and learner Learner Name CACHE PIN Assessor Name Unique Learner Number Planned Activities: Area 2 Unit Assessment Criteria Area 3 Area 4 Due Date Feedback: Area 5 Assessor Initial & Date Learner Initial & Date Area 6 Date Assessor Initial & Date Learner Initial & Date CACHE 2010 Version

32 Planned Activities: Unit Assessment Criteria Due Date Assessor Initial & Date Learner Initial & Date Feedback: Date Area Assessor 7 Initial & Date Learner Initial & Date Completion Date Assessor Initial & Date Learner Initial & Date CACHE 2010 Version

33 Evidence Record Purpose: to record learner evidence against a range of assessment methods Area 1 Learner Name CACHE PIN Assessor Name Assessment Method Direct Observation Professional Discussion Reflection on own practice Expert witness evidence Area 2 ULN Learner s Plans / Records Recognition of Prior Learning Other (please state) Recording of Evidence Unit Assessment Criteria Area 3 Area 4 CACHE 2010 Version

34 Recording of Evidence Unit Assessment Criteria Area 3 Area 5 Learner signature Assessor signature Area 6 Date Date Internal Quality Assurance (as appropriate) Name Signature Date CACHE 2010 Version

35 Unit Assessment Record Unit title: All unit information will be pre-populated by CACHE Unit number: Unit level: Unit reference: Unit credit value: Unit aim: Area 1 Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: All unit information will be pre-populated by CACHE Assessment criteria The learner can: Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Evidence record e.g. page number & method Area 2 Area 3 Assessor judgement achieved Initial and date Area 4 Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Area 5 Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. CACHE 2010 Version

36 Section 3: Units CACHE 2010 Version

37 Unit layout For each unit the following material has been provided: Unit title Unit number Unit reference Unit level Unit credit value Provides a clear, concise explanation of the content of the unit. The unique number assigned by the owner of the unit (e.g. TDA, CACHE etc.). The unique reference number given to each unit at accreditation by Ofqual. Denotes the level of the unit within the QCF framework. The value that has been given to the unit based on the expected learning time for an average learner. 1 credit = 10 learning hours. Unit aim Learning outcome Assessment criteria Additional information* Unit assessment guidance* Unit guided learning hours Assessment task (set by CACHE)* Provides a brief outline of the unit content. A statement of what a learner will know, understand or be able to do, as a result of a process of learning. A description of the requirements a learner must achieve to demonstrate that a learning outcome has been met. This box identifies the assessment strategy relevant to the unit. When required, this will include specific guidance relating to the assessment of the unit and information to support the learner to achieve. Any additional guidance provided to support the assessment of the unit. The average number of hours of supervised or directed study time or assessment required to achieve a qualification or unit of a qualification. A scenario or aspect of the work role that will support the learner in producing the evidence requirements for knowledge only learning outcomes. * Additional information, Unit assessment guidance and Assessment tasks may not be provided for all units. NB: Words highlighted in bold in the learning outcomes, assessment criteria and assessment tasks are linked to the additional guidance section where more information on them can be found. CACHE 2010 Version

38 Unit title: Use and develop systems that promote communication Unit number: SHC51 Unit reference: F/602/2335 Unit level: 5 Unit credit value: 3 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to develop communication systems for meeting individual outcomes and promoting partnership working. The unit explores the challenges and barriers to communication and the importance of effective management of information. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes 1, 2, 3 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Be able to address the range of communication requirements in own role Review the range of groups and individuals whose communication needs must be addressed in own job role Explain how to support effective communication within own job role Analyse the barriers and challenges to communication within own job role Implement a strategy to overcome communication barriers Use different means of communication to meet different needs. 2. Be able to improve 2.1. Monitor the effectiveness of CACHE 2010 Version

39 communication systems and practices that support positive outcomes for individuals. communication systems and practices Evaluate the effectiveness of existing communication systems and practices Propose improvements to communication systems and practices to address any shortcomings Lead the implementation of revised communication systems and practices. 3. Be able to improve communication systems to support partnership working Use communication systems to promote partnership working Compare the effectiveness of different communications systems for partnership working Propose improvements to communication systems for partnership working. 4. Be able to use systems for effective information management Explain legal and ethical tensions between maintaining confidentiality and sharing information Analyse the essential features of information sharing agreements within and between organisations Demonstrate use of information management systems that meet legal and ethical requirements. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: CACHE 2010 Version

40 Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS E1 HSC 41 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 1, 2, 3 and 4 must be assessed in the work setting. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Means of communication may include: verbal non-verbal sign pictorial written electronic assisted personal organisational formal informal public (information/promotional). Partnership Working: Working effectively together with people, professionals, agencies and organisations to enhance the well being of people and support positive and improved outcomes. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE CACHE 2010 Version

41 Unit guided learning hours 24 CACHE 2010 Version

42 Assessment task SHC51 Use and develop systems that promote communication This is a skills/competency unit only; therefore, assessment by a CACHE task is not applicable CACHE 2010 Version

43 Unit title: Promote professional development Unit number: SHC52 Unit reference: L/602/2578 Unit level: 4 Unit credit value: 4 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. Learner name: CACHE PIN: CACHE Centre no: Unique learner number (ULN): Learning outcomes 2, 3 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand principles of professional development Explain the importance of continually improving knowledge and practice Analyse potential barriers to professional development Compare the use of different sources and systems of support for professional development Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. 2. Be able to prioritise goals and targets for own professional development Evaluate own knowledge and performance against standards and benchmarks Prioritise development goals and targets to meet expected CACHE 2010 Version

44 standards. 3. Be able to prepare a professional development plan Select learning opportunities to meet development objectives and reflect personal learning style Produce a plan for own professional development, using an appropriate source of support Establish a process to evaluate the effectiveness of the plan. 4. Be able to improve performance through reflective practice Compare models of reflective practice Explain the importance of reflective practice to improve performance Use reflective practice and feedback from others to improve performance Evaluate how practice has been improved through: reflection on best practice reflection on failures and mistakes. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. CACHE 2010 Version

45 Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit This unit links with the following NOS: HSC 43 LMCS A1 D3 CCLD 429 LDSS/GCU6. This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Guidance for developing assessment arrangements for the unit: Learning outcomes 2, 3 and 4 must be assessed in the work setting. Guidance for developing unit assessment arrangements provided with the QCF unit Sources and systems of support may include: formal support informal support supervision appraisal mentoring within the organisation beyond the organisation. Standards and benchmarks may include: codes of practice regulations minimum / essential standards national occupational standards. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 33 CACHE 2010 Version

46 Assessment task Promote professional development As a manager in Health and Social Care you know that the ability to reflect on your own practice is an essential skill. You have decided to prepare a set of guidance notes on the principles of professional development for your staff team which: Link to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4 explains the importance of continually improving knowledge and practice analyses potential barriers to professional development compares the use of different sources and systems of support for professional development explains factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. CACHE 2010 Version

47 Unit title: Champion equality, diversity and inclusion Unit number: SHC53 Unit reference: Y/602/3183 Unit level: 5 Unit credit value: 4 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required a whole systems approach to equality, diversity and inclusion The unit explores models of practice and requires demonstration of skills and understanding of systems and processes. Learner name: CACHE PIN: CACHE Centre no: Unique learner number (ULN): Learning outcomes 2 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand diversity, equality and inclusion in own area of responsibility Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility Analyse the potential effects of barriers to equality and inclusion in own area of responsibility Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility. 2. Be able to champion diversity, equality and inclusion Promote equality, diversity and inclusion in policy and practice Challenge discrimination and exclusion in policy and practice Provide others with information CACHE 2010 Version

48 about: the effects of discrimination the impact of inclusion the value of diversity Support others to challenge discrimination and exclusion. 3. Understand how to develop systems and processes that promote diversity, equality and inclusion Analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion Evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in own area of responsibility Propose improvements to address gaps or shortfalls in systems and processes. 4. Be able to manage the risks presented when balancing individual rights and professional duty of care Describe ethical dilemmas that may arise in own area of responsibility when balancing individual rights and duty of care Explain the principle of informed choice Explain how issues of individual capacity may affect informed choice Propose a strategy to manage risks when balancing individual rights and duty of care in own area of responsibility. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: CACHE 2010 Version

49 Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS, B1, HSC 45, LDSS/GCU 5, LDSS 408 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Additional unit assessment requirements provided with the QCF unit Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 34 Learning outcomes 2 and 4 must be assessed in the work setting. CACHE 2010 Version

50 Assessment task SHC53 Champion equality, diversity and inclusion As a manager in Health and Social Care you are part of a peer group involved in providing continual professional development for the group s members. You have been tasked with leading an informed discussion on championing equality, diversity and inclusion. Prepare notes for this discussion which: Link to learning outcome 1, assessment criteria 1.1, 1.2 and 1.3 explain models of practice that underpin equality, diversity and inclusion in own area of responsibility analyse the potential effects of barriers to equality and inclusion in own area of responsibility analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility. Link to learning outcome 3, assessment criteria 3.1, 3.2 and 3.3 analyse how systems and processes can promote equality and inclusion or reinforce discrimination and exclusion evaluate the effectiveness of systems and processes in promoting equality, diversity and inclusion in own area of responsibility propose improvements to address gaps or shortfalls in systems and processes. CACHE 2010 Version

51 Unit title: Develop health and safety and risk management policies, procedures and practices in health and social care or children and young people s settings Unit number: M1 Unit reference: K/602/3172 Unit level: 5 Unit credit value: 5 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required for Health and Safety and Risk Management, including the development of policies, procedures and practices in health and social care or children and young people s settings. Learner name: CACHE PIN: CACHE Centre no: Unique learner number (ULN): Learning outcomes 2, 3, 4 and 5 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the current legislative framework and organisational health, safety and risk management policies, procedures and practices that are relevant to health, and social care or children and young people s settings Explain the legislative framework for health, safety and risk management in the work setting Analyse how policies, procedures and practices in own setting meet health, safety and risk management requirements. 2. Be able to implement and monitor compliance with health, safety and risk management requirements in health and social care or children and young people s settings Demonstrate compliance with health, safety and risk management procedures Support others to comply with legislative and organisational health, safety and risk management policies, procedures and practices relevant to their work. CACHE 2010 Version

52 2.3. Explain the actions to take when health, safety and risk management, procedures and practices are not being complied with Complete records and reports on health, safety and risk management issues according to legislative and organisational requirements. 3. Be able to lead the implementation of policies, procedures and practices to manage risk to individuals and others in health and social care or children and young people s settings Contribute to development of policies, procedures and practices to identify, assess and manage risk to individuals and others Work with individuals and others to assess potential risks and hazards Work with individuals and others to manage potential risks and hazards. 4. Be able to promote a culture where needs and risks are balanced with health and safety practice in health and social care or children and young people s settings Work with individuals to balance the management of risk with individual rights and the views of others Work with individuals and others to develop a balanced approach to risk management that takes into account the benefits for individuals of risk taking Evaluate own practice in promoting a balanced approach to risk management Analyse how helping others to understand the balance between risk and rights improves practice. 5. Be able to improve health, safety and risk management policies, procedures and practices in health and social 5.1. Obtain feedback on health, safety and risk management policies, procedures and practices from individuals and CACHE 2010 Version

53 care or children and young people s settings. others Evaluate the health, safety and risk management policies, procedures and practices within the work setting Identify areas of policies, procedures and practices that need improvement to ensure safety and protection in the work setting Recommend changes to policies, procedures and practices that ensure safety and protection in the work setting. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS C1, HSC 42, MSC E5, E6, E7, CCLD 428 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning Outcomes 2, 3, 4 and 5 must be assessed in the work setting. CACHE 2010 Version

54 Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Others may include: self workers / practitioners carers significant others visitors to the work setting inspectors / regulators. An Individual is someone accessing care or support. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 33 CACHE 2010 Version

55 Assessment task M1 Develop health and safety and risk management policies, procedures and practices in health and social care or children and young people s settings As a manager in Health and Social Care you have been asked to give a presentation to all similar facilities in your organisation on health and safety and risk management. The notes you make to inform your presentation will: Link to learning outcome 1, assessment criteria 1.1 and 1.2 Explain the legislative framework for health, safety and risk management in the work setting Analyse how policies, procedures and practices in own setting meet health, safety and risk management requirements. CACHE 2010 Version

56 Unit title: Work in partnership in health and social care or children and young people s settings Unit number: M2c Unit reference: A/602/3189 Unit level: 4 Unit credit value: 4 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to implement and promote effective partnership working. Learner name: CACHE PIN: CACHE Centre no: Unique learner number (ULN): Learning outcomes 2, 3 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand partnership working Identify the features of effective partnership working Explain the importance of partnership working with: colleagues other professionals others Analyse how partnership working delivers better outcomes Explain how to overcome barriers to partnership working. 2. Be able to establish and maintain working relationships with colleagues Explain own role and responsibilities in working with colleagues Develop and agree common objectives when working with colleagues. CACHE 2010 Version

57 2.3. Evaluate own working relationship with colleagues Deal constructively with any conflict that may arise with colleagues. 3. Be able to establish and maintain working relationships with other professionals Explain own role and responsibilities in working with other professionals Develop procedures for effective working relationships with other professionals Agree common objectives when working with other professionals within the boundaries of own role and responsibilities Evaluate procedures for working with other professionals Deal constructively with any conflict that may arise with other professionals. 4. Be able to work in partnership with others Analyse the importance of working in partnership with others Develop procedures for effective working relationships with others Agree common objectives when working with others within the boundaries of own role and responsibilities Evaluate procedures for working with others Deal constructively with any conflict that may arise with others. CACHE 2010 Version

58 Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS B1, HSC 41, CCLD 405, 406 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Guidance for developing assessment arrangements for the unit: Learning outcomes 2, 3 and 4 must be assessed in the work setting. Guidance for developing unit assessment arrangements provided with the QCF unit Other professionals may include: workers from other agencies or organisations advocates independent visitors. Others may include: individuals children and young people families carers friends of the individual advocates. Unit assessment guidance provided by the sector CACHE 2010 Version

59 Unit assessment guidance provided by CACHE Unit guided learning hours 26 CACHE 2010 Version

60 Assessment task M2c Work in partnership in health and social care or children and young people s settings As a new manager working within Health and Social Care in a multi-disciplinary team you have been tasked with preparing a discussion paper for your first supervision with your line manager, about implementing and promoting effective partnership working, which: Links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4 identifies the features of effective partnership working explains the importance of partnership working with: colleagues other professionals others. analyses how partnership working delivers better outcomes explains how to overcome barriers to partnership working. CACHE 2010 Version

61 Unit title: Manage health and social care practice to ensure positive outcomes for individuals Unit number: M3 Unit reference: M/602/2850 Unit level: 5 Unit credit value: 5 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required in the process of planning and achieving positive outcomes that underpin the personalisation agenda. This unit covers a range of the key areas of practice that support the implementation of personalisation. The unit also explores the role of the manager/senior worker in providing a supportive environment for individuals to achieve positive outcomes. Learner name: CACHE PIN: CACHE Centre no: Unique learner number (ULN): Learning outcomes 2, 3, 4 and 5 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the theory and principles that underpin outcome based practice Explain outcome based practice Critically review approaches to outcome based practice Analyse the effect of legislation and policy on outcome based practice Explain how outcome based practice can result in positive changes in individuals lives. 2. Be able to lead practice that promotes social, emotional, cultural, spiritual and intellectual well being Explain the psychological basis for well-being Promote a culture among the workforce of considering all aspects of individuals well- CACHE 2010 Version

62 being in day to day practice Review the extent to which systems and processes promote individual well being. 3. Be able to lead practice that promotes individuals health Demonstrate the effective use of resources to promote good health and healthy choices in all aspects of the provision Use appropriate methods to meet the health needs of individuals Implement practice and protocols for involving appropriate professional health care expertise for individuals Develop a plan to ensure the workforce has the necessary training to recognise individual health care needs. 4. Be able to lead inclusive provision that gives individuals choice and control over the outcomes they want to achieve Explain the necessary steps in order for individuals to have choice and control over decisions Manage resources so that individuals can achieve positive outcomes Monitor and evaluate progress towards the achievement of outcomes Develop a plan to ensure the workforce has the necessary training to support Implement systems and processes for recording the identification, progress and achievement of outcomes. 5. Be able to manage effective working partnerships with carers, families and significant others to achieve positive 5.1. Analyse the importance of effective working relationships with carers, families and significant others for the CACHE 2010 Version

63 outcomes. achievement of positive outcomes Implement systems, procedures and practices that engage carers, families and significant others Use appropriate approaches to address conflicts and dilemmas that may arise between individuals, staff and carers, families and significant others Explain how legislation and regulation influence working relationships with carers, families and significant others Implement safe and confidential recording systems and processes to provide effective information sharing and recording. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit LMCS B2, B3, B4 CACHE 2010 Version

64 Additional unit assessment requirements provided with the QCF unit This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Guidance for developing assessment arrangements for the unit: Learning outcomes 2, 3, 4 and 5 must be assessed in the work setting. Guidance for developing unit assessment arrangements provided with the QCF unit Approaches to outcome based practice may include: results based accountability outcomes Management outcomes into Practice logic Model Appropriate methods may include: agreed therapeutic/development activities regular health checks administering prescribed medication/treatment promoting/supporting healthy lifestyle choices Appropriate approaches to address conflicts and dilemmas may include: one to one discussion group discussion using contracts providing information to inform choices mentoring for conflict resolution Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 35 CACHE 2010 Version

65 Assessment task M3 Manage health and social care practice to ensure positive outcomes for individuals As a manager of a Health and Social Care facility that is going to implement personalisation for individuals who use the service, you have decided to produce a resource pack for the individuals who use your service and your staff team which: Links to learning outcome 1 assessment criteria 1.1, 1.2, 1.3 and 1.4 explains outcome based practice critically reviews approaches to outcome based practice analyses the effect of legislation and policy on outcome based practice explains how outcome based practice can result in positive changes in individuals lives. CACHE 2010 Version

66 Unit title: Safeguarding and protection of vulnerable adults Unit number: P1 Unit reference: R/602/2856 Unit level: 5 Unit credit value: 5 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to protect and safeguard vulnerable adults. The unit requires learners to understand the legal and regulatory basis for safeguarding and to know the actions to take and procedures to follow. It also follows the personalisation agenda in supporting individuals to develop the confidence to manage their own risks. One of the key steps in safeguarding is to work in partnership with other organisations in order to achieve the best possible outcomes. Learner name: CACHE PIN: CACHE Centre no: Unique learner number (ULN): Learning outcomes 2, 3 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the legislation, regulations and policies that underpin the protection of vulnerable adults Analyse the differences between the concept of safeguarding and the concept of protection in relation to vulnerable adults Evaluate the impact of policy developments on approaches to safeguarding vulnerable adults in own service setting Explain the legislative framework for safeguarding vulnerable adults Evaluate how serious case reviews or inquiries have influenced quality assurance, regulation and inspection relating to the safeguarding of vulnerable adults. CACHE 2010 Version

67 1.5 Explain the protocols and referral procedures when harm or abuse is alleged or suspected. 2. Be able to lead service provision that protects vulnerable adults Promote service provision that supports vulnerable adults to assess risks and make informed choices 2.2. Provide information to others on: indicators of abuse measures that can be taken to avoid abuse taking place steps that need to be taken in the case of suspected or alleged abuse Identify the policies and procedures in own work setting that contribute towards safeguarding and the prevention of abuse Monitor the implementation of policies and procedures that aim to safeguard vulnerable adults and prevent abuse from occurring Provide feedback to others on practice that supports the protection of vulnerable adults. 3. Be able to manage interagency, joint or integrated working in order to protect vulnerable adults. 4. Be able to monitor and evaluate the systems, processes and practice that 3.1. Follow agreed protocols for working in partnership with other organisations Review the effectiveness of systems and procedures for working in partnership with other organisations Support the participation of vulnerable adults in a review of systems and procedures. CACHE 2010 Version

68 safeguards vulnerable adults Evaluate the effectiveness of systems and procedures to protect vulnerable adults in own service setting Challenge ineffective practice in the promotion of the safeguarding of vulnerable adults Recommend proposals for improvements in systems and procedures in own service setting. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit HSC 45, 430 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles Guidance for developing assessment arrangements for the unit: Learning outcomes 2, 3 and 4 must be assessed in the work setting. Guidance for developing unit assessment arrangements provided with the QCF unit Policy developments may include: CACHE 2010 Version

69 Our Health, our care, our say Putting People First No Secrets In Safe Hands Vetting and Barring Scheme / Independent Safeguarding Authority Local Safeguarding Adults Boards. Agreed protocols may include: boundaries areas of responsibility information sharing limits of authority decision making recording information. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 37 CACHE 2010 Version

70 Assessment task P1 Safeguarding and protection of vulnerable adults As a manager in a Health and Social Care organisation that is working in partnership with vulnerable adults, you have decided to produce an information pack for your staffs continual professional development which: Links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5 analyses the differences between the concept of safeguarding and the concept of protection in relation to vulnerable adults evaluates the impact of policy developments on approaches to safeguarding vulnerable adults in own service setting explains the legislative framework for safeguarding vulnerable adults evaluates how serious case reviews or inquiries have influenced quality assurance, regulation and inspection relating to the safeguarding of vulnerable adults explains the protocols and referral procedures when harm or abuse is alleged or suspected. CACHE 2010 Version

71 Unit title: Lead and manage group living for adults Unit number: P3 Unit reference: T/602/3174 Unit level: 5 Unit credit value: 5 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to manage group living facilities. The unit provides the knowledge and skills to lead group living environment that provide individuals with the opportunities to achieve positive outcomes. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes 1, 2, 3 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Be able to develop the physical group living environment to promote positive outcomes for individuals Review current theoretical approaches to group living provision for adults Evaluate the impact of legal and regulatory requirements on the physical group living environment Review the balance between maintaining an environment that is safe and secure and promoting freedom and choice Explain how the physical environment can promote well being Justify proposals for providing and maintaining high quality decorations and furnishings for group living Develop an inclusive approach to decision making about the CACHE 2010 Version

72 physical environment. 2. Be able to lead the planning, implementation and review of daily living activities Evaluate the impact of legislation and regulation on daily living activities Support others to plan and implement daily living activities that meet individual needs and preferences Develop systems to ensure individuals are central to decisions about their daily living activities Oversee the review of daily living activities. 3. Be able to promote positive outcomes in a group living environment Evaluate how group living can promote positive outcomes for individuals Review the ways in which group activities may be used to promote the achievement of individual positive outcomes Ensure that individuals are supported to maintain and develop relationships Demonstrate effective approaches to resolving any conflicts and tensions in group living. 4. Be able to manage a positive group living environment Evaluate the effects of the working schedules and patterns on a group living environment Recommend changes to working schedules and patterns as a result of evaluation Develop a workforce development plan for the group living environment. CACHE 2010 Version

73 4.4. Support staff to recognise professional boundaries whilst developing and maintaining positive relationships with individuals Use appropriate methods to raise staff awareness of the group dynamics in a group living environment Review the effectiveness of approaches to resource management in maintaining a positive group living environment. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS B7 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning Outcomes 1, 2, 3 and 4 must be assessed in the work setting. CACHE 2010 Version

74 Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Well being means a subjective state of being content and healthy. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 39 CACHE 2010 Version

75 Assessment task P3 Lead and manage group living for adults This is a skills/competence unit only; therefore, assessment by a CACHE task is not applicable. CACHE 2010 Version

76 Unit title: Understand safeguarding of children and young people (for those working in the adult sector) Unit number: P5 Unit reference: Y/602/2860 Unit level: 3 Unit credit value: 1 Unit aim: The purpose of this unit is to assess the learner s knowledge required to understand the safeguarding of children and young people. These workers do not work directly with children, but need to know how to recognise and respond to abuse and/or neglect should they come across it in the course of their work with adults. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the policies, procedures and practices for safe working with children and young people. 2. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed Explain the policies, procedures and practices for safe working with children and young people Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting Explain the rights that children, young people and their families have in situations where harm or abuse is suspected or alleged. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. CACHE 2010 Version

77 Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit CCLD 305, LDSS 1, HSC 34 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit n/a Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 10 CACHE 2010 Version

78 Assessment task P5 Understand safeguarding of children and young people (for those working in the adult sector) As a manager in a Health and Social Care organisation providing services for adults, you have decided to create an information pack for understanding safeguarding of children and young people for new and existing staff, including bank and agency staff, which: Links to learning outcome 1, assessment criteria 1.1 explains the policies, procedures and practices for safe working with children and young people. Links to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3 describes the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding describes the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting explains the rights that children, young people and their families have in situations where harm or abuse is suspected or alleged. CACHE 2010 Version

79 Unit title: Lead person centred practice Unit number: HSCM1 Unit reference: D/602/2844 Unit level: 5 Unit credit value: 4 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to work as a manager or senior practitioner in a wide range of settings. It covers the promotion and implementation of person centred practice. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes 2, 3 and 4 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the theory and principles that underpin person centred practice Explain person centred practice Critically review approaches to person centred practice Analyse the effect of legislation and policy on person centred practice Explain how person centred practice informs the way in which consent is established with individuals Explain how person centred practice can result in positive changes in individuals lives. 2. Be able to lead a personcentred practice Support others to work with individuals to establish their history, preferences, wishes and needs Support others to implement person centred practice. CACHE 2010 Version

80 2.3. Support others to work with individuals to review approaches to meet individuals needs and preferences Support others to work with individuals to adapt approaches in response to individuals emerging needs or preferences. 3. Be able to lead the implementation of active participation of individuals Evaluate how active participation enhances the wellbeing and quality of life of individuals Implement systems and processes that promote active participation Support the use of risk assessments to promote active participation in all aspects of the lives of individuals. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit HSC 414, HSC 416 and LMCS B5. CACHE 2010 Version

81 Additional unit assessment requirements provided with the QCF unit This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2 and 3 must be assessed in the work setting. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Consent means informed agreement to an action or decision; the process of establishing consent will vary according to an individual s assessed capacity to consent. Others may include: family members friends advocates paid workers other professionals carers An individual is someone accessing care or support. Active participation is a way of working that recognises an individual s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 29 CACHE 2010 Version

82 Assessment task HSCM1 Lead person centred practice As a manager in Health and Social Care you have been tasked with writing a short paper on person centred practice for the new Director of Social Services which: Links to Learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5 explains person centred practice. critically reviews approaches to person centred practice. analyses the effect of legislation and policy on person centred practice. explains how person centred practice informs the way in which consent is established with individuals. explains how person centred practice can result in positive changes in individuals lives CACHE 2010 Version

83 Unit title: Lead and manage a team within a health and social care or children and young people s setting Unit number: LM1c Unit reference: H/602/3171 Unit level: 6 Unit credit value: 7 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to lead and manage a team in a health and social care or children and young people s setting. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes 2, 3, 4, 5 and 6 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the features of effective team performance within a health and social care or children and young people s setting Explain the features of effective team performance Identify the challenges experienced by developing teams Identify the challenges experienced by established teams Explain how challenges to effective team performance can be overcome Analyse how different management styles may influence outcomes of team performance Analyse methods of developing and maintaining: trust CACHE 2010 Version

84 accountability Compare methods of addressing conflict within a team. 2. Be able to support a positive culture within the team for a health and social care or children and young people s setting Identify the components of a positive culture within own team Demonstrate how own practice supports a positive culture in the team Use systems and processes to support a positive culture in the team Encourage creative and innovative ways of working within the team. 3. Be able to support a shared vision within the team for a health and social care or children and young people s setting Identify the factors that influence the vision and strategic direction of the team Communicate the vision and strategic direction to team members Work with others to promote a shared vision within the team Evaluate how the vision and strategic direction of the team influences team practice. 4. Be able to develop a plan with team members to meet agreed objectives for a health and social care or children and young people s setting Identify team objectives Analyse how the skills, interests, knowledge and expertise within the team can meet agreed objectives Facilitate team members to actively participate in the planning process Encourage sharing of skills and knowledge between team CACHE 2010 Version

85 members Agree roles and responsibilities with team members. 5. Be able to support individual team members to work towards agreed objectives in a health and social care or children and young people s setting Set personal work objectives with team members based on agreed objectives Work with team members to identify opportunities for development and growth Provide advice and support to team members to make the most of identified development opportunities Use a solution focused approach to support team members to address identified challenges. 6. Be able to manage team performance in a health and social care or children and young people s setting Monitor and evaluate progress towards agreed objectives Provide feedback on performance to: the individual the team Provide recognition when individual and team objectives have been achieved Explain how team members are managed when performance does not meet requirements. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: CACHE 2010 Version

86 Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS A1, B1 CCLD 413, 425 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 2, 3, 4, 5 and 6 must be assessed in the work setting. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Others may include: workers / Practitioners carers significant others other professionals people who use services. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 46 CACHE 2010 Version

87 Assessment task LM1c Lead and manage a team within a health and social care or children and young people s setting As a manager working within Health and Social Care you have a new staff member joining your established team. You need to plan an information session for all your staff which: Links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4, 1.5, 1.6 and 1.7 explains the features of effective team performance identifies the challenges experienced by developing teams identifies the challenges experienced by established teams explains how challenges to effective team performance can be overcome analyses how different management styles may influence outcomes of team performance analyses methods of developing and maintaining: trust accountability compares methods of addressing conflict within a team. CACHE 2010 Version

88 Unit title: Develop professional supervision practice in health and social care or children and young people s work settings Unit number: LM2c Unit reference: M/602/3187 Unit level: 5 Unit credit value: 5 Unit aim: The purpose of this unit is to assess the learner s knowledge, understanding and skills required to undertake professional supervision of others. Learner name: CACHE Centre no: CACHE PIN: Unique learner number (ULN): Learning outcomes 3, 4, 5 and 6 must be assessed in real work environments by a vocationally competent Assessor. Learning outcomes The learner will: Assessment criteria The learner can: Evidence record e.g. page number & method Assessor judgement achieved Initial and date 1. Understand the purpose of professional supervision in health and social care or children and young people s work settings Analyse the principles, scope and purpose of professional supervision Outline theories and models of professional supervision Explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision Explain how findings from research, critical reviews and inquiries can be used within professional supervision Explain how professional supervision can protect the: individual supervisor supervisee. CACHE 2010 Version

89 2. Understand how the principles of professional supervision can be used to inform performance management in health and social care or children and young people s work settings. 3. Be able to undertake the preparation for professional supervision with supervisees in health and social care or children and young people s work settings Explain the performance management cycle Analyse how professional supervision supports performance Analyse how performance indicators can be used to measure practice Explain factors which result in a power imbalance in professional supervision Explain how to address power imbalance in own supervision practice Agree with supervisee confidentiality, boundaries, roles and accountability within the professional supervision process Agree with supervisee the frequency and location of professional supervision Agree with supervisee sources of evidence that can be used to inform professional supervision Agree with supervisee actions to be taken in preparation for professional supervision. 4. Be able to provide professional supervision in health and social care or children and young people s work settings Support supervisees to reflect on their practice Provide positive feedback about the achievements of the supervisee Provide constructive feedback that can be used to improve performance Support supervisees to identify their own development needs. CACHE 2010 Version

90 4.5. Review and revise professional supervision targets to meet the identified objectives of the work setting Support supervisees to explore different methods of addressing challenging situations Record agreed supervision decisions. 5. Be able to manage conflict situations during professional supervision in health and social care or children and young people s work settings. 6. Be able to evaluate own practice when conducting professional supervision in health and social care or children and young people s work settings Give examples from own practice of managing conflict situations within professional supervision Reflect on own practice in managing conflict situations experienced during professional supervision process Gather feedback from supervisee/s on own approach to supervision process Adapt approaches to own professional supervision in light of feedback from supervisees and others. Learner declaration of authenticity: I declare that the work presented for this unit is entirely my own work. Learner signature: Date: Assessor sign off of completed unit: I confirm that the learner has met the requirements for all assessment criteria demonstrating knowledge and skills for this unit. Assessor name: Signature: Date: For e-portfolio a signature is not required, providing the learner has a personalised and secure login. CACHE 2010 Version

91 Additional information about the unit: Relationship to occupational standards provided with the QCF unit Additional unit assessment requirements provided with the QCF unit LMCS A1, B1, HSC 41, 43, 45 CCLD 328, 427 This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 3, 4, 5 and 6 must be assessed in the work setting. Guidance for developing assessment arrangements for the unit: Guidance for developing unit assessment arrangements provided with the QCF unit Agreed ways of working will include policies and procedures where these exist. An Individual is someone accessing care or support. Unit assessment guidance provided by the sector Unit assessment guidance provided by CACHE Unit guided learning hours 39 CACHE 2010 Version

92 Assessment task LM2c Develop professional supervision practice in health and social care or children and young people s work settings The Health and Social Care organisation that you work for, as a manager, has developed a new supervision policy. You have been tasked with informing your staff team about the changes to supervision and performance management before the new policy is implemented. Prepare notes for an information session to your staff team which: Link to learning outcome 1, assessment criteria 1.1, 1.2, 1.3, 1.4 and 1.5 analyse the principles, scope and purpose of professional supervision outline theories and models of professional supervision explain how the requirements of legislation, codes of practice and agreed ways of working influence professional supervision explain how findings from research, critical reviews and inquiries can be used within professional supervision explain how professional supervision can protect the: individual supervisor supervisee. Link to learning outcome 2, assessment criteria 2.1, 2.2 and 2.3 explain the performance management cycle analyse how professional supervision supports performance. analyse how performance indicators can be used to measure practice. CACHE 2010 Version

93 Section 4: Appendices CACHE 2010 Version

94 Appendix A: Explanation of verbs used in the assessment criteria at Level 5 The learner s achievement is based on their ability to meet all the assessment criteria for the unit. Act (as a role model) Adapt (approaches) Adhere to Analyse Apply (standards) Ascertain Assess Compare Compare and contrast Critically review Clarify Critically analyse Critically evaluate Collaborate (L7) Serve as a model in a particular behavioural or social role for another person to emulate Modify, adjust, make suitable for purpose Follow, keep, maintain, respect, abide by, give support to, e.g. adhere to a strict code of practice Break the subject or complex situations into separate parts and examine each part in detail, identify the main issues and show how the main ideas are related to practice and why they are important (reference to current research or theory may support the analysis) Explain how existing knowledge, practices, standards etc can be linked to new or different situations Find out for certain Estimate and make a judgement Examine the subjects in detail looking at similarities and differences Examine the subjects in detail, looking at similarities and differences and distinguish between (identify) striking differences Revise, debate and judge the merit of Explain the information in a clear, concise way showing depth and understanding This is a development of analyse which explores limitations as well as positive aspects of the main ideas in order to form a reasoned opinion Examine strengths and weaknesses, arguments for and against and/or similarities and difference; Judge the evidence and discuss the validity of claims from the opposing views and produce a convincing argument to support the conclusion or judgement Work jointly with CACHE 2010 Version

95 Describe Develop Distinguish between Demonstrate Explain Evaluate Establish (L5 and L6) Empower Enable Facilitate (L6) Formulate (L5, L6 and L7) Give constructive feedback Identify Implement (L5 and L6) Investigate Intervene effectively Initiate Justify Provide an extended range of detailed information about the topic or item in a logical way Identify, build and extend a topic, plan or idea Discuss identified differences between more than one item, product, object or activity Apply skills in a practical situation and/or show an understanding of the topic Apply reasoning to account for how something is or to show understanding of underpinning concepts (responses could include examples to support the reasons) Examine strengths and weaknesses, arguments for and against and/or similarities and differences; Judge the evidence from the different perspectives and make a valid conclusion or reasoned judgment; Apply current research or theories to support the evaluation when applicable Set up on a permanent basis; Get generally accepted; Place beyond dispute Equip or supply with an ability; Enable or permit Supply with the means, knowledge, or opportunity; Make able Make easier; Assist the progress of Draw together; Set forth in a logical way; Express in systematic terms or concepts Provide commentary which serves to improve or advance; Be helpful Ascertain the origin, nature, or definitive characteristics of Put into practical effect; Carry out Detailed examination or study; Enquire systematically Change an outcome Originate/start a process Give a comprehensive explanation of the reasons for actions and/or decisions CACHE 2010 Version

96 Monitor Mentor Negotiate Resolve Research (L5 and L6) Review Recognise Represent views of Review and revise Reflect on Recommend Summarise Signpost Support Set objectives (L6) Secure Triangulate (L7) Work in partnership Maintain regular surveillance Serve as a trusted counselor or teacher to another person; Help others succeed Discuss with a view to finding an agreed settlement Solve; Settle; Explain A detailed study of a subject to discover new information or reach a new understanding Revisit and judge the merit of Acknowledge the validity of Act as an Advocate; Speak, plead or argue in favour of Revisit, judge the merit of and make recommendations for change Consult with oneself, recognising implications of current practice with a view to changing future practice Revisit and judge the merit of; Endorse a proposal or course of action; Advocate in favour of Select the main ideas, argument or facts and present in a precise, concise way Point the way; Indicate Strengthen, support or encourage; Corroborate; Give greater credibility to Identify the outcomes required Make safe; Obtain (information or evidence) Identify three aspects to ensure validity Work in association with two or more persons (this may include stakeholders, service users and/or carers) This qualification contains units at different levels. For an explanation of verbs for units at levels other than Level 5, please refer to the CACHE How to A Guide to Assessing CACHE QCF Qualifications document on the CACHE website: CACHE 2010 Version

97 Appendix B: Glossary QCF terms Additional information (in relation to unit layout) Assessment Assessment criteria Assessment method Assessment strategy / principles Assessor This is where the assessment strategy / principles relating to the unit are identified. When required this will include specific guidance relating to the assessment of the unit and information to support the learner to achieve. The process of making judgements about the extent to which a learner s work meets the assessment criteria of a unit, or any additional assessment requirements of a qualification Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved Ways in which a learner could evidence their achievements against assessment criteria to an Assessor. Each CACHE qualification has a set of recommended assessment methods that best suits its content and level. A summary of all CACHE recommended assessment methods is included in Appendix D. The overall requirements for assessing and quality assuring learning outcomes within a qualification that have been set by a Sector Skills Council or CACHE. A person who makes an assessment judgement about the evidence that is presented by a learner against the relevant assessment criteria. A unit or qualification s assessment strategy / principles will determine whether an Assessor needs to be occupationally knowledgeable, occupationally competent or qualified to make assessment judgements for that unit or qualification. Award A QCF qualification with credit value between 1 and 12. Awarding organisation A body such as CACHE recognised by the qualifications regulators to award credits and qualifications. Certificate A QCF qualification with credit value between 13 and 36. Certificate for a unit or qualification Credit A record of attainment of credit or a qualification issued by an awarding organisation. The value given to a learner in recognition of the achievement of the designated learning outcomes of a unit. CACHE 2010 Version

98 Credit value Diploma Diversity Equivalent unit Evidence Record Exemption Frequently Asked Questions (FAQs) Guided learning hours (GLH) Inclusion Inclusive practice The number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit and subsequently a qualification. Compare to unit credit value. A QCF qualification with credit value of 37 or above. Children, young people and adults and their families come from a variety of backgrounds and family structures. There may be a range or variation of people s characteristics in aspects such as gender, sexual orientation, lifestyle, family composition, abilities, cultural and linguistic backgrounds and other differences. A QCF unit from a different qualification or submitted by another recognised organisation that is deemed to be of equivalent value and so can count towards a qualification in place of one or more designated mandatory or optional units from it. For CACHE qualifications, any existing equivalent unit will be identified in the initial Qualification Specification and ; any further equivalencies agreed during the qualification s lifetime will be identified in updated materials available on the CACHE website The CACHE recording document for recording evidence of learner assessment activities. The facility for a learner to claim exemption from some of the achievement requirements of a QCF qualification, using evidence of certificated, non-qcf achievement deemed to be of the same value. For CACHE qualifications, any existing exemption will be identified in the initial Qualification Specification and ; any further exemptions agreed during the qualification s lifetime will be identified in updated materials available on the CACHE website These are regularly updated common questions that are asked of CACHE about the qualifications and services offered. They are available on the CACHE website The average number of hours of supervised or directed study time or assessment required to achieve a qualification or unit of a qualification. Ensuring that every child, young person, adult or learner is given equality of opportunity to access education and care by meeting their specific needs. Inclusion in education and care is one aspect of inclusion in society. Taking whatever steps are necessary to ensure that every child, young person, adult or learner is given an equal chance of taking advantage of the opportunities offered to them. CACHE 2010 Version

99 Internal Quality Assurer Knowledge (LAL) Learning outcome Learning time Level Level descriptors for the QCF Mandatory unit An individual with responsibility for assuring the consistency of assessment judgements within a centre. A unit or qualification s assessment strategy / principles will determine whether an internal Quality Assurer needs to be occupationally knowledgeable, occupationally competent or qualified to make quality assurance judgements for that unit or qualification. When QCF assessment criteria, learning outcomes or units are said to be knowledge based, this means that they are about the learner knowing or understanding and not necessarily doing. For most CACHE qualifications this is predominantly within the context of the learner s work role in a real work environment but the specific unit guidance for each unit being assessed should be checked for clarity as some learning outcomes will be solely concerned with knowledge. Learning outcomes for knowledge generally begin with Know or Understand. The key CACHE publication providing information for learners in relation to a particular qualification. It contains important information on what is required of learners and includes the primary documents to recording the learner s achievements as they progress through the qualification. The primary resource for information on any in-year updates or amendments to these publications is the CACHE website but notification of any changes would be highlighted to Centres as part of CACHE s regular newsletter communications. A statement of what a learner can be expected to know, understand or do as a result of a process of learning. The amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. An indication of the relative level of challenge or difficulty of a unit. This includes demand, complexity and / or depth of achievement, and / or the autonomy of the learner in demonstrating that achievement. A set of statements that enable achievements to be located at a particular level in the QCF framework. A unit in a set of rules of combination that must be achieved for the qualification to be awarded. Mandatory units are always included in the CACHE Qualification Specifications and the Learner Achievement Logs. Compare to optional unit below. CACHE 2010 Version

100 National Occupational Standards (NOS) Optional unit Pathway Personal Learner Record (PLR) Pass / Refer Plagiarism Qualification Reference Number (QRN) These sets of standards define the competencies which apply to job roles or occupations in a particular sector in the form of statements of performance, knowledge and the evidence to confirm competence. They cover the key activities undertaken within the occupation in question under all the circumstances the job holder is likely to encounter. A unit named in a set of rules of combination that a learner may choose to complete to achieve the required number of units / credits for award of the qualification. Optional units are generally available on the CACHE website rather than being included in CACHE Qualification Specifications and s as there are often many of them. Where there are just a few, these are included in the CACHE Qualification Specifications and the s. Compare to mandatory unit above. A route to the achievement of a qualification that requires a combination of credits to be achieved from particular units and is identified by an endorsement to a qualification title. An authoritative record of all credit and qualification achievements made by an individual learner in the QCF. Managed by the Learning Records Service and populated with information from the Skills Funding Agency in partnership with other education providers, the full integration of the PLR will take place from September 2010.The PLR will be a free service intended to empower the learner to view and review their learning and support them in making the right learning choices in the context of the QCF. The learner will be able to view all of their QCF achievement data, on-line, and in one place. Anyone aged 16 or over can log-in to a secure website to view their very own Personal Learning Record providing they have a Unique Learner Number (ULN). Where the Assessor makes a judgement on whether the evidence presented by the learner has met the assessment criteria / not met the assessment criteria. When a learner claims work to be their own when it is not. All work submitted towards a unit or qualification must be the learner s own and not copied from anyone or anywhere else unless the source of the information has been clearly referenced. The unique reference number assigned to the qualification at accreditation by the regulatory authority Ofqual. CACHE 2010 Version

101 Qualification Specification (QS) Qualifications and Credit Framework (QCF) Real Work Environment (RWE) The key CACHE publication providing information for Centre staff in relation to a particular qualification. It contains important information on the details of units and assessments. The primary resource for information on any in-year updates or amendments to these publications is the CACHE website but notification of any changes would be highlighted to Centres as part of CACHE s regular newsletter communications. A framework for creating and accrediting qualifications in England, Wales and Northern Ireland. It is designed to provide learners, learning providers and employers with an inclusive and flexible regulated qualifications framework containing units and qualifications that recognise the widest possible range of quality assured learner achievements. It introduces a standard currency for learner achievement across the qualifications system through the award of credit. A setting that is a real workplace with real children, young people and / or adults which is relevant to the unit a learner is working towards. Record of Assessment Cycle Reflective practice Regulatory authorities Rules of Combination Sector Skills Council (SSC) The CACHE recording document to plan learner activities and record Assessor feedback. A learner should consider their actions, experiences or learning and the implications of these in order to suggest significant developments for future action, learning or practice. These are recognised cycles of reflective practice. Reflective practice can also show that a learner performed exceptionally well. The organisations with statutory responsibility for regulating external qualifications in the three countries where QCF operates. In England this is Ofqual (the Office of the Qualifications and Examinations Regulator), in Wales this is DCELLS (the Department for Children, Education, Lifelong Learning and Skills of the Welsh Assembly Government) and in Northern Ireland, CCEA (the Council for the Curriculum, Examinations and Assessment). The phrase that is used to describe how units and their associated credit values can be put together to form a named and recognised qualification. SSCs are independent, employer led, UK wide organisations designed to build a skills system that is driven by employer demand. SSCs aim to reduce skills gaps and shortages; improve productivity, business and public service performance; increase opportunities to boost the skills and productivity of everyone in the sector's workforce; and improved learning supply through National Occupational Standards, apprenticeships, and further and higher education. CACHE 2010 Version

102 Skills / Competency Unique Learner Number (ULN) Unit aim Unit assessment guidance Unit Assessment Record (UAR) Unit credit value Unit level Unit number Unit reference Unit title When QCF assessment criteria, learning outcomes or units are said to be skills or competency based, this means that they are about the learner being able to perform a variety of tasks. For most CACHE qualifications this is predominantly within the learner s work role in a real work environment but the specific unit guidance for each unit being assessed should be checked for clarity. Learning outcomes for skills / competency generally begin with Be able to. This is an individual number available to anyone over the age of 14 years involved in UK education which will transfer with them when they move on to other programmes of study. Learners do not need a ULN to take a CACHE qualification but without one, Centres may not be able to access public funding on their behalf. It is expected that in the future learners will be able to access their Personal Learning Record. A short statement providing a brief outline of the unit s content. Any additional guidance which may be provided to support the assessment of the unit. The CACHE recording document to record learner achievement of assessment criteria and confirm completion of units. This is a mandatory document that needs to be completed and authorised for each unit for each learner to claim certification. The credit value that has been given to a unit based on the average expected learning time for a learner. Compare to credit value above. This denotes the level of the unit within the QCF framework. An identifying code assigned to the unit by the owner of the unit (i.e.: a Sector Skills Council, CACHE or another awarding organisation). The unique reference number assigned to the unit at accreditation by the regulatory authority Ofqual. The titling of the unit that provides a clear, concise explanation of the content of the unit. CACHE 2010 Version

103 Appendix C: Recording document templates The following pages contain blank templates of CACHE recording documents. The Centre may reproduce or photocopy these documents or devise their own documents which comply with the content of these ones. Templates are also available on the CACHE website ( and the content of these can be hand written or completed electronically. CACHE 2010 Version

104 Record of Assessment Cycle Purpose: an ongoing record of planning and feedback between Assessor and learner Learner name CACHE PIN Assessor name Unique Learner Number Planned activities: Unit Assessment criteria Due date Feedback: Assessor initial & date Learner initial & date Date Assessor initial & date Learner initial & date CACHE 2010 Version

105 Planned activities: Unit Assessment criteria Due date Assessor initial & date Learner initial & date Feedback: Date Assessor initial & date Learner initial & date Completion date Assessor initial & date Learner initial & date CACHE 2010 Version

106 Evidence Record Purpose: to record learner evidence against a range of assessment methods Learner name CACHE PIN Assessor name ULN Assessment method Direct observation Professional discussion Reflection on own practice Expert Witness evidence Learner s plans / records Recognition of prior learning Other (please state) Recording of evidence Unit Assessment criteria CACHE 2010 Version

107 Recording of evidence Unit Assessment criteria Learner signature Assessor signature Date Date Internal quality assurance (as appropriate) Name Signature Date CACHE 2010 Version

108 Appendix D: Summary of recommended assessment methods Ref Assessment Method Suitable for Assessing Skills / Competence Suitable for Assessing Knowledge A Direct observation of learner by Assessor tbc tbc B Professional discussion tbc tbc C Expert Witness evidence tbc tbc D Learner s own work products tbc tbc E Learner log or reflective diary tbc tbc F Activity plan or planned activity tbc tbc G Observation of children, young people or adults by the learner tbc tbc H Portfolio of evidence tbc tbc I Recognition of prior learning tbc tbc J Reflection on own practice in real work environment tbc tbc K Written and pictorial information tbc tbc L Scenario or case study tbc tbc M Task set by CACHE (for knowledge learning outcomes) tbc tbc N Oral questions and answers tbc tbc O Assessment method devised by centre and approved by CACHE tbc tbc CACHE 2010 Version

109 Appendix E: Guidance on the use of e-portfolios for QCF For the purposes of recording evidence of assessment, an e-portfolio is an electronic version of a traditional paper based record and must: provide a secure facility for the learner to store evidence of assessment and achievement provide the CACHE Centre with an audit trail of the assessment and internal quality assurance processes allow access to CACHE staff for quality assurance purposes. Where e-portfolios are used they need to provide functionality in order to provide: evidence of the assessment process: - planning between learner and Assessor - implementation of plans e.g. carrying out assessment - feedback following assessment judgements - auditable record of assessment judgement - evidence of implementation of internal and external quality assurance evidence presented to show that the requirements of the assessment criteria in the unit or units of a qualification have been achieved auditable evidence of assessment judgements which show that the requirements of the assessment criteria in the unit or units of a qualification have been achieved evidence that internal quality assurance is carried out by the CACHE Centre evidence that external quality assurance is carried out by CACHE Centre Advisor. Storing information: each individual that accesses the e-portfolio system must be provided with a personalised and secure login, i.e. the learner, the Assessor, the Internal and External Quality Assurers the information must be presented in a format capable of validation there must be a secure area to hold evidence, to ensure its validity it must form part of an auditable trail evidence must be able to be added over time to support successful completion. CACHE 2010 Version

110 Appendix F: Understanding the Qualifications and Credit Framework (QCF) An excerpt from the Qualifications and Curriculum Development Agency s (QCDA) publication entitled An introduction to the Qualifications and Credit Framework QCA 2010 What s happening Vocational and work-related qualifications are changing to become more responsive to the demands of employers and learners. They will be more relevant to employers needs and more accessible to a wider range of learners. An essential tool in this reform of vocational qualifications is the Qualifications and Credit Framework (QCF). The QCF: recognises smaller steps of learning and enables learners to build up qualifications bit by bit helps learners achieve skills and qualifications that meet industry needs enables work-based training to be nationally recognised. What s the QCF? The QCF is the new framework for creating and accrediting qualifications in England, Wales and Northern Ireland. It s at the heart of a major reform of the vocational qualifications system, which will become simpler to understand and use, more accessible to a wider range of learners, and more relevant to learners and employers needs. Learners can build up their units at their own pace and put them towards a full qualification. They can bank all their achievements over time and keep them as they move from education into a job or from one job to another. They don t have to study anything they already know. In the QCF, everything learnt is valuable. All qualifications in the QCF are built from smaller units of learning. How does it work? Every unit and qualification in the QCF has a credit value that tells you how long it takes to complete one credit represents 10 hours work. Each unit and qualification also has its own level, between Entry Level and Level 8, to show how difficult it is. CACHE 2010 Version

111 The structure of a QCF qualification There are three sizes of qualification in the QCF: Award (1 to 12 credits) Certificate (13 to 36 credits) Diploma (37 credits or more). Each qualification title contains the following: the level of the qualification (from Entry Level at the bottom to Level 8 at the top) the size of qualification (Award/Certificate/Diploma) details indicating the content of the qualification. This consistent way of describing what subject the qualification covers, how difficult it is and how much work it involves will help learners and employers compare different qualifications. Remember the qualification size Award, Certificate or Diploma tells you how long it will take, not how difficult it is. The level tells you how difficult it is. An A Level is equivalent to Level 3 and a PhD is equivalent to Level 8 in the QCF. CACHE 2010 Version

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