QUALIFICATION HANDBOOK

QUALIFICATION HANDBOOK Level 3 Award/Certificate/ Diploma in Youth Work Practice (9268-31/32/33) July 2011 Version 1.0 (Dec 2011)

Qualification at a glance Subject area City & Guilds number 9268 Youth Work Age group approved 16-19, 19+ Entry requirements Assessment and grading Fast track Support materials Registration and certification None Pass Centres already offering City & Guilds qualifications in the area of Youth Work will receive automatic approval from the existing 9248 qualification. Those centres already offering the 9247 qualification will be able to apply for fast track approval to offer this qualification. Existing City & Guilds Centres not currently offering qualifications in this area will need to obtain qualification approval Centre handbook Consult the Walled Garden/Online Catalogue for last dates Title and level Level 3 Award in Youth Work Practice Level 3 Certificate in Youth Work Practice Level 3 Diploma in Youth Work Practice City & Guilds number Accreditation number 9268-31 600/0376/5 9268-32 600/0377/7 9268-33 600/0378/9 Version and date Change detail Section 1.0 Dec 2011 Minor layout changes Units 2 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Contents 1 Introduction 5 2 Centre requirements 10 3 Delivering the qualification 12 4 Assessment 13 5 Units 18 Unit 218 Community development within a faith context 21 Unit 301 Understanding youth work principles and practice 24 Unit 302 Unit 303 Understanding intervention strategies in youth work29 Understanding principles, knowledge and skills in work-based practice in youth work 33 Unit 304 Work-based practice in youth work 37 Unit 305 Outreach and detached youth work 40 Unit 306 Unit 307 Support young people who are looked after or are leaving care 44 Provide information and advice to children and young people 47 Unit 308 Support young people who are asylum seekers 50 Unit 309 Caseload management 53 Unit 310 Unit 311 Unit 312 Unit 313 Unit 314 Unit 315 Unit 316 Unit 317 Unit 318 Unit 319 Unit 320 Unit 321 Support children and young people to achieve their learning potential 55 Support young people in relation to sexual health and risk of pregnancy 59 Support young people to move towards independence and manage their lives 62 Support children or young people in their own home66 Working together for the benefit of children and young people 69 Support young people who are involved in anti social and/or criminal activities 73 Develop interviewing skills for work with children and young people 75 Support young people to develop, implement and review a plan of action 78 Understand how to support positive outcomes for children and young people 82 Support young people who are socially excluded or excluded from school 85 Support young people who are not in employment, education or training 87 Support children and young people to have positive relationships 89 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 3

Unit 322 Support the referral process for children and young people 93 Unit 323 Support young people with mental health problems96 Unit 324 Facilitate the learning and development of children and young people through mentoring 99 Unit 325 Understand how to safeguard the well being of children and young people 103 Unit 326 Implementing exchange programmes 108 Unit 327 Understanding exchange programmes 110 Unit 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage 114 Appendix 1 Sources of general information 118 4 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

1 Introduction This document tells you what you need to do to deliver the qualifications: Area Who are the qualifications for? What do the qualifications cover? Are the qualifications part of a framework or initiative? What opportunities for progression are there? Description The qualifications are aimed at anyone interested in working with young people in a youth work setting or in becoming a youth and community worker. Learners will need to be involved in youth work, either paid or voluntary to complete the qualification and will have a level of autonomy within their work role. The qualifications cover areas such as principles of youth work working one to one with young people developing and implementing activities health and safety. The Diploma in Youth Work Practice at Level 3 serves as the main vocational element of the advanced Apprenticeship framework. Candidates may be able to progress to professional and degree level qualifications in the area of Youth work practice advice on this must be sought from the university or higher education institution in which the candidate wishes to study. Candidates may also wish to progress to other related qualifications at the same level eg Learning and Development or Playwork. Structure To achieve the Level 3 Award in Youth Work Practice, learners must achieve 7 credits from the mandatory unit and a minimum of 5 credits from the optional units available. Unit accreditation number Mandatory City & Guilds unit Unit title Y/602/6388 303 Understanding principles, knowledge and skills in work- based practice in youth work Optional Y/501/9432 218 Community development within a faith context Credit value 7 2 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 5

Unit accreditation number City & Guilds unit Unit title L/602/6386 301 Understanding youth work principles 10 and practice R/602/6387 302 Understanding intervention strategies 6 in youth work D/602/6389 304 Work-based practice in youth work 9 R/501/1538 305 Outreach and detached youth work 9 A/502/5224 306 Support young people who are looked 3 after or are leaving care A/601/1334 307 Provide information and advice to 3 children and young people D/502/5278 308 Support young people who are asylum 3 seekers D/601/1343 309 Caseload management 3 Credit value D/601/1357 310 Support children and young people to achieve their learning potential F/502/5242 311 Support young people in relation to sexual health and risk of pregnancy F/601/1349 312 Support young people to move towards independence and manage their lives K/601/0132 313 Support children or young people in their own home L/502/5261 315 Support young people who are involved in anti social and/or criminal activities L/601/1337 316 Develop interviewing skills for work with children and young people M/601/1699 318 Understand how to support positive outcomes for children and young people R/502/5231 319 Support young people who are socially excluded or excluded from school R/502/5259 320 Support young people who are not in employment, education or training R/601/1369 321 Support children and young people to have positive relationships R/601/1386 322 Support the referral process for children and young people T/502/5240 323 Support young people with mental health problems T/601/1381 324 Facilitate the learning and development of children and young people through mentoring Y/601/1695 325 Understand how to safeguard the well being of children and young people 3 2 3 4 2 3 3 2 2 3 3 3 4 3 6 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit accreditation number City & Guilds unit Unit title Y/501/1542 326 Implementing exchange programmes 9 H/501/1544 327 Understanding exchange programmes 6 Credit value F/600/9777 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage 5 To achieve the Level 3 Certificate in Youth Work Practice, learners must achieve 32 credits from the mandatory units. Unit accreditation number Mandatory City & Guilds unit Unit title L/602/6386 301 Understanding youth work principles 10 and practice R/602/6387 302 Understanding intervention strategies 6 in youth work Y/602/6388 303 Understanding principles, knowledge 7 and skills in work- based practice in youth work D/602/6389 304 Work-based practice in youth work 9 Credit value To achieve the Level 3 Diploma in Youth Work Practice, learners must achieve 32 credits from the mandatory units and a minimum of 12 credits from the optional units available. Unit accreditation number Mandatory City & Guilds unit Unit title L/602/6386 301 Understanding youth work principles 10 and practice R/602/6387 302 Understanding intervention strategies 6 in youth work Y/602/6388 303 Understanding principles, knowledge 7 and skills in work- based practice in youth work D/602/6389 304 Work-based practice in youth work 9 Optional Y/501/9432 218 Community development within a 2 faith context R/501/1538 305 Outreach and detached youth work 9 Credit value City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 7

Unit accreditation number City & Guilds unit Unit title A/502/5224 306 Support young people who are looked 3 after or are leaving care A/601/1334 307 Provide information and advice to 3 children and young people D/502/5278 308 Support young people who are 3 asylum seekers D/601/1343 309 Caseload management 3 D/601/1357 310 Support children and young people to 3 achieve their learning potential F/502/5242 311 Support young people in relation to 2 sexual health and risk of pregnancy F/601/1349 312 Support young people to move 3 towards independence and manage their lives K/601/0132 313 Support children or young people in 4 their own home K/601/1698 314 Working together for the benefit of 2 children and young people L/502/5261 315 Support young people who are 2 involved in anti social and/or criminal activities L/601/1337 316 Develop interviewing skills for work 3 with children and young people M/601/1329 317 Support young people to develop, 3 implement and review a plan of action M/601/1699 318 Understand how to support positive 3 outcomes for children and young people R/502/5231 319 Support young people who are 2 socially excluded or excluded from school R/502/5259 320 Support young people who are not in 2 employment, education or training R/601/1369 321 Support children and young people to 3 have positive relationships R/601/1386 322 Support the referral process for 3 children and young people T/502/5240 323 Support young people with mental 3 health problems T/601/1381 324 Facilitate the learning and 4 development of children and young people through mentoring Y/601/1695 325 Understand how to safeguard the well 3 being of children and young people Y/501/1542 326 Implementing exchange programmes 9 Credit value 8 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit accreditation number City & Guilds unit Unit title H/501/1544 327 Understanding exchange programmes F/600/9777 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage Credit value 6 5 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 9

2 Centre requirements Approval Centres already offering City & Guilds qualifications in the area of Youth Work will receive automatic approval from the existing 9248 qualification. Those centres already offering the 9247 qualification will be able to apply for fast track approval to offer this qualification. Existing City & Guilds Centres not currently offering qualifications in this area will need to obtain qualification approval Resource requirements Human resources To meet the quality assurance criteria for these qualifications, the centre must ensure that the following internal roles are undertaken: Quality Assurance Coordinator Trainer/Tutor Assessor (occupationally competent and occupationally knowledgeable) Internal Quality Assurer Centre staff may undertake more than one role, eg tutor and assessor or Internal Quality Assurer, but must never internally quality assure their own assessments Assessor requirements The Assessors must: Hold a Youth Work or related qualification and/or three years experience of working in the context of youth work, community work, community education or the voluntary community sector, and/or have broader relevant experience across the lifelong learning sector in a capacity recognised by the JNC/ETS; Have a sound understanding of the National Occupational Standards for Youth Work; Have a sound understand of the requirements for competency based assessment within the QCF; Satisfy the relevant qualification requirements for assessors as specified by the regulatory authorities, preferably having or working towards LLUK-approved awards eg D32, D33, A1 or Be committed to further training and development. Assessors of competence based units may also make assessment decisions on knowledge based unit and learning outcomes. 10 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Internal verifiers/internal quality assurance Internal quality assurance is key to ensuring that the assessment of evidence for units is of consistent and appropriate quality. Those assuring quality must: Hold a Youth Work or related qualification and/or three years experience of working in the context of youth work, community work, community education or the voluntary community sector, and/or have broader relevant experience across the lifelong learning sector in a capacity recognised by the JNC/ETS; Have recent experience (within the last three years) of assessing preferably within an occupational area with relevance to youth work; Have a sound understanding of the National Occupational Standards for Youth Work; Have a sound understand of the requirements for competency based assessment within the QCF; Satisfy the relevant qualification requirements for quality assurance as specified by the regulatory authorities, preferably having or working towards LLUK awards; Have relevant experience in assessment; Be committed to further training and development. Suitable qualifications include: D34 or V1 The V1 replacements (e.g. the City & Guilds 6317) such as the: o Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice OR o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice Continuing professional development (CPD) Centres must support their staff to ensure that they have current knowledge of the occupational area, that delivery, mentoring, training, assessment and verification is in line with best practice, and that it takes account of any national or legislative developments. Candidate entry requirements There are no formal entry requirements for candidates undertaking these qualifications. However, centres must ensure that candidates have the potential and opportunity to gain evidence for the qualification in the work place. Candidates should not be entered for a qualification of the same type, content and level as that of a qualification they already hold. Age restrictions These Level 3 qualifications are not approved for the use of those who are under 16 years of age, and City & Guilds cannot accept any registrations for candidates in this age group. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 11

3 Delivering the qualification Initial assessment and induction Centres will need to make an initial assessment of each candidate prior to the start of their programme to ensure they are entered for an appropriate type and level of qualification. The initial assessment should identify: any specific training needs the candidate has, and the support and guidance they may require when working towards their qualification. This is sometimes referred to as diagnostic testing. any units the candidate has already completed, or credit they have accumulated which is relevant to the qualification they are about to begin. City & Guilds recommends that centres provide an induction programme to ensure the candidate fully understands the requirements of the qualification they will work towards, their responsibilities as a candidate, and the responsibilities of the centre. It may be helpful to record the information on a learning contract. 12 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

4 Assessment The Assessment Strategy is based on the principles that for assessment of competency: The workplace is the primary assessment location; The primary source of evidence will come from naturally occurring workplace activities and products, produced under normal working conditions Assessment evidence, although demonstrating competence across the performance and knowledge, should, wherever possible, be holistic. This means that rather than collecting individual pieces of evidence for each learning outcome and assessment criteria, learners should gather evidence to illustrate competence: Across units that naturally link together in terms of jobs Where self-evaluation and working with others is required, the evidence may be collected for the job function but also provide evidence for the mandatory and optional units Performance evidence will be gathered wherever possible from naturally occurring evidence collected in the workplace Evidence must be authentic, current, sufficient, fit for purpose and valid Workplace evidence may be collected in the context of full time, part time, casual or voluntary employment. Assessment may also be undertaken in a work placement (ie full time learners placed into a work environment for an appropriate period of time or on a regular basis), although supporting evidence may be required from a supervisor or manager. For this qualification, candidates will be required to complete the following assessment: a portfolio of evidence covering the units being assessed. Evidence of candidates performance will be drawn primarily from work activities that take place under normal working conditions in a normal work environment. Evidence of performance is expected in all units of the qualification. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Evidence of learner performance should be derived from assessor observation of the learner carrying out real work activities in the workplace. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 13

All details of children and young people must remain confidential. Assessment must reflect current best practice and regulatory requirements. Use of simulation Exceptionally, use of simulation is permitted under a number of circumstances to assess competence: Where a unit of assessment is primarily based on underpinning knowledge but can be contextualised to the workplace within a competency qualification; Where a lack of opportunity for workplace assessment may be a barrier to a learner accessing or achieving an Award, Certificate or Diploma in Youth Work Practice; Where specific adjustments for a given learner prevent access to the workplace or to activities designed to assess learning. Where simulation is used, it should be designed to ensure that: The learner is required to use materials and, where relevant, equipment found and used within the workplace environment; The learner is provided by the centre with information, advice and guidance in line with what would be provided in the workplace in the specific context; The physical environment and situation replicates the workplace environment in which the skill to be assessed is normally employed; Other people with whom the learner interacts in performing the activity behave in character for the given situation. Units where simulation is permitted are marked as such in the Evidence requirements section of the unit. Level 3 Award in Youth Work Practice Unit Unit title number 218 Community development within a faith context 301 Understanding youth work principles and practice 302 Understanding intervention strategies in youth work 303 Understanding principles, knowledge and skills in work-based practice in youth work Assessment method Portfolio Portfolio Portfolio Portfolio 304 Work-based practice in youth work Portfolio 305 Outreach and detached youth work Portfolio 306 Support young people who are looked after or are leaving care Portfolio 14 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit Unit title number 307 Provide information and advice to children and young people 308 Support young people who are asylum seekers Assessment method Portfolio Portfolio 309 Caseload management Portfolio 310 Support children and young people to Portfolio achieve their learning potential 311 Support young people in relation to Portfolio sexual health and risk of pregnancy 312 Support young people to move towards Portfolio independence and manage their lives 313 Support children or young people in Portfolio their own home 315 Support young people who are involved Portfolio in anti social and/or criminal activities 316 Develop interviewing skills for work with Portfolio children and young people 318 Understand how to support positive Portfolio outcomes for children and young people 319 Support young people who are socially Portfolio excluded or excluded from school 320 Support young people who are not in Portfolio employment, education or training 321 Support children and young people to Portfolio have positive relationships 322 Support the referral process for children Portfolio and young people 323 Support young people with mental Portfolio health problems 324 Facilitate the learning and development Portfolio of children and young people through mentoring 325 Understand how to safeguard the well Portfolio being of children and young people 326 Implementing exchange programmes Portfolio 327 Understanding exchange programmes Portfolio 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage Portfolio City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 15

Level 3 Certificate in Youth Work Practice Unit Unit title number 301 Understanding youth work principles and practice 302 Understanding intervention strategies in youth work 303 Understanding principles, knowledge and skills in work- based practice in youth work Assessment method Portfolio Portfolio Portfolio 304 Work-based practice in youth work Portfolio Level 3 Diploma in Youth Work Practice Unit Unit title number 218 Community development within a faith context 301 Understanding youth work principles and practice 302 Understanding intervention strategies in youth work 303 Understanding principles, knowledge and skills in work- based practice in youth work Assessment method Portfolio Portfolio Portfolio Portfolio 304 Work-based practice in youth work Portfolio 305 Outreach and detached youth work Portfolio 306 Support young people who are looked Portfolio after or are leaving care 307 Provide information and advice to Portfolio children and young people 308 Support young people who are asylum Portfolio seekers 309 Caseload management Portfolio 310 Support children and young people to achieve their learning potential 311 Support young people in relation to sexual health and risk of pregnancy 312 Support young people to move towards independence and manage their lives 313 Support children or young people in their own home 314 Working together for the benefit of children and young people 315 Support young people who are involved in anti social and/or criminal activities Portfolio Portfolio Portfolio Portfolio Portfolio Portfolio 16 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit Unit title number 316 Develop interviewing skills for work with children and young people 317 Support young people to develop, implement and review a plan of action 318 Understand how to support positive outcomes for children and young people 319 Support young people who are socially excluded or excluded from school 320 Support young people who are not in employment, education or training 321 Support children and young people to have positive relationships 322 Support the referral process for children and young people 323 Support young people with mental health problems 324 Facilitate the learning and development of children and young people through mentoring 325 Understand how to safeguard the well being of children and young people Assessment method Portfolio Portfolio Portfolio Portfolio Portfolio Portfolio Portfolio Portfolio Portfolio Portfolio 326 Implementing exchange programmes Portfolio 327 Understanding exchange programmes Portfolio 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage Portfolio City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 17

5 Units Availability of units The following units can be obtained from The Register of Regulated Qualifications: http://register.ofqual.gov.uk/unit Structure of units These units each have the following: City & Guilds reference number unit accreditation number title level credit value unit aim information on assessment learning outcomes which are comprised of a number of assessment criteria notes for guidance For these units all details of children and young people must remain confidential. Summary of units Unit number Unit title Credits QCF unit number (UAN) 218 Community development within a faith context 301 Understanding youth work principles and practice 302 Understanding intervention strategies in youth work 303 Understanding principles, knowledge and skills in workbased practice in youth work 304 Work-based practice in youth work 305 Outreach and detached youth work 306 Support young people who are looked after or are leaving care 2 Y/501/9432 10 L/602/6386 6 R/602/6387 7 Y/602/6388 9 D/602/6389 9 R/501/1538 3 A/502/5224 18 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit number Unit title Credits QCF unit number (UAN) 307 Provide information and advice to 3 A/601/1334 children and young people 308 Support young people who are 3 D/502/5278 asylum seekers 309 Caseload management 3 D/601/1343 310 Support children and young people to achieve their learning potential 311 Support young people in relation to sexual health and risk of pregnancy 312 Support young people to move towards independence and manage their lives 313 Support children or young people in their own home 314 Working together for the benefit of children and young people 315 Support young people who are involved in anti social and/or criminal activities 316 Develop interviewing skills for work with children and young people 317 Support young people to develop, implement and review a plan of action 318 Understand how to support positive outcomes for children and young people 319 Support young people who are socially excluded or excluded from school 320 Support young people who are not in employment, education or training 321 Support children and young people to have positive relationships 322 Support the referral process for children and young people 323 Support young people with mental health problems 324 Facilitate the learning and development of children and young people through mentoring 3 D/601/1357 2 F/502/5242 3 F/601/1349 4 K/601/0132 2 K/601/1698 2 L/502/5261 3 L/601/1337 3 M/601/1329 3 M/601/1699 2 R/502/5231 2 R/502/5259 3 R/601/1369 3 R/601/1386 3 T/502/5240 4 T/601/1381 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 19

Unit number Unit title Credits QCF unit number (UAN) 325 Understand how to safeguard the well being of children and young people 326 Implementing exchange programmes 327 Understanding exchange programmes 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage 3 Y/601/1695 9 Y/501/1542 6 H/501/1544 5 F/600/9777 20 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 218 Community development within a faith context UAN: Y/501/9432 Level: Level 2 Credit value: 2 GLH: 16 Aim This unit introduces the different meanings of community and the values and practice principles of community development work. The learner will understand the purpose of community work with faith groups, the motivators and barriers to participation in community activities and the pros and cons of working in groups. 1. Understand the different meanings of community. (E4) 1.1 Compare three different meanings of the word community. 2. Understand the values and practice principles of community development work. (B1) 2.1 Describe the main values of community development work. 2.2 Identify and relate three practice principles to an example of work within a faith community. 3. Understand the key purpose of development work within a faith community. (E4,C5) 3.1 Assess what community development work within a faith community can achieve. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 21

Learning outcome The learner will: 4. Understand why people get involved in community activities and the barriers to their participation. (B2,C4) 4.1 Describe the issues around inclusion and exclusion within own faith community group. 4.2 Describe how a faith community group can work more inclusively. Learning outcome The learner will: 5. Understand why groups are necessary and the pros and cons of working in groups. 5.1 Describe the purpose of own faith community group. 5.2 Give positive and negative points of working in groups. 22 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 218 Community development within a faith context Supporting information Evidence requirements Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Own faith community group may be specific formal culturally determined informal Community -a social, religious, occupational or other group sharing common characteristics or interests and perceived or perceiving itself as distinct in some respect from the larger society within which it exists Practice Principles - These aim to guide the conduct of youth workers and their managers by providing broad principles on ethical practice that can be used to inform policies procedures and decision making Inclusively is a process of identifying understanding and breaking down barriers to participation and belonging Groups -these can be formal or informal. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 23

Unit 301 Understanding youth work principles and practice UAN: L/602/6386 Level: Level 3 Credit value: 10 GLH: 75 Aim This unit requires the learner to understand the values and principles of youth work in order to form professional relationships to exchange information with young people and reflect on the outcomes of this process. 1. Understand the values and core principles of youth work 1.1 Summarise the core values and principles of youth work and how it may differ from other youth related services 1.2 Summarise how current policies impact upon the delivery of youth work 1.3 Summarise how the United Nations Convention for the Rights of the Children impacts upon youth work 1.4 Compare own values, attitudes and interests with those required to perform at this level 2. Understand the issues that are important to young people and how they can be encouraged to express their needs 2.1 Identify issues that currently concern young people 2.2 Explain the ways that young people can be encouraged to express their views, concerns and needs 2.3 Explain the importance of respecting young people s expression of their values and aspirations 2.4 Explain the factors that can motivate and demotivate young people 24 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Understand how to make and sustain contact with young people and develop appropriate relationships with them 3.1 Analyse methods of youth work used to engage young people that demonstrate inclusive practice 3.2 Explain the process of engaging and maintaining relationships with young people within the youth work context 3.3 Explain boundaries of own role as a Youth Support Worker in relation to: (a) Young people (b) Colleagues 3.4 Evaluate own skills in developing appropriate relationships with young people 3.5 Identify the sources of support and development for self Learning outcome The learner will: 4. Be able to access and communicate information to young people 4.1 access relevant information from different sources 4.2 work with young people to utilise the information collected Learning outcome The learner will: 5. Be able to reflect on the diversity of young people s experience within the community 5.1 Explain the meaning of community 5.2 Explore the community in which they practice considering how this relates to the lives of the young people and the role of the youth work organisation where they work 5.3 Analyse the diversity of experiences of the young people within the community in which they work 5.4 Conduct an initial assessment of the needs of young people suggesting appropriate responses City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 25

Learning outcome The learner will: 6. Understand safeguarding young people in youth work practice 6.1 Identify legislation, organisational policies and procedures relevant to own role and setting in relation to safeguarding young people 6.2 Describe the current requirements for risk assessments 6.3 Describe key elements of own organisation s child protection policy and procedures 6.4 Explain the principle of confidentiality when working with young people 6.5 Apply one of the above policies to own youth work practice 26 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 301 Understanding youth work principles and practice Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Other youth related services can include: Education Health youth offending services Issues can be: Local National International Relationships can be Family Friends Colleagues Professionals Support and development can be Internal External Formal Informal Training Supervised practice Different sources can include: information on health education rights relationships and activities City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 27

Diversity of experiences can include positive and negative experiences cultural family life education and social Initial assessment This does not include CAF or ASSET Policies can be: Local National Different sources these can be Electronic Written Audio Video Inclusive is a process of identifying understanding and breaking down barriers to participation and belonging Appropriate responses: Appropriate to the role and responsibilities of the worker as well as the needs of young people. United Nations Convention for the Rights of the Children http://www.unicef.org/crc/ http://www.un.org/cyberschoolbus/humanrights/resources/child.asp http://www.crae.org.uk/rights/uncrc.html 28 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 302 Understanding intervention strategies in youth work UAN: R/602/6387 Level: Level 3 Credit value: 6 GLH: 45 Aim This unit requires the learner to understand intervention strategies utilising the skills of leadership, group work, conflict management and partnership working to overcome barriers and facilitate effective youth work in their locality. 1. Understanding intervention strategies in a youth work setting 1.1 Explain how interventions may by used in youth work a) with individuals b) with groups 2. Understand group work principles and practice in youth work settings 2.1 Explain the key principles of group work 2.2 Explain the stages of group development in a group work situation 2.3 Analyse the roles and dynamics in groups 2.4 Explain a) why groups form b) why people join groups 2.5 Explore barriers to effective group work with young people and examining strategies to address these City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 29

Learning outcome The learner will: 3. Know how to overcome conflict in youth work settings 3.1 Explain own value sets in relation to those of young people 3.2 Explain how conflict arises in youth work situations 3.3 Explain how to manage personal feelings in a conflict situation 3.4 Evaluate the various methods used to promote conflict resolution Learning outcome The learner will: 4. Recognise opportunities and resources for youth work in own local area 4.1 Evaluate own youth work setting in relation to its engagement and appeal to young people 4.2 Identify where young people meet, outlining opportunities for youth work 4.3 Identify organisations and agencies that can support own work with young people including the roles they might play 4.4 Develop and maintain an up-to-date list of resource contacts Learning outcome The learner will: 5. Understand the key principles of partnership working 5.1 Describe the key principles of partnership working 5.2 Explain the importance and relevance of working in partnership with colleagues and other agencies 5.3 Evaluate the factors that support or deter effective partnership working in a youth work context Learning outcome The learner will: 6. Understand effective leadership 6.1 Analyse various styles of leadership for effectiveness 6.2 Analyse the application of leadership styles in day-to-day youth work situations 6.3 Apply appropriate facilitation styles to three different youth work situations 30 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 302 Understanding Intervention Strategies in Youth Work Settings Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Interventions these can include one to one group creative activity based educational Group or group work situation this can include formal or informal open or closed having a specific remit be time limited single or mixed sex Conflict can be physical verbal emotional Factors These can include communication time cultural power ethics and priorities of organisations City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 31

Organisations and agencies can be statutory voluntary private Other agencies can include education health local authorities third sector organisations faith organisations Styles of leadership can include autocratic democratic laissez faire Value sets These can be found at: http://www.lluk.org/documents/whole_suite_of_professional_and_ National_Occupational_Standards_for_Youth_Work.pdf Partnership working Can be with other organisations / agencies or with other independent professionals 32 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 303 Understanding principles, knowledge and skills in workbased practice in youth work UAN: Y/602/6388 Level: Level 3 Credit value: 7 GLH: 55 Aim This unit requires the learner to understand adolescent development, effective communication and inclusive programme planning in the context of youth work and be able to reflect on their practice. 1. Be able to undertake reflective practice 1.1 Explain what is meant by reflective practice 1.2 Analyse the rationale for reflective practice 1.3 Examine methods that support effective reflective practice 1.4 Analyse own skills and abilities, identifying areas for development 1.5 Evaluate the influence of others on own values, attitudes and youth work practice 1.6 Examine ways in which equality and diversity underpin all areas of own youth work practice 2. Understand how to communicate effectively with young people 2.1 Analyse the components of effective communication to assess impact on youth work practice 2.2 Analyse the ways young people communicate verbally and nonverbally with others 2.3 Evaluate own communication when working with young people identifying a minimum of three areas for development City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 33

Learning outcome The learner will: 3. Understand factors affecting adolescent development 3.1 Describe the effects and consequences of physical changes in adolescence 3.2 Explain theories that underpin the emotional and social development of adolescence Learning outcome The learner will: 4. Be able to use programme planning methods involving young people in the process 4.1 Explain the key stages of programme development demonstrating how young people will be involved 4.2 Develop sessions using programme planning techniques 4.3 Explain methods of monitoring and evaluating young peoples progress 34 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 303 Understanding principles, knowledge and skills in workbased practice in youth work Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Others include: statutory services third sector services individual practitioners family members friends colleagues in same service carers young people Components of effective communication can include listening responding non verbal use of questioning Programme these could include topics such as emotional social educational developmental health or leisure Detail for the application of Equality and diversity in youth work can be found at: http://www.lluk.org/documents/whole_suite_of_professional_and_ National_Occupational_Standards_for_Youth_Work.pdf City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 35

Communicate verbally and non verbally with others. This can include positive and negative effects through the use of body language, verbal, para-verbal and non verbal communication Programme planning techniques are techniques that can be employed to ensure a match between individual programme aims and the wider youth work curriculum or the equivalent in your country 36 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 304 Work-based practice in youth work UAN: D/602/6389 Level: Level 3 Credit value: 9 GLH: 60 Aim This unit requires the learner to plan, deliver and evaluate youth work programmes. 1. Be able to plan a youth work programme with young people 1.1 Provide examples of how participation underpins the analysis of young people s needs 1.2 Engage with young people to determine their needs 1.3 Plan and deliver ten sessions over a period of 20 hours, to include a) description of activities appropriate to the curriculum b) justification for the resources required c) rationale for the curriculum development model d) key personnel e) session plans f) consultation with young people g)health and safety/safeguarding requirements h) venue/location i) sources of finance 2. Be able to deliver a youth work programme 2.1 Apply group work principles and practice to create an environment promoting participation and learning 2.2 Identify and use facilitation styles that are appropriate for the group 2.3 Develop resources in a format appropriate to the needs and capabilities of the young people 2.4 Identify any additional needs of the group during the programme and make changes where necessary 2.5 Work within the organisation/agency s policies and procedures City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 37

Learning outcome The learner will: 3. Be able to evaluate youth work programmes with young people 3.1 Critically reflect on areas of own practice on the programme 3.2 Evaluate the implementation of own programme plan in consultation with young people to identify a) strengths b) improvements c) changes required 3.3 Critically reflect on own practice outlining a plan for future self development 38 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 304 Work-based practice in youth work Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Key personnel may include co workers guest facilitators technicians Additional needs may include age physical disability understanding language group dynamics Programme these could include topics such as emotional social educational developmental health or leisure Session plans are detailed descriptions of aims, content, timing and resources for each session delivery Group work principles and practice Detail can be found at: http://www.lluk.org/documents/whole_suite_of_professional_and_ National_Occupational_Standards_for_Youth_Work.pdf Own programme plan As planned and delivered in learning outcome 1 Facilitation styles - Such as directive and non-directive. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 39

Unit 305 Outreach and detached youth work UAN: R/501/1538 Level: Level 3 Credit value: 9 GLH: 27 Aim This unit requires the learner to understand outreach and detached youth work including the need for preparation, safety and ethical and professional considerations for engaging with young people. They will understand the skills and techniques for initial engagement and the need to record, monitor and evaluate such practice. 1. Understand the rationale and nature of outreach and detached youth work. 1.1 Differentiate between outreach and detached youth work. 1.2 Describe the aims and objectives of outreach and detached youth work. 1.3 Explain the values and principles of outreach and detached youth work. 1.4 Relate outreach and detached youth work to the youth work curriculum. 2. Understand the strategic importance of preparation and information gathering for the development of outreach and detached youth work. 2.1 Evaluate the use of a variety of methods to collect information on young people. 2.2 Conduct a community mapping/audit exercise. 2.3 Inform organisations in the catchment area of own work. 2.4 Use the information gathered on young people to inform the planning and preparation of outreach/detached youth work. 40 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Understand safety considerations in outreach and detached youth work. 3.1 Explain the legislative framework which necessitates risk assessment. 3.2 Adapt a risk assessment framework and use it to inform own practice. 3.3 Detail practical personal safety considerations prior to conducting an outreach/detached youth work project. 3.4 Analyse the working context with young people on the streets to identify potentially dangerous or illegal situations as they unfold. 3.5 Demonstrate a variety of exit strategies for safely removing self from potentially dangerous or illegal situations. Learning outcome The learner will: 4. Understand the ethical and professional considerations for engaging with young people in an outreach/detached youth work situation. 4.1 Outline to young people the ethical and professional boundaries of own role. 4.2 Work within organisational policies and procedures. Learning outcome The learner will: 5. Understand issues of personal management in relation to outreach/detached youth work. 5.1 Identify and make use of appropriate support structures within own organisation. 5.2 Agree practical arrangements for outreach/detached youth work. 5.3 Apply effective co-working relationships in an outreach/detached youth work setting. Learning outcome The learner will: 6. Understand the skills and techniques for initial engagement with young people in an outreach/detached youth work setting. 6.1 Establish young people s current positions and identify opportunities for development. 6.2 Use appropriate interpersonal skills to build effective relationships with young people. 6.3 Demonstrate how and when to disengage from a group. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 41

Learning outcome The learner will: 7. Understand young people s needs and identify ways to address them. 7.1 Explain the importance of helping young people to communicate their needs and interests. 7.2 Work with young people to identify their needs and interests and decide how best to meet these. 7.3 Provide appropriate information relevant to young people s expressed needs. 7.4 Explain own role as an outreach/detached youth worker to young people. 7.5 Display empathy, respect, support and acceptance of young people in an outreach/detached youth work setting. Learning outcome The learner will: 8. Understand the application of recording, monitoring, evaluating and critical reflection in outreach and detached youth work. 8.1 Explain the value of recording, monitoring and evaluation as an aid to developing outreach and detached youth work. 8.2 Adapt and use recording, monitoring and evaluation tools for own practice in line with organisational and legislative frameworks. 8.3 Critically reflect with colleagues on own practice. 42 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 305 Outreach and detached youth work Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Simulation is allowed for 3.5 and 8.2 Guidance Appropriate support structures can include managerial support peer support practical procedural Interpersonal skills can include empathy warmth unconditional positive regard Colleagues may include managers peers mentors other practitioners Youth work Curriculum can be found at http://www.mywf.org.uk/uploads/policy/reysdec2002.pdf Community can include a community of interest. Inform organisations in the catchment area of own work - tell other organisations before you start of your surveys and plans for the area which may infringe on their responsibilities patch or interest. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 43

Unit 306 Support young people who are looked after or are leaving care UAN: A/502/5224 Level: Level 3 Credit value: 3 GLH: 23 Aim This unit aims to enable learners to support young people who are looked after or leaving care and to understand the relevant statutory and legal frameworks 1. Understand the issues affecting young people who are looked after or leaving care 1.1 Explain the social, emotional and personal issues that might arise for young people who are looked after or are leaving care 1.2 Explain the key factors that may be relevant to the needs of these young people, for example, employment and/or education status, their health and well-being, existing care plans, potential risks for themselves or others 2. Understand how to support young people who are looked after or leaving care 2.1 Describe the sources of information and support services which are available to support young people who are looked after or leaving care 2.2 Enable young people to explore their views, choices and perceptions of their care situation or change of situation and to understand the potential consequences of their choices 2.3 Encourage young people to maintain positive relationships and contact with family, carers and/or significant others 44 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Know about the statutory and legal frameworks in relation to young people who are looked after or leaving care 3.1 Describe the statutory and legal frameworks for protecting young people who are looked after or leaving care 3.2 Explain how to give support in a way that balances the interests of the young person, inherent risks and legal duties of care City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 45

Unit 306 Support young people who are looked after or are leaving care Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Looked after or are leaving care children and young people who are or have been accommodated under Section 20 of The Children Act 1989 or have been subject to a Care Order under Section 31 of The Children Act 1989. Choices this may relate to: Lifestyle choices Education or employment Relationship choices Accommodation 46 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 307 Provide information and advice to children and young people UAN: A/601/1334 Level: Level 3 Credit value: 3 GLH: 22 Aim The aim of this unit is to provide the learner with the skills and knowledge to enable them to provide accurate, up to date and impartial information and advice to children and young people, so they can make informed choices about their future 1. Understand the role of practitioners in providing information and advice to children and young people 1.1 Explain the importance of providing accurate and up to date information and advice to children and young people 1.2 Explain the role of practitioners in providing impartial information and advice to children and young people 2. Be able to establish and address the information and advice needs of children and young people 2.1 Encourage the participation of and engagement with children and young people to establish their information and advice needs 2.2 Select information from appropriate sources that will best meet the needs of the young person 2.3 Verify the accuracy and currency of information before presenting it to the young person 2.4 Explain approaches to managing situations when the child and young person s choices are different to those of their carers City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 47

Learning outcome The learner will: 3. Be able to provide children and young people with appropriate information and advice to enable them to make informed choices 3.1 Explain why it is important to provide opportunities for children and young people to make informed choices 3.2 Evaluate with the young person the choices available to them 3.3 Demonstrate in own practice how to check that the young person has understood the range of options available to them. 3.4 Record the interaction with the young person following all organisational procedures and legal requirements 48 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 307 Provide information and advice to children and young people Supporting information Evidence requirements Learning Outcomes 2 and 3 must be assessed in a real work environment. Simulation is not allowed Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Encourage the participation of and engagement with children and young people may include: Active listening Open questioning Checking understanding Summarising Presenting information Inviting feedback Using appropriate settings Appropriate sources may include: Paper-based sources, eg career development leaflets, college/hei prospectuses Web based sources, eg UCAS Choices available may include: Remaining in full time education Applying for an apprenticeship/advanced apprenticeship Progressing to higher education Employment Legal requirements must include: Data protection Confidentiality City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 49

Unit 308 Support young people who are asylum seekers UAN: D/502/5278 Level: Level 3 Credit value: 3 GLH: 23 Aim This unit requires the learner to understand the issues affecting young asylum seekers, how to support them and understand the relevant statutory and legal frameworks. 1. Understand the issues affecting young people who are asylum seekers 1.1 Describe the issues which may affect the daily lives of young people who are asylum seekers 1.2 Explain the impact of the broader social and legal environment on the needs of young asylum seekers 2. Understand how to support young people who are asylum seekers 2.1 Describe the information, advice, agencies, charities and support services which are available to asylum seekers 2.2 Enable young people to identify their concerns, priorities and realistic options 2.3 Encourage these young people to consider the options of daily life, identifying potential obstacles and how to address them 50 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Know about the statutory and legal frameworks in relation to young people who are asylum seekers 3.1 Describe the statutory and legal frameworks for protecting the rights of young people who are asylum seekers 3.2 Describe the stages of the legal process for asylum seekers including the process for applications for children and the appeal process 3.3 Explain how to give support to asylum seekers in a way that balances the interests of the young person, inherent risks and any legal duties of care City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 51

Unit 308 Support young people who are asylum seekers Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Agencies, charities and support. These can be national as well as local. Asylum seekers this may relate to: Unaccompanied children and young people Accompanied children and young people 52 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 309 Caseload management UAN: D/601/1343 Level: Level 3 Credit value: 3 GLH: 21 Aim This unit aims to provide the learner with the skills and knowledge to enable them to manage their case load effectively and efficiently, making best use of their own time and promoting improved outcomes for children, young people, their families and carers. 1. Understand the importance of managing personal case load 1.1 Explain the importance of managing personal case load 1.2 Give examples from own practice of pressures on the management of caseloads 2. Be able to prioritise cases in personal case load 2.1 Explain the criteria for prioritising personal case load 2.2 Review and prioritise existing and new cases against specified criteria 2.3 Process cases according to priority 2.4 Explain how to use supervision and other support systems to recognise when additional personal support is required 3. Understand how to review and evaluate the effectiveness of the case management process 3.1 Explain the importance of reviewing and evaluating the effectiveness of the case management process 3.2 Identify and implement improvements in the case management process based on the evaluation City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 53

Unit 309 Caseload management Supporting information Evidence requirements Learning Outcome 2 must be assessed in a real work environment. Simulation is not allowed. Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Criteria for prioritising personal case load include: Urgency of addressing the individual case Potential consequences of postponing the case Own and others work load Organisation s protocols and timescales for processing cases Availability of organisation s resources 54 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 310 Support children and young people to achieve their learning potential UAN: D/601/1357 Level: Level 3 Credit value: 3 GLH: 20 Aim This unit provides knowledge and competence to work with children and young people to ensure that they take every possible opportunity to make the most of learning 1. Understand the legislation and policies that underpin education and learning for children and young people 1.1 Describe the legislation that affects children and young people s access to education and learning opportunities 1.2 Explain how policies have influenced access to learning opportunities for children and young people 2. Be able to support children and young people to work out what they want to learn and achieve 2.1 Demonstrate how to encourage children or young people to recognise how their interests, talents and abilities can help to achieve their aspirations 2.2 Work with a child or young person to help them to see how they can build on their interests, talents and abilities City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 55

Learning outcome The learner will: 3. Be able to work with children and young people to make the most of learning opportunities 3.1 Demonstrate how to work with children or young people to set and monitor progress towards goals and targets 3.2 Support children or young people s learning activities 3.3 Demonstrate how to support children or young people to recognise and deal with attitudes or behaviour that may undermine learning opportunities 3.4 Provide encouragement to children or young people to see how their learning experiences can be applied in other areas of life 3.5 Provide children or young people with enthusiastic feedback to celebrate achievement 4. Know how to work with others to support children and young people to achieve the best possible outcomes from learning opportunities 4.1 Explain the importance of engaging carers in children and young people s learning 4.2 Identify key professionals and their roles in supporting and developing children and young people s learning 4.3 Explain the importance of effective communication between all those involved in a child or young person s learning 56 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 310 Support children and young people to achieve their learning potential Supporting information Evidence requirements Learning outcomes 2 and 3 should be assessed in a real work situation. Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Guidance Policies can be: Local National Feedback may be: Formal Informal Verbal Written Carers may be Parents Family members Foster carers Residential staff Social Worker Communication may include: Face to face Electronic With groups With individuals Using alternative communication methods Written Verbal Non-verbal City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 57

Legislation: as appropriate to relevant UK Home nation. 58 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 311 Support young people in relation to sexual health and risk of pregnancy UAN: F/502/5242 Level: Level 3 Credit value: 2 GLH: 10 Aim This unit aims to enable learners to understand the issues affecting young people in relation to sexual health and risk of pregnancy and how to provide support to them 1. Understand the issues affecting young people in relation to sexual health and risk of pregnancy 1.1 Explain the issues affecting young people in relation to sexual health and risk of pregnancy, including peer pressure, consensual relationships, readiness for sexual activity, contraception, sexually transmitted infections and pregnancy options 1.2 Explain how age, maturity, ethnicity, culture, gender and beliefs can affect attitudes and behaviour in relation to sexual activity, sexual health and pregnancy 1.3 Explain the social, health and educational risk factors associated with early sexual activity or teenage pregnancy 2. Understand how to support young people in relation to sexual health and risk of pregnancy 2.1 Describe relevant sources of information, guidance and support and the range of health services available for these young people 2.2 Explain how to support young people to identify their needs and priorities in relation to their sexual health and risk of pregnancy, in a way that is confidential, non-judgemental and sensitive to their individual situation 2.3 Enable young people to make informed choices in relation to their identified needs and priorities 2.4 Describe the codes of practice, relevant professional guidance and/or organisational policies within which they are working and explain their implications for professional conduct, confidentiality and gaining consent City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 59

Unit 311 Support young people in relation to sexual health and risk of pregnancy Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Simulation is not allowed. Assessment of learners performance must take place in a work-based situation. It is accepted that the assessment of some knowledge and understanding may take place in a different environment, for example in a training and development centre or another environment, which is not the immediate workplace. However, the assessment of this knowledge and understanding should be linked directly to workplace performance and should include performance evidence. Guidance Issues may be: Individual Local National International Young people may: Be of different ages Have specific needs Be part of a group Be individuals seeking information and advice Sources of information these can be Electronic Written Audio Video and can include: information on health education 60 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

rights relationships and activities City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 61

Unit 312 Support young people to move towards independence and manage their lives UAN: F/601/1349 Level: Level 3 Credit value: 3 GLH: 20 Aim This unit provides learners with the understanding and competence to support young people to move towards independence. This should ideally be undertaken over a period of time so that young people are well prepared as they grow older and are ready to be independent adults. This unit is equally important whether young people are leaving care, foster care or family home 1. Understand the way that young people move from dependence to independence 1.1 Explain the reasons why some young people may find it difficult to move to independence 1.2 Explain the concept that independence is relative to each individual young person s stage of development and level of understanding and ability 1.3 Explain the reasons why independence is not always permanent and that some young people may go through transitions and move between dependence and independence at various times 2. Be able to prepare young people for the practical challenges of independence 2.1 Demonstrate how to work with young people to ensure that they can shop, store and prepare food that will provide a healthy, balanced diet 2.2 Prepare plans with young people that will assist them in maintaining their own health and well being 2.3 Provide young people with information to prepare them to manage and maintain accommodation and to find advice if necessary 62 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

2.4 Provide young people with information about how to manage personal finances 2.5 Explain why practical support and advice for independence is a long term project Learning outcome The learner will: 3. Be able to prepare young people for the emotional challenges of independence 3.1 Demonstrate how to encourage young people to recognise the importance of society norms of acceptable behaviour and interaction 3.2 Provide young people with information about where to find support if they feel isolated or lonely 3.3 Explain how to support young people who may feel worried and ambivalent about becoming independent 3.4 Demonstrate how to support young people to develop resilience in order to face challenges and disappointments 3.5 Explain the importance of having somewhere that is home 4. Be able to prepare young people to assess personal risks and protect themselves 4.1 Explain to young people how to assess risks in day to day situations 4.2 Demonstrate how to prepare young people to minimise risks 4.3 Provide young people with information and skills to protect themselves and know when to seek help City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 63

Unit 312 Support young people to move towards independence and manage their lives Supporting information Evidence requirements Learning Outcomes 2, 3 and 4 must be assessed in a real work environment. Simulation is not allowed Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Guidance Reasons why some young people may find it difficult to move to independence may include: Incomplete attachment Abuse/exploitation Disrupted living Disrupted or multiple placements Repeated damaging or unsatisfactory relationships Unresolved emotional issues Physical disability Learning difficulties Mental health problems Risks or threats Maintaining health and well being may include: Registering with GP Seeking medical advice Attending medical screening as necessary Registering with dentist Regular dental check-ups Healthy balanced diet Regular exercise Rest and sleep Manage and maintain accommodation may include: Where to find rented accommodation Process of renting accommodation Legal position of tenants/lodgers 64 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Basic maintenance changing light bulbs etc Simple DIY What repairs are essential Landlord/tenant responsibilities Manage personal finances may include: How to budget How bank accounts work Avoiding/managing debt Money safety Avoiding financial abuse Shoppers rights Financial rights Where to get financial advice Risks in day to day situations may include: In pubs and clubs Shopping in crowds Obtaining cash Shopping online Meeting people through the internet Opening the door to strangers Purchasing on the doorstep City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 65

Unit 313 Support children or young people in their own home UAN: K/601/0132 Level: Level 3 Credit value: 4 GLH: 30 Aim This unit is aimed at support workers who work with children or young people and their carers in the community. It provides the understanding and competence required to work in someone else s home in order to support the achievement of positive outcomes 1. Understand roles and responsibilities in relation to supporting children or young people in their own home 1.1 Outline the policies and procedures and codes of practice that set out responsibilities in supporting children or young people in their home 1.2 Explain why it is important to be reliable and dependable when working with children or young people in their own home 1.3 Explain how both formal and informal risk assessments are carried out when working with children or young people in their own home 1.4 Explain what needs to be recorded when working with children or young people in their own home 1.5 Give examples of any areas that may give cause for concern when working with children or young people in their own home and the actions that should be taken in each case 2. Be able to build positive relationships with children or young people and their carers when working in their home 2.1 Explain the importance of gathering information about the needs and preferences of children or young people 2.2 Demonstrate methods of gathering information about the needs and preferences of children or young people 2.3 Evaluate the complexities of developing relationships with children or young people in their own home as a professional worker 2.4 Explain why a sensitive approach is needed when working with children or young people in their own home 66 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

2.5 Explain steps that can be taken to resolve conflicts or difficulties with children, young people or carers Learning outcome The learner will: 3. Be able to provide support for children or young people to engage in activities that meet their needs and preferences 3.1 Demonstrate how activities with children or young people are planned to include: Preparation of the environment Preparation of resources Consideration of the level of support required 3.2 Demonstrate how children or young people are supported to engage in activities that meet their needs and preferences 3.3 Reflect on the success of activities carried out with children or young people and how planning and implementation of these are reviewed as a result. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 67

Unit 313 Support children or young people in their own home Supporting information Evidence requirements Learning Outcomes 2 and 3 must be assessed in a real work environment. Simulation is not allowed. Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Conflicts can be: Physical Verbal emotional Activities may be: Indoor activities Outdoor activities Activities to meet specific outcomes Activities designed to be single sex, age, faith etc. Part of an on-going programme Stand-alone activities 68 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 314 Working together for the benefit of children and young people UAN: K/601/1698 Level: Level 3 Credit value: 2 GLH: 15 Aim The unit is designed to enable the learner to understand the importance of multi agency and integrated working and to develop the skills of effective communication for professional purposes. It includes and assesses competence in information sharing between those involved in work with children and young people. 1. Understand integrated and multi agency working. 1.1 Explain the importance of multi agency working and integrated working. 1.2 Analyse how integrated working practices and multi agency working in partnership deliver better outcomes for children and young people. 1.3 Describe the functions of external agencies with whom your work setting or service interacts. 1.4 Explain common barriers to integrated working and multi agency working and how these can be overcome. 1.5 Explain how and why referrals are made between agencies. 1.6 Explain the assessment frameworks that are used in own UK Home Nation. 2. Be able to communicate with others for professional purposes. 2.1 Select appropriate communication methods for different circumstances. 2.2 Demonstrate use of appropriate communication methods selected for different circumstances. 2.3 Prepare reports that are accurate, legible, concise and meet legal requirements. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 69

Learning outcome The learner will: 3. Be able to support organisational processes and procedures for recording, storing and sharing information. 3.1 Demonstrate own contribution to the development or implementation of processes and procedures for recording, storing and sharing information. 3.2 Demonstrate how to maintain secure recording and storage systems for information: paper based electronic. 3.3 Analyse the potential tension between maintaining confidentiality with the need to disclose information: where abuse of a child or young person is suspected when it is suspected that a crime has been/may be committed. 70 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 314 Working together for the benefit of children and young people Supporting information Evidence requirements Learning Outcomes 2 and 3 must be assessed in real work environments. Simulation is not allowed. Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Appropriate communication may include: Use of electronic communication aids Use of pictorial and design communication aids such as Makaton Use of an interpreter when appropriate including British/Irish Sign Language interpreters Effective use of the telephone Preparing and delivering presentations Written communication Notes of meetings Personal records Presentations Letters Formal reports Email Multi agency working and integrated working Working in a planned way with other practitioners such as social workers, medical practitioners, education, family members, foster carers etc Outcomes Every Child Matters refers to the Five Outcomes for Children: Stay Safe Enjoy and Achieve Be Healthy Make a Positive Contribution Achieve Economic Well-being City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 71

Prepare reports In some settings where this is not a practitioner s lead responsibility (eg a school) it is acceptable for practitioners to produce an example report or to support the lead practitioner in completing reports that are accurate, legible, concise and meet legal requirements. 72 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 315 Support young people who are involved in anti social and/or criminal activities UAN: L/502/5261 Level: Level 3 Credit value: 2 GLH: 10 Aim This unit aims to enable learners to understand the issues contributing to antisocial and/or criminal activity in young people and provide support to them 1. Understand the underlying issues contributing to the anti-social and/or criminal activity of young people 1.1 Explain the causes and circumstances that may contribute to the antisocial and/or criminal activity of young people including personal, physical, psychological and social factors 1.2 Explain the factors and tensions that may affect the ability of young people and significant others involved with them to address their anti-social and/or criminal behaviour 2. Understand how to support young people who are involved in antisocial and/or criminal activities 2.1 Explain how to enable young people to express their views and understanding of their own behaviour and the effects of their behaviour on significant others 2.2 Explain how to draw up and record a support plan which will benefit the young person and which secures a commitment from those who will be working with the young person 2.3 Describe the types of support and support agencies that may be available for these young people and explain the nature of the relationship between own and other agencies City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 73

Unit 315 Support young people who are involved in anti social and/or criminal activities Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Simulation is not allowed. Assessment of learners performance must take place in a work-based situation. It is accepted that the assessment of some knowledge and understanding may take place in a different environment, for example in a training and development centre or another environment, which is not the immediate workplace. However, the assessment of this knowledge and understanding should be linked directly to workplace performance and should include performance evidence. Guidance Young people may: Be of different ages Have specific needs Be part of a group Be individuals seeking information and advice Significant others could include Informal carers formal carers wider family close friends victims of crime members of the community 74 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 316 Develop interviewing skills for work with children and young people UAN: L/601/1337 Level: Level 3 Credit value: 3 GLH: 21 Aim The aim of this unit is to provide the learner with the skills and knowledge to enable them to conduct effective interviews with children and young people in the context of supporting their learning and development 1. Understand the process of preparing for and planning the interviews 1.1 Identify why it is important to plan for the interview 1.2 Explain the components of the interview planning process 2. Be able to conduct the interview with individual children or young people 2.1 Use appropriate communication skills to encourage the participation of and engagement with the child or young person 2.2 Provide any relevant information about the interview to the child or young person 2.3 Conduct the interview to achieve the desired outcomes 2.4 Record the details of the interview according to confidentiality and information sharing protocols 3. Be able to implement interview follow up procedures 3.1 Identify the interview follow up procedures 3.2 Implement interview follow up procedures City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 75

Unit 316 Develop interviewing skills for work with children and young people Supporting information Evidence requirements Learning Outcomes 2 and 3 must be assessed in a real work environment. Simulation is not allowed. Work with more than one young person would normally be required to demonstrate competence Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Components of the interview planning process: Define interview objectives Gather and assess all relevant information Confirm the interview with the child/young person Prepare the interview environment to facilitate a constructive interview and to ensure the safety of self and interviewee Communication skills may include: Active listening skills Open questioning techniques Use of appropriate body language How to give constructive feedback Ways of empathising with children and young people whilst maintaining professional boundaries How to encourage children and young people to participate and communicate without showing bias or judgement Using an appropriate environment Relevant information includes: Interview objectives Rights and responsibilities of interviewee Rights and responsibilities of interviewer Potential outcomes and interview follow 76 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Interview follow up procedures Recording and storing protocols of interview outcomes and documentation, including dates of future interviews and following confidentiality protocols Referral details (if appropriate) Action plans and reviews City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 77

Unit 317 Support young people to develop, implement and review a plan of action UAN: M/601/1329 Level: Level 3 Credit value: 3 GLH: 25 Aim The purpose of this unit is to provide learners with the skills and knowledge to enable them to work with individual young people to help them develop an action plan. 1. Understand the importance for young people of developing a personal action plan for their future development needs 1.1 Explain why young people should be encouraged to develop a personal action plan to support their future development 1.2 Evaluate the role of the support worker in encouraging young people to develop the action plan 2. Be able to support young people to develop an action plan 2.1 Explain the preliminary and preparatory actions to take when supporting young people to develop an action plan 2.2 Demonstrate how young people are encouraged to identify their needs and aspirations 2.3 Demonstrate in own practice work with young people to identify and evaluate the range of options available to them 2.4 Demonstrate in own practice work with young people to develop an action plan 78 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Be able to support young people to work towards implementation of their action plan 3.1 Give examples from own practice of support required by young people implementing actions within their plan 3.2 Demonstrate how to give practical support for young people working towards implementation of actions within their plan Learning outcome The learner will: 4. Be able to support young people to review and revise their action plan 4.1 Explain why it is important for young people to review their progress against their action plan 4.2 Demonstrate in own practice how to review the action plan with young people Learning outcome The learner will: 5. Be able to review own role in supporting the development and implementation of the young person s action plan 5.1 Explain why it is important to review own contribution to the development and implementation of the young person s action plan 5.2 Evaluate own contribution to the process. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 79

Unit 317 Support young people to develop, implement and review a plan of action Supporting information Evidence requirements Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Reasons why young people should be encouraged to develop a personal action plan include: To identify personal and/or educational development needs To agree achievable goals To agree how to achieve those goals To identify additional support needs Preliminary and preparatory actions may include: Explaining to young people why the action plan is important Checking their understanding Establishing constructive and supporting relationships with the young people Range of options may include: Working to continue in full time education Working towards an apprenticeship Working towards employment An action plan may: Identify clear goals and outcomes Identify achievable timescales for reaching the goals Specify the ways in which the young person will achieve their goals Specify review dates Identify any support needed to achieve those goals such as: o additional formal tuition eg literacy/language skills o support from a learning mentor o support in writing a CV o support to develop interview/employability skills 80 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Review the action plan should include: Identify achievements Identify where goals have not been met Agree reasons for non achievement Revise the action plan to set new goals and milestones Agree any additional support necessary to help the young person to achieve their goals City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 81

Unit 318 Understand how to support positive outcomes for children and young people UAN: M/601/1699 Level: Level 3 Credit value: 3 GLH: 25 Aim This unit aims to provide learners with an understanding of the factors that can impact, both negatively and positively, on the outcomes and life chances of children and young people. It includes approaches to supporting positive outcomes including disability and specific requirements (additional needs) 1. Understand how the social, economic and cultural environment can impact on the outcomes and life chances of children and young people. 1.1 Describe the social, economic and cultural factors that will impact on the lives of children and young people. 1.2 Explain the importance and impact of poverty on outcomes and life chances for children and young people. 1.3 Explain the role of children and young people s personal choices and experiences on their outcomes and life chances. 2. Understand how practitioners can make a positive difference in outcomes for children and young people. 2.1 Identify the positive outcomes for children and young people that practitioners should be striving to achieve. 2.2 Explain the importance of designing services around the needs of children and young people. 2.3 Explain the importance of active participation of children and young people in decisions affecting their lives. 2.4 Explain how to support children and young people according to their age, needs and abilities to make personal choices and experiences that have a positive impact on their lives. 82 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Understand the possible impact of disability, special requirements (additional needs) and attitudes on positive outcomes for children and young people. 3.1 Explain the potential impact of disability on the outcomes and life chances of children and young people. 3.2 Explain the importance of positive attitudes towards disability and specific requirements. 3.3 Explain the social and medical models of disability and the impact of each on practice. 3.4 Explain the different types of support that are available for disabled children and young people and those with specific requirements. Learning outcome The learner will: 4. Understand the importance of equality, diversity and inclusion in promoting positive outcomes for children and young people. 4.1 Explain the meaning of equality, diversity and inclusion in the context of positive outcomes for children and young people. 4.2 Compare, giving examples, ways in which services for children, young people and their carers take account of and promote equality, diversity and inclusion to promote positive outcomes. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 83

Unit 318 Understand how to support positive outcomes for children and young people Supporting information Evidence requirements Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Social, economic and cultural factors may include: Personal choice Being in care system Poverty Housing and community Educational environment Offending or anti social behaviour Health status of self or family member Disability Health support (GP, health clinic, access to A & E etc) Addictions in family or self Bereavement and loss Family expectations and encouragement Religious beliefs and customs Ethnic/cultural beliefs and customs Marginalisation and exclusion Positive outcomes for children and young people may include: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Support may include: Speech and language therapy Support from health professionals additional learning support Assistive technology Specialised services 84 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 319 Support young people who are socially excluded or excluded from school UAN: R/502/5231 Level: Level 3 Credit value: 2 GLH: 10 Aim This unit aims to enable learners to understand the issues affecting young people who are socially excluded or excluded from school and provide support to them. 1. Understand the issues affecting young people who are socially excluded or excluded from school 1.1 Explain the issues that may affect young people who are excluded, including access to services or amenities, crime or anti-social behaviour, isolation or stigmatisation 1.2 Explain the potential effects of exclusion on the health, safety and well-being of these young people 2. Understand how to support young people who are socially excluded or excluded from school 2.1 Enable these young people to reflect on their own beliefs, concerns and priorities to maintain their health, safety and well-being 2.2 Describe the information, support and community services which are available to support excluded young people 2.3 Encourage excluded young people to explore options which are achievable and to discuss the implications or consequences of those options for self, family and significant others City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 85

Unit 319 Support young people who are socially excluded or excluded from school Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Simulation is not allowed. Assessment of learners performance must take place in a work-based situation. It is accepted that the assessment of some knowledge and understanding may take place in a different environment, for example in a training and development centre or another environment, which is not the immediate workplace. However, the assessment of this knowledge and understanding should be linked directly to workplace performance and should include performance evidence. Guidance Excluded could refer to: Excluded from school Social exclusion Health, safety and well-being can include: Personal safety Risk of offending behaviour Risk of being harmed or abused Reduced opportunities for social learning Reduced opportunities for interaction with peers Reduced life chances Significant others could include Informal carers formal carers wider family close friends 86 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 320 Support young people who are not in employment, education or training UAN: R/502/5259 Level: Level 3 Credit value: 2 GLH: 10 Aim This unit requires the learner to understand the issues affecting young people who are not in employment, education or training and how to support them. 1. Understand the issues affecting young people who are not in employment, education or training 1.1 Explain the social, behavioural and personal issues and barriers that may affect young people who are not in employment, education or training 1.2 Explain how these issues can affect young people s opportunities for accessing employment, education or training 2. Understand how to support young people who are not in employment, education or training 2.1 Enable young people to identify and access relevant sources of information, advice and guidance about their employment and training options, rights and responsibilities 2.2 Explain how to encourage young people to explore their needs, wishes and options 2.3 Encourage young people to recognise the positive alternatives that employment, education or training opportunities may offer them 2.4 Assist individuals to assess their preferred options and draw up a realistic plan to achieve them, including actions, resources, and timescales City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 87

Unit 320 Support young people who are not in employment, education or training Supporting information Evidence requirements Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Barriers can include low self esteem cognitive impairment poverty, discrimination poor mental health literacy Sources of information can be National Local Written Electronic Verbal Realistic plan - Such as SMART Specific Measurable Achievable Realistic Timed 88 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 321 Support children and young people to have positive relationships UAN: R/601/1369 Level: Level 3 Credit value: 3 GLH: 20 Aim This unit provides a basic knowledge and competence to support children and young people in the relationships they have with family, friends or professionals 1. Understand the importance of positive relationships for the development and well being of children and young people 1.1 Identify the different relationships children and young people may have 1.2 Explain the importance of positive relationships for development and wellbeing 1.3 Explain the possible effects of children having restricted, or supervised contact in order to maintain relationships 2. Be able to support children and young people to make and maintain positive relationships 2.1 Demonstrate how to support children or young people to maintain relationships with carers or professionals who are important to them 2.2 Explain how to support children or young people to make new relationships 2.3 Provide practical and emotional support to encourage children or young people to commit to and enjoy positive relationships City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 89

Learning outcome The learner will: 3. Understand how to support children and young people when there are relationship difficulties 3.1 Explain why it is important to encourage children or young people to resolve conflict for themselves if possible 3.2 Explain how to support a child or young person who is distressed by relationship difficulties 3.3 Explain how to support a child or young person to end relationships that are making them unhappy 3.4 Describe the circumstances that would result in a relationship causing concern and the actions that should follow 3.5 Explain how to support children or young people to recognise and take action when they are involved in abusive or exploitative relationships 90 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 321 Support children and young people to have positive relationships Supporting information Evidence requirements Learning Outcome 2 must be assessed in real work situations. Simulation is not allowed. Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Different relationships may include: Parental Carer Sibling Family Friendship Emotional/Sexual Acquaintance Professional abusive or exploitative relationships may include: Involving other young people Where the young person is the victim Where the young person is the perpetrator Involving adults Development and wellbeing may include: Social development and well being Emotional development and well being Physical development and well being Cognitive development and well being Moral development and well being City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 91

Relationship difficulties may include: Parents or carers Families Peers Close friends Colleagues or other professionals Restricted, or supervised contact - situations where, for example the child is in the care of the local authority and has limited, supervised or managed contact with their family 92 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 322 Support the referral process for children and young people UAN: R/601/1386 Level: Level 3 Credit value: 3 GLH: 20 Aim The aim of this unit is to provide the skills and knowledge to enable learners to provide appropriate referral opportunities for children and young people as required 1. Understand the referral options that are available for children and young people 1.1 Explain the services provided by individuals and agencies that children and young people can be referred to 1.2 Explain how to identify the most appropriate referral opportunity for children and young people 2. Be able to work with children and young people in order to encourage their participation in the referral process. 2.1 Demonstrate in own practice how to encourage participation of children or young people during the referral process 2.2 Demonstrate in own practice how to support children or young people to make realistic and appropriate choices in terms of their referral options 3. Be able to support children and young people through the referral process 3.1 Explain how children and young people are supported through difficult decisions and conflict situations. 3.2 Facilitate the referral process between the child or young person and the referral opportunity City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 93

Learning outcome The learner will: 4. Be able to evaluate the effectiveness of the referral process suggesting improvements 4.1 Evaluate the referral process 4.2 Suggest improvements to the referral process in the light of the evaluation 94 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 322 Support the referral process for children and young people Supporting information Evidence requirements Learning Outcomes 2, 3 and 4 must be assessed in a real work environment. Simulation will not be permitted Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Individuals and agencies include: Colleagues in own organisation Colleagues in other organisations including: o Education welfare o Education psychologist o CAMHS o Drug and alcohol teams o SENCO o Youth offending team o Behaviour and educational support teams (BEST) o Support for gifted and talented students City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 95

Unit 323 Support young people with mental health problems UAN: T/502/5240 Level: Level 3 Credit value: 3 GLH: 22 Aim This unit aims to enable learners to understand the issues affecting young people with mental health problems, how to support them and to know about the relevant statutory and legal frameworks 1. Understand the issues affecting young people with mental health problems 1.1 Explain the social, emotional and psychological issues that may affect the well-being of young people with mental health problems 1.2 Explain the factors that may affect the needs of these young people, such as physical, medical and mental health care, social and sexual well-being or harmful behaviours 2. Understand how to support young people with mental health problems 2.1 Describe the sources of information, agencies and support services which are available to help young people with mental health problems 2.2 Explain how to help build self-confidence, independence and selfesteem in young people with mental health problems 2.3 Enable young people with mental health problems to express their views, anxieties and feelings about their support needs, without fear of pressure or judgement 96 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Know about the statutory and legal frameworks in relation to young people with mental health problems 3.1 Describe the statutory and legal frameworks for protecting young people with mental health problems 3.2 Explain how to work in partnership with families, parents, carers or significant others in a way that balances the rights and interests of these young people against any limitations required for their protection City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 97

Unit 323 Support young people with mental health problems Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Guidance Sources of information may include: Medical support Emotional support Practical support Be web based Be face to face Be written The young person s mental health problem must have been formally diagnosed by a mental health practitioner 98 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 324 Facilitate the learning and development of children and young people through mentoring UAN: T/601/1381 Level: Level 3 Credit value: 4 GLH: 30 Aim This unit describes the skills and knowledge required to identify the learning and development needs of children and young people and help them express their goals and aspirations. It also describes the application of those skills and knowledge to the practice of mentoring individual children or young people to enable them to achieve identified and agreed outcomes. Reviewing the effectiveness of the mentoring process is also an important outcome of the unit 1. Understand how to facilitate the learning and development needs of children and young people through mentoring 1.1 Explain the interpersonal and communication skills required to facilitate the learning and development needs of children and young people 1.2 Explain how different learning styles and methods impact on the learning and development of children and young people 2. Be able to support children and young people to address their individual learning and development needs 2.1 Support children or young people to express their goals and aspirations 2.2 Support children or young people to identify ways of removing barriers to achievement 2.3 Develop an action plan to address individual learning and development needs of children or young people. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 99

Learning outcome The learner will: 3. Be able to promote the wellbeing, resilience and achievement of individual children and young people through mentoring 3.1 Explain the importance of promoting the wellbeing, resilience and achievement of children and young people through mentoring 3.2 Demonstrate mentoring strategies and activities with children or young people that support their well being and resilience Learning outcome The learner will: 4. Be able to review the effectiveness of the mentoring process 4.1 Assess the progress of individual children or young people against their action plans, suggesting improvements 4.2 Evaluate the effectiveness of the mentoring process in facilitating the learning and development of the individual children or young people 100 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 324 Facilitate the learning and development of children and young people through mentoring Supporting information Evidence requirements Learning Outcomes 2, 3 and 4 must be assessed in a real work environment. Simulation is not allowed. Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Guidance Interpersonal and communication skills include: Effective listening skills Open questioning techniques Use of appropriate body language How to give constructive feedback Ways of empathising with children and young people whilst maintaining professional boundaries How to encourage children and young people to participate and communicate effectively in the mentoring process Different learning styles and methods include: 1:1 learning Working in pairs Group working Using electronic learning aids Visual, auditory and tactile learning styles Barriers to achievement may include: Low levels of literacy/communication skills Low levels of numeracy skills Bias and stereotyping in the learning process Low learner motivation Parental and/or peer influence City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 101

Action plan for learning may include the following: Clear targets and outcomes appropriate for the individual learner Clear timescales for achievement Agrees the support that will be provided to help achievement of targets Agrees clear review and revision processes and procedures 102 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 325 Understand how to safeguard the well being of children and young people UAN: Y/601/1695 Level: Level 3 Credit value: 3 GLH: 25 Aim This unit provides the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety 1. Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people. 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. 1.2 Explain child protection within the wider concept of safeguarding children and young people. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. 1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. 1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection, information handling and sharing. 2. Understand the importance of working in partnership with other organisations to safeguard children and young people. 2.1 Explain the importance of safeguarding children and young people. 2.2 Explain the importance of a child or young person centred approach. 2.3 Explain what is meant by partnership working in the context of safeguarding. 2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 103

Learning outcome The learner will: 3. Understand the importance of ensuring children and young people s safety and protection in the work setting. 3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting. 3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them. 3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected. 3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits. 4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed. 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding. 4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting. 4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged. 5. Understand how to respond to evidence or concerns that a child or young person has been bullied. 5.1 Explain different types of bullying and the potential effects on children and young people. 5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place. 5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged. 104 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 6. Understand how to work with children and young people to support their safety and wellbeing. 6.1 Explain how to support children and young people s self-confidence and self-esteem. 6.2 Analyse the importance of supporting resilience in children and young people. 6.3 Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety. 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety. Learning outcome The learner will: 7. Understand the importance of e-safety for children and young people. 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone. 7.2 Describe ways of reducing risk to children and young people from: social networking internet use buying online using a mobile phone City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 105

Unit 325 Understand how to safeguard the well being of children and young people Supporting information Evidence requirements Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Guidance Day to day work may include: Childcare practice Child protection Risk assessment Ensuring the voice of the child or young person is heard (eg providing advocacy services) Supporting children and young people and others who may be expressing concerns Different organisations may include: Social work agencies NSPCC Health visiting GP Probation Police School Psychology service Policies and procedures may include: Working in an open and transparent way Listening to children and young people Duty of care Whistle-blowing Power and positions of trust Propriety and behaviour Physical contact Intimate personal care Off site visits Photography and video Sharing concerns and recording/reporting incidents 106 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Bullying may include: Physical (pushing, kicking, hitting, pinching and other forms of violence or threats) Verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing) Emotional (excluding, tormenting, ridicule, humiliation) Cyber bullying (the use of Information and Communications Technology, particularly mobile phones and the internet, deliberately to upset someone else) Specific types of bullying, which can relate to all the above, such as homophobic or gender-based, racist, relating to special educational needs and disabilities Concerns or evidence that a child or young person has been abused, harmed or bullied, or maybe at risk of harm, abuse or bullying may include: Disclosure Allegations Signs and indicators of abuse e-safety may include: internet mobile phones social networking sites other electronic media City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 107

Unit 326 Implementing exchange programmes UAN: Y/501/1542 Level: Level 3 Credit value: 9 GLH: 12 Aim This unit is for those who are engaged in arranging and evaluating exchange programmes. 1. Implement an exchange Programme. 1.1 Plan and implement an exchange programme. 1.2 Explain the purpose of the programme. 1.3 Manage the financial, physical and human resources of the programme. 1.4 Negotiate the participation of young people. 1.5 Assess, through risk assessment, the health and safety and child protection issues. 1.6 Describe the responsibilities of leaders as facilitators working in partnership. 1.7 Evaluate the effectiveness of the intercultural learning in the programme. 2. Encourage and support the participation of young people in the planning and implementation of an exchange programme. 2.1 Identify key factors to consistently involve young people at all stages of the exchange programme. 2.2 Assess how the professional ethics, principles and practice approaches involved in working with young people were applied. 2.3 Identify how the programme addressed the views, needs and concerns of the young people. 2.4 Assess what facilitation roles and participative techniques where utilised. 108 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Evaluate the Exchange programme. 3.1 Critically evaluate the exchange programme. 3.2 Evaluate the role of reflective learning in the implementation of the programme. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 109

Unit 327 Understanding exchange programmes UAN: H/501/1544 Level: Level 3 Credit value: 6 GLH: 24 Aim This unit requires the learner to understand the role and purpose of exchange programmes and to demonstrate the knowledge needed to conduct them in line with the principles of safeguarding young people and professional ethics. They will need to demonstrate the skills and knowledge required to plan design and facilitate an exchange programme. 1. Demonstrate an understanding of the role and purpose of exchange programmes. 1.1 Critically evaluate the role and purpose of exchange programme within a national or international dimension. 2. Demonstrate an ability to apply reflective learning practice within the context of exchange work. 2.1 Identify keys ways in which reflective practice is educational, professional, systematic and ethical. 2.2 Critically analyse the importance and benefits of reflective practice for exchange programmes. 2.3 Apply reflective practice to own situation. 110 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Demonstrate an understanding of the professional ethics, principles and practice of working with young people in exchange programmes. 3.1 Critically analyse how professional ethics, principles and practice should impact on own practice and procedures. 3.2 Identify key factors that encourage respect for young people s diversity and social inclusion. 3.3 Identify key factors that promote young peoples rights to make own decision and choices. 3.4 Identify key factors that ensure the welfare and safety of young people. 3.5 Explain the importance of accountability and recognising the boundaries between personal and professional life. Learning outcome The learner will: 4. Recognise the rationale and principles of child protection and health and safety policy and practice in relation to school and youth exchange programmes. 4.1 Explain and justify appropriate measures to ensure child protection. 4.2 Explain and justify appropriate measures to ensure health and safety and risk assessment. Learning outcome The learner will: 5. Understand the process of planning and designing an exchange programme. 5.1 Explain the purpose of an exchange programme. 5.2 Explain the management of the financial, physical and human resources of a programme. 5.3 Describe and evaluate ways to ensure the participation of young people on a programme. 5.4 Describe and evaluate how to address the views, needs and concerns of the participants. 5.5 Assess health and safety protection issues. 5.6 Describe the responsibilities of leaders, facilitation roles and methods of working in partnership. 5.7 Evaluate the effectiveness of the intercultural learning programme. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 111

Learning outcome The learner will: 6. Examine and demonstrate the skills required for facilitating an exchange programme with a partner organisation. 6.1 Critically evaluate various facilitation and partnership roles and comment on their appropriate usage. 6.2 Explain the skills required for facilitation, co-facilitation and working in partnership within an exchange programme. 6.3 Identify and explain the implications of different working practices between the formal and informal education sectors in the context of exchange programmes. 7. Demonstrate familiarity with appropriate methods of evaluating exchange programmes. 7.1 Critically assess methods of evaluating exchange programmes. 112 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Unit 327 Understanding exchange programmes Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning. Evidence must relate to exchange programmes Guidance Exchange Programme Any activity that can be described as an exchange of young people, facilitators or information at a regional, national or international level. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 113

Unit 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage UAN: F/600/9777 Level: Level 4 Credit value: 5 GLH: 40 Aim This unit aims to provide learners with an indepth understanding of the effects of poverty and disadvantage on children and young people 1. Understand the factors that may impact on the outcomes and life chances of children and young people. 1.1 Identify the factors that impact on outcomes and life chances for children and young people. 1.2 Explain the critical importance of poverty in affecting outcomes and life chances. 1.3 Analyse a strategic national or local policy that has positive impact on outcomes and life chances for children and young people. 1.4 Explain why strategic direction from national and local policy is required to address factors impacting on outcomes and life chances for children and young people and young people. 2. Understand how poverty and disadvantage affect children and young people s development. 2.1 Analyse how poverty and disadvantage may affect children and young people s: Physical development Social and emotional development Communication development Intellectual development Learning 114 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Learning outcome The learner will: 3. Understand the importance of early intervention for children and young people who are disadvantaged and vulnerable. 3.1 Explain what is meant by both disadvantage and vulnerability. 3.2 Explain the importance of early intervention for disadvantaged and/or vulnerable children and young people. 3.3 Evaluate the impact of early intervention. Learning outcome The learner will: 4. Understand the importance of support and partnership in improving outcomes for children and young people who are experiencing poverty and disadvantage. 4.1 Research the policy and guidance impacting on support services at national level, and evaluate how this operates at local level. 4.2 Explain how carers can be engaged in the strategic planning of services. 4.3 Analyse how practitioners can encourage carers to support children and young people s learning and development. 4.4 Explain how the interface with adult services is structured so that the needs of children and young people whose carers are users of services are taken into account. Learning outcome The learner will: 5. Understand the role of the practitioner in supporting children and young people who are vulnerable and experiencing poverty and disadvantage. 5.1 Explain how positive practice with children and young people who are experiencing poverty and disadvantage may increase resilience and self confidence. 5.2 Explain why it is important for practitioners to have high expectations of and ambitions for, all children and young people regardless of their circumstances and background. 5.3 Analyse how and why practitioners should act as agents and facilitators of change in own work setting. City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 115

Unit 401 Understand the needs of children and young people who are vulnerable and experiencing poverty and disadvantage Supporting information Evidence requirements Evidence of learner performance should be derived from assessor observation and/or testimony from an expert witness of the learner carrying out real work activities in the workplace. Knowledge evidence requirements can be met through inferred knowledge in performance evidence or through RPL, assignment, reflective account, professional discussion and questioning Guidance Factors impacting on children and young people s life chances may include: Poverty Social and community pressures Health status Abuse and neglect Violent and/or offending family or personal backgrounds Race, gender, sexual orientation Asylum seeking or victims of trafficking Intervention may: Refer to education Refer to social care needs Refer to health needs Be supportive of carers Ensure the safety of the young person Be the result of a formal assessment Involve one or more practitioner Carers may include: Parents Family members Foster Carers 116 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)

Carers are users of services may relate to: Physical disability Mental health problems Addictions and substance misuse Offending behaviour Learning disability A vulnerable child/young person is defined as: A child/young person and their family who needs some additional support in order to reach the best outcomes, because of their social, economic, physical, emotional or family circumstances City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33) 117

Appendix 1 Sources of general information The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on www.cityandguilds.com. Centre Manual - Supporting Customer Excellence contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve approved centre status, or to offer a particular qualification, as well as updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document includes sections on: The centre and qualification approval process Assessment, internal quality assurance and examination roles at the centre Registration and certification of candidates Non-compliance Complaints and appeals Equal opportunities Data protection Management systems Maintaining records Assessment Internal quality assurance External quality assurance. Access to Assessment & Qualifications provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment. The centre homepage section of the City & Guilds website also contains useful information such on such things as: Walled Garden: how to register and certificate candidates on line Qualifications and Credit Framework (QCF): general guidance about the QCF and how qualifications will change, as well as information on the IT systems needed and FAQs Events: dates and information on the latest Centre events Online assessment: how to register for e-assessments. 118 City & Guilds Level 3 Award/Certificate/Diploma in Youth Work Practice (9268-31/32/33)