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Level 2 Award/Certificate in Youth Work Practice (9268-21/22) July 2011 Version 1.0 (Dec 2011)

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2 City & Guilds Level 2 Award/Certificate in Youth Work Practice (9268-21/22)

Qualification at a glance

Subject area Youth Work

City & Guilds number 9268

Age groups approved 16+

Entry requirements None

Assessment Pass

Fast track 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

Support materials Centre handbook

Registration and certification

Consult the Walled Garden/Online Catalogue for last dates

Title and level City & Guilds number

Accreditation number

Level 2 Award in Youth Work Practice

9268-21 600/1013/7

Level 2 Certificate in Youth Work Practice

9268-22 600/0375/3

Version and date Change detail Section

1.0 Dec 2011 Minor layout changes Error! Reference source not found.

City & Guilds Level 2 Award/Certificate in Youth Work Practice (9268-21/22) 3

Contents

1 Introduction 4 2 Centre requirements 7 3 Delivering the qualification 9 4 Assessment 10 5 Units 14 Unit 101 Diversity and faith 16 Unit 201 Safeguarding young people in a youth work setting19 Unit 202 Support the provision of information and advice to

young people 23 Unit 203 Understanding youth work principles and practice 26 Unit 204 Youth work principles, knowledge and skills in work

based practice 29 Unit 205 Support children and young people with disabilities

and special education needs 33 Unit 206 Contribute to the support of positive environments

for children and young people 37 Unit 207 Developing communication skills within peer

activities 41 Unit 208 Contribute to children and young people’s health

and safety 44 Unit 209 Dealing with challenging behaviour within peer

activities 48 Unit 210 Designing and delivering a programme of peer

education activities 51 Unit 211 Working with peers in one to one situations 55 Unit 212 Understand partnership working in services for

children and young people 57 Unit 213 Working with peers in a group 61 Unit 214 Support children and young people’s play and

leisure 64 Unit 215 Designing, creating and reviewing learning

resources for peer activities 68 Unit 216 Reviewing and sharing learning from peer education

activities 71 Unit 217 Safeguarding the welfare of children and young

people 73 Unit 218 Community development within a faith context 76 Unit 314 Working together for the benefit of children and

young people 79 Appendix 1 Sources of general information 82


1 Introduction

This document tells you what you need to do to deliver the qualifications:

Area Description

Who are the qualifications for?

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.

What do the qualifications cover?

The qualifications cover areas such as

• principles of youth work

• working one to one with young people

• developing and implementing activities

• health and safety.

Are the qualifications part of a framework or initiative?

The Level 2 Certificate in Youth Work Practice serves as the main vocational element of the Intermediate apprenticeship framework in England.

What opportunities for progression are there?

Candidates will be able to progress from Level 2 to Level 3 or to other areas at the same level, eg Playwork, Children’s and Young People’s Workforce Qualifications or Learning and Development or Advice Guidance after Level 3

Structure To achieve the Level 2 Award in Youth Work Practice, learners must achieve a minimum of 10 credits: 3 credits from the mandatory unit and a minimum of 7 credits from the optional units available.

Unit accreditation number

City & Guilds unit

Unit title Credit value

Mandatory

K/602/6380 203 Understanding youth work principles and practice

3

Optional

T/501/9308 101 Diversity and faith 2

A/602/6383 201 Safeguarding young people in a youth work setting

4

J/602/6385 202 Support the provision of information and advice to young people

3



City & Guilds unit


F/602/6384 204 Youth work principles, knowledge and skills in work based practice

7

D/601/6526 205 Support children and young people with disabilities and special education needs

4

H/601/3496 206 Contribute to the support of positive environments for children and young people

3

H/601/7936 207 Developing communication skills within peer activities

1

J/601/3491 208 Contribute to children and young people’s health and safety

3

J/601/7900 209 Dealing with challenging behaviour within peer activities

1

J/601/9081 210 Designing and delivering a programme of peer education activities

3

K/601/7937 211 Working with peers in one to one situations

1

M/601/3498 212 Understand partnership working in services for children and young people

2

M/601/7938 213 Working with peers in a group 1

T/601/6564 214 Support children and young people’s play and leisure

3

T/601/7939 215 Designing, creating and reviewing learning resources for peer activities

1

Y/601/9084 216 Reviewing and sharing learning from peer education activities

1

K/601/3323 217 Safeguarding the welfare of children and young people

3

Y/501/9432 218 Community development within a faith context

2

K/601/1698 314 Working together for the benefit of children and young people

2

To achieve the Level 2 Certificate in Youth Work Practice, learners must achieve a minimum of 23 credits; 17 credits from the mandatory units and a minimum of 6 credits from the optional units available.


City & Guilds unit


Mandatory

A/602/6383 201 Safeguarding young people in a youth work setting

4

J/602/6385 202 Support the provision of information and advice to young people

3



City & Guilds unit


K/602/6380 203 Understanding youth work principles and practice

3

F/602/6384 204 Youth work principles, knowledge and skills in work based practice

7

Optional

T/501/9308 101 Diversity and faith 2

D/601/6526 205 Support children and young people with disabilities and special education needs

4

H/601/3496 206 Contribute to the support of positive environments for children and young people

3

H/601/7936 207 Developing communication skills within peer activities

1

J/601/3491 208 Contribute to children and young people’s health and safety

3

J/601/7900 209 Dealing with challenging behaviour within peer activities

1

J/601/9081 210 Designing and delivering a programme of peer education activities

3

K/601/7937 211 Working with peers in one to one situations

1

M/601/3498 212 Understand partnership working in services for children and young people

2

M/601/7938 213 Working with peers in a group 1

T/601/6564 214 Support children and young people’s play and leisure

3

T/601/7939 215 Designing, creating and reviewing learning resources for peer activities

1

Y/601/9084 216 Reviewing and sharing learning from peer education activities

1

K/601/3323 217 Safeguarding the welfare of children and young people

3

Y/501/9432 218 Community development within a faith context

2

K/601/1698 314 Working together for the benefit of children and young people

2


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.


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 2 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.


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.


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.


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 2 Certificate in Youth Work Practice

Unit number

Unit title Assessment method

101 Diversity and faith Portfolio

201 Safeguarding young people in a youth work setting

Portfolio

202 Support the provision of information and advice to young people

Portfolio

203 Understanding youth work principles and practice

Portfolio

204 Youth work principles, knowledge and skills in work based practice

Portfolio

205 Support children and young people with disabilities and special education needs

Portfolio

206 Contribute to the support of positive environments for children and young people

Portfolio

207 Developing communication skills within peer activities

Portfolio


Unit number


208 Contribute to children and young people’s health and safety

Portfolio

209 Dealing with challenging behaviour within peer activities

Portfolio

210 Designing and delivering a programme of peer education activities

Portfolio

211 Working with peers in one to one situations Portfolio

212 Understand partnership working in services for children and young people

Portfolio

213 Working with peers in a group Portfolio

214 Support children and young people’s play and leisure

Portfolio

215 Designing, creating and reviewing learning resources for peer activities

Portfolio

216 Reviewing and sharing learning from peer education activities

Portfolio

217 Safeguarding the welfare of children and young people

Portfolio

218 Community development within a faith context

Portfolio

314 Working together for the benefit of children and young people

Portfolio

Level 2 Award in Youth Work Practice

Unit number


101 Diversity and faith Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Unit number



Portfolio

211 Working with peers in one to one situations Portfolio


Portfolio

213 Working with peers in a group Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


Portfolio


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 (UAN)

• 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)

101 Diversity and faith 2 T/501/9308


4 A/602/6383


3 J/602/6385


3 K/602/6380


7 F/602/6384


4 D/601/6526


3 H/601/3496

http://register.ofqual.gov.uk/Unit�


Unit number

Unit title Credits QCF unit number (UAN)


1 H/601/7936


3 J/601/3491


1 J/601/7900


3 J/601/9081

211 Working with peers in one to one situations

1 K/601/7937


2 M/601/3498

213 Working with peers in a group 1 M/601/7938


3 T/601/6564


1 T/601/7939


1 Y/601/9084


3 K/601/3323


2 Y/501/9432


2 K/601/1698


Unit 101 Diversity and faith

UAN: T/501/9308

Level: Level 1

Credit value: 2

GLH: 18

Aim This unit is about how youth workers can help to promote best practice by recognising differences and challenging discrimination. It looks at different faith groups, and considers how they can work together to reduce discrimination and prejudice. The unit considers legislation which supports diversity and how the policies and practices of organisations must reflect the law.

Learning outcome The learner will:

1. Understand the meaning of the terms ‘diversity’ and ‘faith’ (B1, B3, B7)

Assessment criteria

The learner can: 1.1 Identify different definitions of the term ‘diversity’ 1.2 Give an example of the term ‘faith’


2. Recognise a range of faith groups and their practices (B1, B3, B7)

Assessment criteria

The learner can: 2.1 Identify at least three faith groups:

a) Locally b) Nationally c) Globally

2.2 Outline their different practices and beliefs


3. Understand prejudice and discrimination (B1, B3, B7)

Assessment criteria

The learner can: 3.1 State what is meant by the terms ‘prejudice’ and ‘discrimination’ 3.2 Identify how prejudice and discrimination can undermine equal

treatment



4. Understand appropriate underpinning legislation relating to equality and diversity (B1, B3, B7)

Assessment criteria

The learner can: 4.1 List relevant UK legislation 4.2 Outline how legislation supports organisations’ policy and practice


5. Understand the importance of respecting diversity (B1, B3, B7)

Assessment criteria

The learner can: 5.1 Give two examples of a lack of tolerance of faith groups within society 5.2 State why it is important to respect diversity 5.3 Identify two challenges of diversity


6. Understand how faith groups can promote and support equality and diversity (C3)

Assessment criteria

The learner can: 6.1 Outline ways in which faith groups can work together to promote

equality and diversity


Unit 101 Diversity and faith Supporting information

Evidence requirements Evidence which demonstrates unacceptable prejudices or discriminatory behaviour on the part of the Learner will not meet the criteria.

Guidance Organisations may be:

• Local

• National

• Own organisation

• Other specific organisations Learners will benefit from meeting with different faith groups. They should avoid stereotypical views of different groups. This will enable them to appreciate that groups may have similarities but each individual will have their own unique way of living their life. Assessment may be through assignments or question and answer. Learners will benefit from having their own views challenged. Faith groups: refers to organisations or groups which share a similar set of beliefs and values. Policy and practice: refers to the overarching guidelines which govern the activities of the organisation and how they are put into practice on a day to day basis. Equal treatment: refers to fair treatments of individuals ensuring they have an equal chance to participate and achieve. Challenges of diversity: refers to ways in which individuals, groups or organisations can challenge discriminatory behaviour in others


Unit 201 Safeguarding young people in a youth work setting

UAN: A/602/6383

Level: Level 2

Credit value: 4

GLH: 30

Aim This unit is about the role and responsibility of the youth worker in ensuring young people and others are kept safe from harm and abuse. It considers the various legislation and requirements that underpin best practice in safeguarding and explores issues that may arise from reporting incidents of harm and abuse.


1. Understand health and safety legislation, policies and procedures

Assessment criteria

The learner can: 1.1 Identify the legislation, policies and procedures relevant to own role

within the workplace in relation to health and safety 1.2 Describe personal health and safety responsibilities within the

workplace


2. Know the legislation, policies, procedures relating to the safeguarding of young people

Assessment criteria

The learner can: 2.1 Describe how legislation, policies and procedures regarding

safeguarding impact on own role in the workplace 2.2 State the boundaries of confidentiality when working with young

people 2.3 Identify the workplace incident reporting and record keeping

processes and their functions 2.4 Describe the issues which may arise in implementing safeguarding

procedures



3. Be able to assess risk in a youth work setting

Assessment criteria

The learner can: 3.1 Describe possible risks within the workplace 3.2 Carry out a risk assessment within a supervised youth work

setting 3.3 Identify steps to reduce potential hazards in the workplace


Unit 201 Safeguarding young people in a youth work setting

Supporting information

Evidence requirements Learners must produce evidence relating to a real work setting.

Guidance Legislation, policies and procedures include:

• Current national and European laws relating to health and safety and safeguarding

• Current national, local and European regulations and requirements relating to Health and Safety and safeguarding

• Organisational policies and procedures Safeguarding: refers to ensuring that young people are kept safe from harm and abuse from:

• Adults they know well

• Adults they do not know well

• Other young people

• Self

• Agencies and organisations

• Electronic sources of abuse and harm They may need to be safeguarded from issues such as:

• Offending behaviour

• Substance misuse

• Exploitation

• Harassment

• Sexual abuse

• Physical abuse

• Neglect

• Emotional abuse

• Discrimination

• Bullying Supervised youth work setting includes:

• Indoor settings

• Outdoor settings

• Usual group meeting place

• Groups holiday or activity setting

• Occasional settings


Hazards may relate to:

• Accidents or incidents which may harm the young person or others

• Behaviour that challenges

• Bullying

• Specific needs of an individual or group Learners must appreciate their role and responsibility to ensure the safety of young people and others. They must recognise the importance of taking action to safeguard young people and be prepared to manage the potential issues which may arise. Legislation, regulations, policies and procedures must be current and cover aspects of health and safety such as:

• COSHH

• Fire safety

• Infection control

• Safeguarding from abuse

• First aid

• Dealing with behaviour that challenges

• Lone working safety

• VDU screen safety NB this is not an exhaustive list; other areas may be appropriate depending on the youth work setting. Safeguarding procedures: are those laid out in the organisations policies and procedures. These must reflect the legal requirements and those of the Local Safeguarding Children’s Board. Workplace: refers to any setting or location in which a youth worker meets with young people as part of their work role.


Unit 202 Support the provision of information and advice to young people

UAN: J/602/6385

Level: Level 2

Credit value: 3

GLH: 22

Aim This unit is about the role and responsibility of youth workers to offer information and advice to young people which is accurate, up to date and impartial. It covers aspects such as identifying suitable sources of information, enabling and encouraging active participation and recording the actions taken by the youth worker.


1. Understand the role of youth workers in providing information and advice to young people

Assessment criteria

The learner can: 1.1 Describe the importance of providing accurate and up to date

information and advice to young people 1.2 Describe the role of youth workers in providing impartial information

and advice to young people


2. Be able to support young people to access information and advice

Assessment criteria

The learner can: 2.1 Support the participation of and engagement of young people to

establish their information and advice needs 2.2 Identify information from appropriate sources that will best meet

the needs of the young person 2.3 Record the interaction with the young person following all

organisational procedures


Unit 202 Support the provision of information and advice to young people


Evidence requirements Simulation is not allowed as the only assessment method although learners may benefit from opportunities to role play situations in which they offer advice and information to individuals with differing needs. The information and advice offered must be accessible to the young person, current and accurate.

Guidance Information and advice may relate to:

• Education and employment

• Personal issues

• Relationships

• Financial matters

• Health matters

• Local facilities to support specific needs

• Activities, hobbies, sports or pastimes Young people may:

• Be of different ages

• Have specific needs

• Be part of a group

• Be individuals seeking information and advice Appropriate sources include:

• Statutory services

• Third sector organisations

• National agencies or organisations

• Local agencies or organisations

• Internet resources

• Leaflet or booklet resources

• Individuals who can offer specialist advice or support Learners should be in a real work situation where they can offer or assist in offering information and advice to young people. Assessment methods include:

• Observation of practice, assignments, work products, reflective accounts or witness testimonies.


All information relating to individuals and young people must remain confidential. Learners must recognise that some young people may require information and advice in specific formats, such as different languages, visual or electronic.


Unit 203 Understanding youth work principles and practice

UAN: K/602/6380

Level: Level 2

Credit value: 3

GLH: 25

Aim This unit is about the principles that underpin the practice of youth work. It considers the need to practice in a way that promotes inclusion and does not discriminate against others. It examines the skills, knowledge, approaches and attitudes required to be an effective practitioner.


1. Understand the purpose and role of youth work intervention

Assessment criteria

The learner can: 1.1 Describe approaches to youth work intervention 1.2 Outline current curriculum requirements for youth work and

learning outcomes for young people 1.3 Identify governmental policies for young people and describe how

they impact on the delivery of youth work 1.4 Describe how community and culture can impact upon young

people’s personal identity


2. Understand the principles and practice of equal opportunities

Assessment criteria

The learner can: 2.1 Describe how equal opportunities are affected by general attitudes in

society 2.2 Outline the principles and values of equal opportunities within youth

work practice 2.3 Describe the equal opportunities issues facing young people 2.4 Identify interventions to inequality issues within the youth work

setting



3. Understand the skills, knowledge, qualities and values required to practice within youth work

Assessment criteria

The learner can: 3.1 Describe the skills, knowledge and qualities required to practice as a

youth worker 3.2 Identify the boundaries of own role as a youth worker in relation to:

a) Young people b) Colleagues

3.3 Compare own skills, knowledge, qualities and values with those required to practice as a youth worker

3.4 Produce a personal development plan


Unit 203 Understanding youth work principles and practice


Evidence requirements Legal and best practice requirements must be current

Guidance Youth work intervention may be:

• With children and young people of different ages

• With individuals or groups

• With children and young people who have specific needs

• Within national organisations

• Within local organisations Society may refer to:

• National

• Local

• Communities Inequality issues may be:

• Direct discrimination

• Harassment

• Indirect discrimination

• Structural or systemic inequalities Personal development plan may be:

• Electronic

• Paper Learners need to have a sound appreciation of the principles that underpin youth work practice. Current knowledge of the regulations, guidance and National Occupational Standards governing youth work is essential. Learners need to understand that the phrase equal opportunities refers to the fair treatment of individuals. It ensures recognition of specific needs, preferences and diversity are taken into account when working with young people, and all possible arrangements are made to ensure inclusion. Curriculum requirements: refers to national or local requirements for areas of learning and development Learning outcomes: refers to the learning and achievements of the learner rather than the intentions of the teacher or instructor.


Unit 204 Youth work principles, knowledge and skills in work based practice

UAN: F/602/6384

Level: Level 2

Credit value: 7

GLH: 55

Aim This unit is about the skills, knowledge and approaches a youth worker needs to work effectively with a range of young people. It considers effective communication, how groups form and operate and the sort of issues that are important to young people. The unit also looks at planning activities in a way that promotes participation and the value of evaluation.


1. Be able to communicate effectively with young people in a work-based setting

Assessment criteria

The learner can: 1.1 Describe the main components of effective communication in

relation to working with young people 1.2 Assess own communication skills in relation to young people in own

work-based practice 1.3 Identify areas for improvement for own communication skills in

relation to working with young people


2. Be able to recognise issues that are important to young people

Assessment criteria

The learner can: 2.1 Describe issues that currently concern young people 2.2 Describe:

a) why it is important to respect young people’s expression of their views, concerns and needs

b) how this can affect own work-based practice 2.3 Encourage young people to express their views, concerns and needs

in own work-based practice



3. Understand how groups are formed and facilitated

Assessment criteria

The learner can: 3.1 Outline the key principles of group work 3.2 Describe the stages of group development 3.3 Identify the benefits of working as a group 3.4 Identify the main group leadership styles appropriate to different

group situations 3.5 Describe different leaderships styles used in group situations in own

work-based setting


4. Be able to use the principles and practices of participation and empowerment to plan activities with young people in work-based settings

Assessment criteria

The learner can: 4.1 Explain what is meant by young people’s participation and

empowerment 4.2 Plan activities using participation and empowerment principles to

support the development of young people


5. Be able to evaluate and reflect on activities in own work-based practice

Assessment criteria

The learner can: 5.1 Describe the main stages of programme and activity planning 5.2 Describe methods of evaluating the effectiveness of activities in own

work-based practice 5.3 Use evaluation methods to determine the effectiveness of activities in

own work-based practice 5.4 Reflect on own contribution and effectiveness in planning and

delivering activities


Unit 204 Youth work principles, knowledge and skills in work based practice


Evidence requirements Assessment of performance must take place in a real work setting. Assessment must reflect current regulations, requirements and best practice principles.

Guidance Communication may include:

• Face to face

• Electronic

• With groups

• With individuals

• Using alternative communication methods

• Written

• Verbal

• Non-verbal Issues may be:

• Individual

• Local

• National

• International Groups may:

• Be newly formed

• Be long standing

• Have changing membership

• Consist of two people or more

• Be single or mixed sex

• Have a specific remit

• Be time limited


Activities may be:

• Indoor activities

• Outdoor activities

• Activities to meet specific outcomes

• Activities designed for single sex, age, faith etc.

• Part of an on-going programme

• Stand-alone activities Learners may benefit from experiences of working across a range of groups with different membership and functions.


Unit 205 Support children and young people with disabilities and special education needs

UAN: D/601/6526

Level: Level 2

Credit value: 4

GLH: 26

Aim This unit is about supporting and working with children and young people who have disabilities and/or special educational needs. It considers the legal and regulatory context of the work, the need to work in partnership with others and the resources which can ensure the young person is included in a wide range of activities.


1. Know the rights of disabled children and young people and those with special educational needs

Assessment criteria

The learner can: 1.1 Outline the legal entitlements of disabled children and young people

and those with special educational needs 1.2 Describe the assessment and intervention frameworks for disabled

children and young people and those with special educational needs 1.3 Describe the benefits of early recognition and intervention for

disabled children and young people and those with special educational needs

1.4 Describe the purpose of individual plans for disabled children and young people and those with special educational needs

1.5 Describe the principles of working inclusively with disabled children and young people and those with special educational needs


2. Understand the disabilities and/or special educational needs of children and young people in own care

Assessment criteria

The learner can: 2.1 Describe the relationship between disability and special educational

needs 2.2 Describe the nature of the particular disabilities and/or special

educational needs of children and young people with whom they work


2.3 Describe the special provision required by children and young people with whom they work


3. Be able to contribute to the inclusion of children and young people with disabilities and special educational needs

Assessment criteria

The learner can: 3.1 Obtain information about the individual needs, capabilities and

interests of disabled children and young people and those with special educational needs with whom they work

3.2 Identify barriers to participation for disabled children and young people and those with special educational needs with whom they work

3.3 Work with children, young people and others to remove barriers to participation

3.4 Demonstrate ways of supporting inclusion and inclusive practices in own work with disabled children and young people and those with special educational needs


4. Be able to support disabled children and young people and those with special educational needs to participate in the full range of activities and experiences

Assessment criteria

The learner can: 4.1 Identify and implement adaptations that can be made to support

disabled children and young people and those with special educational needs to participate in the full range of activities and experiences provided by the setting

4.2 Support children and young people to use specialist aids and equipment as necessary to enable them to participate in activities and experiences

4.3 Demonstrate ways of supporting participation and equality of access for disabled children and young people and those with special educational needs

4.4 Work in partnership with children, young people and others to review and improve activities and experiences provided for disabled children and young people and those with special educational needs


Unit 205 Support children and young people with disabilities and special education needs


Evidence requirements Assessment of performance must take place in a real work setting. Legal requirements, assessment and intervention frameworks referred to in assessments must be current

Guidance 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 Special provision includes:

• Aids and adaptations

• Approaches and attitudes

• To meet identified needs

• To enable full participation And is different to the provision made generally for young people of their own age Obtain information includes:

• From child or young person

• From carers

• From other practitioners

• From written sources such as assessments Information may relate to:

• Physical needs

• Personal wishes and preferences

• Emotional needs

• Social needs

• Cultural needs

• Communication methods

• Interests, beliefs and values


Barriers to participation include:

• Attitude of others

• Physical barriers

• Attitude of self

• Communication differences

• Attitude of young person

• Time of activity

• Transport

• Inappropriate or insufficient resources Others may be:

• Other young people

• Colleagues

• Carers

• Practitioners from differing professions Learners will benefit from working alongside a range of children and young people with different disabilities. Input from these young people and other specialist practitioners on the teaching course will be valuable. Inclusion is a process of identifying understanding and breaking down barriers to participation and belonging Participation involves asking young people what works what doesn’t work and what could work better and involving them in the design delivery and evaluation of services on an ongoing basis Working inclusively: refers to partnership working, which ensures full participation of all concerned, and enables informed choices to be made.


Unit 206 Contribute to the support of positive environments for children and young people

UAN: H/601/3496

Level: Level 2

Credit value: 3

GLH: 27

Aim This unit is about providing a safe and positive environment for children and young people. It considers the regulations that govern this, and best practice in supporting young people to develop skills in self care. The units covers aspects such as engaging in a range of activities, food hygiene and a healthy diet, personal grooming and hygiene and how these can contribute to the emotional, social and physical well being of a young person.


1. Know the regulatory requirements for a positive environment for children and young people

Assessment criteria

The learner can: 1.1 Describe what is meant by a positive environment 1.2 Identify regulatory requirements that underpin a positive

environment for children and young people


2. Be able to support a positive environment that meets the individual needs of children and young people

Assessment criteria

The learner can: 2.1 Meet and greet children and young people in a way that welcomes

them into the work setting 2.2 Provide opportunities for children and young people to engage in

activities of choice 2.3 Provide activities and resources to meet the individual needs of

children and young people 2.4 Support the engagement of children or young people in activities that

promote use of their senses 2.5 Demonstrate how to give praise and encouragement to children or

young people for individual achievements



3. Be able to support the personal care needs of children and young people within a positive environment

Assessment criteria

The learner can: 3.1 Explain how to effectively care for children and young people’s skin,

hair and teeth 3.2 Demonstrate how to support personal care routines that meet the

individual needs of children or young people and promote their independence

3.3 Explain how a positive environment and routine meet the emotional needs of children and their families

3.4 Describe the importance for physical and mental well being of balancing periods of physical activity with rest and quiet time


4. Understand how to support the nutritional and dietary needs of children and young people

Assessment criteria

The learner can: 4.1 Define the basic nutritional requirements of children and young

people to ensure a balanced diet and meet government guidance 4.2 Explain how to establish the different dietary requirements of

children and young people 4.3 Describe basic food safety when providing food and drink to children

and young people


Unit 206 Contribute to the support of positive environments for children and young people


Evidence requirements Assessment of performance must take place in a real work setting. The Regulations and government guidance used for assessment must be up to date.

Guidance Regulatory requirements may be:

• National requirements

• Local requirements Activities include:



• Individual activities

• Group activities Individual needs may:

• Relate to physical ability

• Relate to cognitive ability

• Personal wishes and preferences

• Be temporary needs (such as those relating to a broken limb)

• Relate to age, gender, heritage, faith etc

• Relate to social and emotional

• Relate to language and communication Senses refer to:

• Hearing

• Sight

• Smell

• Taste

• Touch Personal care routines include:

• Personal hygiene

• Grooming

• Clothes and dressing

• Care of hair, skin, teeth and nails


Dietary requirements include:

• Those relating to health needs

• Those relating to cultural needs

• Personal preference Learners may benefit from undertaking supporting courses such as Basic Food Hygiene. Input from practitioners specialising in dietary needs and personal care may be beneficial. If a child or young person is not able to use one or more of the 5 senses the learner must ensure that suitable activities are available to meet their specific needs. Work setting: refers to any setting or location in which a youth worker meets with young people as part of their work role.


Unit 207 Developing communication skills within peer activities

UAN: H/601/7936

Level: Level 2

Credit value: 1

GLH: 8

Aim This unit is about developing effective communication skills and using them appropriately within peer group activities. It considers how to help others communicate within groups, and use feedback to improve own practice.


1. Know different methods of communication and when to use them in peer activities

Assessment criteria

The learner can: 1.1 Give specific examples of different methods of communication that

can be applied to peer activities 1.2 Describe advantages and disadvantages of these different methods

of communication for peer activities 1.3 Give specific examples of factors that need to be considered when

selecting appropriate methods of communication for a peer activity


2. Understand skills of a good communicator and how to relate these to own skills and abilities

Assessment criteria

The learner can: 2.1 List key skills required of a good communicator 2.2 Describe own communication skills 2.3 Identify those skills and abilities needed to develop in order to

become a more effective communicator in peer activities



3. Be able to communicate effectively in peer activities and reflect on own skills

Assessment criteria

The learner can: 3.1 Identify communication methods to be used to engage others within

a peer activity 3.2 Use methods that help others to communicate effectively through

peer activities 3.3 Use feedback from a group of peers to identify how to improve own

communication skills


Unit 207 Developing communication skills within peer activities


Evidence requirements Assessment of performance must take place in a real work setting.

Guidance Others may be:

• Young people

• Youth workers

• Individuals from other organisations Feedback may be:

• Verbal

• Written

• Formal

• Informal Learners must appreciate the various ways in which people communicate with individuals and groups, and the skills required to ensure communication is effective. Learners may benefit from practicing effective communication in a variety of settings and with people who have differing needs. Peer activities: refers to activities for young people, which may also be led or organised by young people


Unit 208 Contribute to children and young people’s health and safety

UAN: J/601/3491

Level: Level 2

Credit value: 3

GLH: 26

Aim This unit is about health and safety practice in a work setting. It considers the measures needed to reduce the spread of infection, risk assessment and disposal of waste. The unit also looks at the role of the youth worker in recognising and dealing with a variety of emergencies.


1. Know the health and safety policies and procedures of the work setting

Assessment criteria

The learner can: 1.1 Outline the health and safety policies and procedures of the work

setting 1.2 Identify the lines of responsibility and reporting for health and safety

in the work setting 1.3 Explain what risk assessment is and how this is managed in the work

setting


2. Be able to recognise risks and hazards in the work setting and during off site visits

Assessment criteria

The learner can: 2.1 Explain why a safe but challenging environment is important for

children and young people 2.2 Identify the differences between risk and hazard 2.3 Identify potential hazards to the health, safety and security of

children or young people in the work setting 2.4 Contribute to health and safety risk assessment in areas of the work

setting and for off site visits



3. Know what to do in the event of a non medical incident or emergency

Assessment criteria

The learner can: 3.1 Identify non medical incidents and emergencies that may occur in the

work setting 3.2 Outline the actions to take in response to the following situations:

a) fires b) security incidents c) emergency incidents


4. Know what to do in the event of a child or young person becoming ill or injured

Assessment criteria

The learner can: 4.1 Identify the signs and symptoms which may indicate that a child or

young person is injured or unwell 4.2 Identify circumstances when children or young people may need

urgent medical attention 4.3 Outline own role and responsibilities in the event of a child or young

person requiring urgent medical attention


5. Be able to follow the work setting procedures for reporting and recording accidents, incidents, emergencies and illnesses

Assessment criteria

The learner can: 5.1 Describe the reporting procedures for accidents, incidents,

emergencies and illnesses 5.2 Complete work place documentation for recording accidents,

incidents, emergencies and illnesses


6. Be able to follow infection control procedures

Assessment criteria

The learner can: 6.1 Outline procedures for infection control in own work setting 6.2 Describe personal protective clothing that is used to prevent spread

of infection 6.3 Demonstrate use of personal protective clothing to avoid spread of

infection 6.4 Demonstrate how to wash and dry hands to avoid the spread of

infection 6.5 Demonstrate safe disposal of waste to avoid the spread of infection



7. Know the work setting’s procedures for receiving, storing and administering medicines

Assessment criteria

The learner can: 7.1 Identify the procedures of the work setting governing the receipt,

storage and administration of medicines 7.2 Explain how the procedures of the work setting protect both children

and young people and practitioners


Unit 208 Contribute to children and young people’s health and safety


Evidence requirements Assessment of performance (in particular outcome 6) must take place in a real work setting. Documentation used to report and record must be used in the work setting. All details of children and young people must remain confidential. Assessment must reflect current best practice and regulatory requirements.

Guidance Waste may be:

• Hazardous waste

• Non-hazardous waste Learners will benefit from undertaking additional qualification relating to this unit. These may be used as RPL where they are assessed and the requirements of the qualification clearly match that of this unit. Work setting: refers to any setting or location in which a youth worker meets with young people as part of their work role.


Unit 209 Dealing with challenging behaviour within peer activities

UAN: J/601/7900

Level: Level 2

Credit value: 1

GLH: 9

Aim This unit is about the youth workers role in recognising and dealing with challenging behaviour in group activities, particularly those which are organised and led by young people


1. Understand how challenging behaviour can affect peer activities

Assessment criteria

The learner can: 1.1 Identify what is meant by the term ‘challenging behaviour’ 1.2 Describe how different types of challenging behaviour could affect

peer activities 1.3 Describe potential implications of not addressing different types of

challenging behaviour within peer activities


2. Understand importance of addressing challenging behaviour appropriately within peer activities

Assessment criteria

The learner can: 2.1 Give examples how and why challenging behaviour might occur

within peer activities 2.2 Describe different ways of addressing different types of challenging

behaviour within groups involved in peer activities 2.3 Identify ways in which a specific challenging situation can be defused

with an individual during a peer activity



3. Know when and where to obtain support in dealing with challenging behaviour within peer activities

Assessment criteria

The learner can: 3.1 Identify situations when it would be appropriate to seek support in

dealing with challenging behaviour in relation to a peer activity 3.2 Identify key sources of support for dealing with challenging

behaviour, that are available to young people leading peer activities 3.3 Describe how to work with support in dealing with challenging

behaviour and how it will affect own practice


Unit 209 Dealing with challenging behaviour within peer activities


Evidence requirements Assessment must take account of current legal and best practice requirements in relation to managing challenging behaviour

Guidance Support may be required to:

• Ensure the safety of an individual

• Ensure the safety of others

• Ensure the safety of property Key sources of support may be:

• For young people

• For youth workers

• For others Learners will benefit from experience of working with young people who are organising and leading their own activities. Learners need to appreciate that behaviour can challenge others in different ways. They must be aware of the need to defuse situations before they escalate. Training on how to manage challenging behaviour provided by recognised organisations will be beneficial. Peer activities: refers to activities for young people, which may also be led or organised by young people


Unit 210 Designing and delivering a programme of peer education activities

UAN: J/601/9081

Level: Level 2

Credit value: 3

GLH: 22

Aim This unit is about planning, delivering and evaluating a range of peer education activities. It considers the need to identify the purpose of the activity and the learning styles of those who are involved as well as identifying suitable resources to support the activity.


1. Understand importance of a clear purpose in designing a programme of peer activities

Assessment criteria

The learner can: 1.1 Describe who the programme of peer education activities is aimed

at 1.2 Identify the learning styles and learning needs the programme of

activities is designed to meet 1.3 Define the aims of the programme of peer education 1.4 Describe different ways to help individual learners to achieve their

goals


2. Be able to design a peer education programme

Assessment criteria

The learner can: 2.1 Design an outline programme that will help achieve the programme

aims 2.2 Identify and follow agreed policies and procedure in designing a

programme of peer activities 2.3 Identify the resources needed to deliver the programme to suit

different learners’ needs 2.4 List opportunities for feedback to check that learning is taking place



3. Be able to deliver own peer education programme

Assessment criteria

The learner can: 3.1 Identify requirements that have to be met before delivering a peer

education activity 3.2 Deliver the programme in which learners are actively involved in the

activities 3.3 Describe how the learning is managed in delivering the peer

education programme 3.4 State ways in which resources need to be adapted to meet different

learners’ needs


4. Understand need to review and check the programme design

Assessment criteria

The learner can: 4.1 Describe arrangements and support available for reviewing own

progress 4.2 Identify what went well and what went less well 4.3 Make recommendations for improving the peer education

programme 4.4 Compare what has been learned and gained from own experience of

designing and delivering own programme of peer activities


Unit 210 Designing and delivering a programme of peer education activities


Evidence requirements Assessment of performance must be in real work settings. Legal, organisational and best practice principle used in assessment must be current.

Guidance Learning styles may be:

• Visual

• Auditory

• Reading

• Kinaesthetic

• Experiential

• Other recognised style Learning needs may be:

• Linked to a curriculum

• Set by the individual

• Identified as part of an assessment Agreed policies and procedures may be:

• Organisational

• Local

• National Feedback may be:

• Formal

• Informal

• Verbal

• Written

Requirements may be:

• Organisational

• National

• Relating to health and safety

• Relating to safeguarding


Learners will benefit from experiences of planning, conducting and evaluating a range of peer educational activities with different groups. Peer education activities: refers to educational activities for young people, which may also be led or organised by young people Compare – before and after


Unit 211 Working with peers in one to one situations

UAN: K/601/7937

Level: Level 2

Credit value: 1

GLH: 7

Aim This unit is about working with peers on a one to one basis. It considers the reasons why one to one work may or may not be effective and examines the skills required to work in this way.


1. Understand key principles of one to one work

Assessment criteria

The learner can: 1.1 Summarise key characteristics of effective one to one working 1.2 Identify disadvantages of one to one work 1.3 Using examples from working in one to one situations describe what

worked well and what worked less well


2. Understand how to work effectively with peers in one to one situations

Assessment criteria

The learner can: 2.1 Identify boundaries and limitations that can affect the

effectiveness of one to one work 2.2 Describe skills and qualities needed to carry out effective one to one

work and match these against own profile of skills 2.3 Identify additional personal skills and qualities needed to work

effectively with peers in one to one situations


3. Be able to lead a one to one session and reflect on own performance

Assessment criteria

The learner can: 3.1 Plan and lead a one to one session to work effectively in order to

achieve identified objectives 3.2 Review the session with an appropriate observer 3.3 Describe how own experiences of leading a one to one session have

highlighted the skills needed to help improve future personal performance


Unit 211 Working with peers in one to one situations


Evidence requirements Assessment of performance must take place in a real work setting.

Guidance Boundaries and limitations may relate to:

• Limits of responsibility

• Legal requirements to report

• Limits of ability

• Environment or location of session

• Time available

• Responsibilities for environment

• Best practice requirements e.g. maintaining confidentiality Own profile of skills includes:

• Knowledge of subject matter

• Communication skills

• Ability to form a rapport

• Awareness of environment

• Listening skills

• Responding skills

• Self awareness Appropriate observer may be:

• Part of the group

• Colleague

• Manager

• Agreed other Learners may benefit from opportunities to role play different situations which can arise during one to one work.


Unit 212 Understand partnership working in services for children and young people

UAN: M/601/3498

Level: Level 2

Credit value: 2

GLH: 18

Aim This unit is about the importance of working in partnership with young people, their carers and other agencies to ensure the best outcomes for young people. It considers the policies that guide partnership working, the need for effective communication, the potential dilemmas and barriers one may encounter and the need for thorough recording.


1. Understand partnership working within the context of services for children and young people

Assessment criteria

The learner can: 1.1 Explain why working in partnership with others is important for

children and young people 1.2 Identify who relevant partners would be in own work setting 1.3 Define the characteristics of effective partnership working 1.4 Identify barriers to partnership working


2. Understand the importance of effective communication and information sharing in services for children and young people

Assessment criteria

The learner can: 2.1 Describe why clear and effective communication between partners is

required 2.2 Identify policies and procedures in the work setting for information

sharing 2.3 Explain where there may be conflicts or dilemmas in relation to

sharing information with partners and maintaining confidentiality 2.4 Describe why it is important to record information clearly, accurately,

legibly and concisely meeting legal requirements 2.5 Identify how communications and records are recorded and

securely stored meeting data protection requirements


2.6 Explain why and how referrals are made to different agencies


3. Understand the importance of partnerships with carers

Assessment criteria

The learner can: 3.1 Identify the reasons for partnerships with carers 3.2 Describe how partnerships with carers are developed and sustained

in own work setting 3.3 Describe circumstances where partnerships with carers may be

difficult to develop and sustain


Unit 212 Understand partnership working in services for children and young people


Evidence requirements Evidence must meet current best practice and legal requirements for partnership working and recording.

Guidance Others include:


• Third sector services

• Individual practitioners

• Family members

• Friends

• Colleagues in same service

• Carers

• Young people Information sharing may be:

• Electronic

• Paper

• Verbal

• Relating to a specific young person

• Relating to organisational information Conflicts or dilemmas may relate to:

• Ethical issues

• Consent issues

• Capacity issues

• Different priorities of the organisations Records may be:

• Electronic

• Paper

• Relating to a specific young person

• Relating to a group of young people

• Relating to the organisation


Data protection requirements include:

• Stored securely

• Accurate and clear detail

• Minimum required to record the necessary details

• Dated and signed

• Legible

Different agencies may include:


• Third Sector services

• National agencies

• Local agencies Carers may include: • Family members

• Foster carers

• Residential care staff

• Others who have responsibility for the day to day care of the young person.

Learners will benefit from having experience of partnership working. Case studies may help to develop an awareness of dilemmas, barriers and issues of confidentiality. Input from other agencies and carers on their experience of partnership working will be valuable. Work setting: refers to any setting or location in which a youth worker meets with young people as part of their work role.


Unit 213 Working with peers in a group

UAN: M/601/7938

Level: Level 2

Credit value: 1

GLH: 8

Aim This unit is about working with peers in group settings. It looks at how groups operate and the impact this has on designing and developing group activities. The unit considers how best to evaluate own performance and use what has been learnt to develop own practice.


1. Understand key characteristics of effective groups

Assessment criteria

The learner can: 1.1 Summarise key characteristics of effective groups 1.2 Describe advantages and disadvantages of working in a group 1.3 Using examples from working with groups describe what worked well

and what worked less well


2. Be able to work effectively within a peer group activity

Assessment criteria

The learner can: 2.1 Plan a peer group activity which takes into account internal and

external factors that influence effective groups 2.2 Negotiate with peers appropriate ground rules for working with

each other in the group activity 2.3 Work with the peer group on the activity


3. Be able to use a range of appropriate sources to reflect on own performance

Assessment criteria

The learner can: 3.1 Use feedback from the group to identify how effectively the group

worked 3.2 Review the group activity with an appropriate observer 3.3 Describe how own skills will be developed in order to take a leading

role in peer education activities


Unit 213 Working with peers in a group Supporting information

Evidence requirements Assessment of performance must take place in real work settings. Details of children and young people must remain confidential.

Guidance Groups may:

• Be newly formed

• Be long standing

• Have changing membership

• Be of different sizes

• Be single or mixed sex

• Have a specific remit

• Be time limited Activities may be:



• Activities to meet specific outcomes

• Activities designed to be single sex, age, faith etc.

• Part of an on-going programme

• Stand-alone activities

Internal and external factors may relate to: • Group membership

• Organisational requirements

• Legal requirements

• Health, safety and safeguarding issues

• Individual wishes and preferences

• Environment or location

• Attitudes and approaches

• Leadership styles Ground rules may be:

• Set by the group

• Externally set

• Written

• Pre-arranged

• Informal


Feedback may be:

• Formal

• Informal

• Written

• Verbal

Appropriate observer may be:

• Part of the group

• Colleague

• Manager

• Agreed other Learners will benefit from planning, conducting and reviewing activities with a variety of peer groups. Peer group activities: refers to activities for young people, which may also be led or organised by young people


Unit 214 Support children and young people’s play and leisure

UAN: T/601/6564

Level: Level 2

Credit value: 3

GLH: 16

Aim This unit is about the role of the youth worker in supporting play and leisure activities for children and young people. It considers the importance of play and leisure in supporting child development, and the rights children have to choose their own leisure activities. The unit considers the risks and challenges which children and young people may encounter and how these can best be managed in order to balance the benefits of risk taking with the need to be kept safe from harm and abuse.


1. Understand the nature and importance of play and leisure

Assessment criteria

The learner can: 1.1 Describe the importance of play and leisure for children and young

people 1.2 Describe how play and leisure contribute to children and young

people’s development 1.3 Outline the requirements of the UN Convention on the Rights of the

Child in relation to relaxation and play 1.4 Describe the characteristics of freely chosen, self-directed play and

leisure


2. Be able to support children and young people’s play and leisure

Assessment criteria

The learner can: 2.1 Describe own role in supporting children and young people’s play

and leisure activities 2.2 Give attention to children and young people’s play and leisure

activities while being sensitive to own impact on activities 2.3 Undertake routine safety checks on areas used for children and

young people’s play and leisure before, during and after play and leisure activities


2.4 Supervise children and young people’s play and leisure ensuring their safety

2.5 Interact with children and young people in a way that demonstrates: a) interest in what they say, experience and feel b) respect for their privacy and freedom to make choices for

themselves c) encouragement and praise for play and leisure activities


3. Be able to support children and young people in balancing risk and challenge

Assessment criteria

The learner can: 3.1 Outline the value of risk and challenge in children and young

people’s play and leisure 3.2 Describe with examples what is meant by unacceptable risk and

challenge in children and young people’s play and leisure 3.3 Describe why it is important for children and young people to

manage risk and challenge for themselves 3.4 Demonstrate ways of encouraging children and young people to

manage risk and challenge in play and leisure activities for themselves


4. Be able to reflect on and improve own practice

Assessment criteria

The learner can: 4.1 Reflect on all aspects of own practice in supporting children and

young people’s play and leisure 4.2 Identify own strengths and areas where practice could improve 4.3 Describe how own practice has been improved following reflection


Unit 214 Support children and young people’s play and leisure


Evidence requirements Assessment of performance must take place in a real work setting

Guidance Play and leisure includes:

• Organised activities

• Free play

• Pastimes and hobbies

• Sport

• Group activities

• Individual activities Children and young people’s development includes:

• Social development

• Emotional development

• Physical development

• Cognitive and Intellectual development

• Language, speech and communication development

• Moral development

Own impact may be:

• Positive

• Negative

• Neutral

• Developmental Safety checks include:

• Checks relating to harm and abuse

• Check relating to physical safety Risk and challenge may relate to:

• Physical risk and challenge

• Emotional risk and challenge

• Social development

• Intellectual challenge


Learners will benefit from opportunities to consider working with different age groups and children and young people with differing needs. Assessment methods for knowledge aspects include assignments, question and answer or short reports. The Learner may benefit from undertaking a reflection on their work using a specific tool such as Gibbs Reflective Cycle or Borton’s model of reflection. Reflect refers to identifying a situation and examining it in terms of what happened, what went well, what could have been done differently, what has been learnt from the experience and could be used in similar situations in the future


Unit 215 Designing, creating and reviewing learning resources for peer activities

UAN: T/601/7939

Level: Level 2

Credit value: 1

GLH: 8

Aim The aim of this unit is to develop the learner’s skills and knowledge about the design, creation and review of learning resources that meet specific learning objectives within peer activities


1. Understand factors that affect the design of learning resources for peer activities

Assessment criteria

The learner can: 1.1 Identify key factors, based on planned learning objectives, that will

influence design of learning resources for peer activities 1.2 Identify how individual learning styles can influence the design of

peer activity resources 1.3 Describe how different resources need to be designed to meet

different needs to support inclusive peer activities


2. Be able to design a learning resource to meet learning objectives for a peer activity

Assessment criteria

The learner can: 2.1 Produce a design for a specific learning resource based on the

objectives for one planned peer activity 2.2 Describe how the learning resource design meets the learning

objectives for a peer activity 2.3 Identify modifications that need to be made to the resource design in

order to adapt it to suit different individual needs



3. Be able to create, test and review a learning resource

Assessment criteria

The learner can: 3.1 Create and test the learning resource on an audience of peers 3.2 Use feedback from peers in order to review the outcome of the

learning resource with an appropriate person 3.3 Identify changes needed to the resource


Unit 215 Designing, creating and reviewing learning resources for peer activities


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 Peer activities: refers to activities for young people, which may also be led or organised by young people


Unit 216 Reviewing and sharing learning from peer education activities

UAN: Y/601/9084

Level: Level 2

Credit value: 1

GLH: 7

Aim The aim of this unit is to develop the learner’s skills and knowledge of reviewing, learning and sharing outcomes to improve peer education activities


1. Understand how to review learning and the benefits involved in reviewing

Assessment criteria

The learner can: 1.1 Identify different ways of reviewing learning 1.2 Describe why reviewing learning is important 1.3 Explain how reviewing own learning can be beneficial


2. Be able to review learning from peer education activities and share the outcomes with others

Assessment criteria

The learner can: 2.1 Review the outcomes of the peer education activities with an

appropriate person 2.2 Explore different ways of sharing learning 2.3 Share the outcomes of the review with others


3. Be able to use learning from the review to make recommendations to improve peer education activities

Assessment criteria

The learner can: 3.1 Identify the main areas for improvement in peer education activities 3.2 Explore different ways in which peer education activities could be

improved 3.3 Share recommendations for improving the peer education activities


Unit 216 Reviewing and sharing learning from peer education activities


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 Peer education activities: refers to educational activities for young people, which may also be led or organised by young people


Unit 217 Safeguarding the welfare of children and young people

UAN: K/601/3323

Level: Level 2

Credit value: 3

GLH: 20

Aim This unit provides learners with the knowledge and understanding required for safeguarding the welfare of children and young people


1. Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety

Assessment criteria

The learner can: 1.1 Identify the current legislation, guidelines, policies and procedures

for safeguarding the welfare of children and young people including e-safety

1.2 Describe the roles of different agencies involved in safeguarding the welfare of children and young people


2. Know what to do when children or young people are ill or injured, including emergency procedures

Assessment criteria

The learner can: 2.1 Identify the signs and symptoms of common childhood illnesses 2.2 Describe the actions to take when children or young people are ill or

injured 2.3 Identify circumstances when children and young people might

require urgent medical attention 2.4 Describe the actions to take in response to emergency situations

including: a) fires b) security incidents c) missing children or young people



3. Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied

Assessment criteria

The learner can: 3.1 Identify the characteristics of different types of child abuse 3.2 Describe the risks and possible consequences for children and young

people using the internet, mobile phones and other technologies 3.3 Describe actions to take in response to evidence or concerns that a

child or young person has been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying

3.4 Describe the actions to take in response to concerns that a colleague may be:

a) failing to comply with safeguarding procedures b) harming, abusing or bullying a child or young person

3.5 Describe the principles and boundaries of confidentiality and when to share information


Unit 217 Safeguarding the welfare of children and young people


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 e-safety may include:

• internet

• mobile phones

• social networking sites

• other electronic media Evidence or concerns 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


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)

Assessment criteria

The learner can: 1.1 Compare three different meanings of the word ‘community’.


2. Understand the values and practice principles of community development work. (B1)

Assessment criteria

The learner can: 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)

Assessment criteria

The learner can: 3.1 Assess what community development work within a faith community

can achieve.



4. Understand why people get involved in community activities and the barriers to their participation. (B2,C4)

Assessment criteria

The learner can: 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.


5. Understand why groups are necessary and the pros and cons of working in groups.

Assessment criteria

The learner can: 5.1 Describe the purpose of own faith community group. 5.2 Give positive and negative points of working in groups.


Unit 218 Community development within a faith context


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.


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.

Assessment criteria

The learner can: 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.

Assessment criteria

The learner can: 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.



3. Be able to support organisational processes and procedures for recording, storing and sharing information.

Assessment criteria

The learner can: 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.


Unit 314 Working together for the benefit of children and young people


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 o Notes of meetings o Personal records o Presentations o Letters o Formal reports o 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:

o Stay Safe o Enjoy and Achieve o Be Healthy o Make a Positive Contribution o Achieve Economic Well-being

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.


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.

http://www.cityandguilds.com/�

Useful contacts

UK learners General qualification information

T: +44 (0)844 543 0033 E: [email protected]

International learners General qualification information

T: +44 (0)844 543 0033 F: +44 (0)20 7294 2413 E: [email protected]

Centres Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results


Single subject qualifications Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change

T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413 F: +44 (0)20 7294 2404 (BB forms) E: [email protected]

International awards Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports


Walled Garden Re-issue of password or username, Technical problems, Entries, Results, e-assessment, Navigation, User/menu option, Problems


Employer Employer solutions, Mapping, Accreditation, Development Skills, Consultancy

T: +44 (0)121 503 8993 E: [email protected]

Publications Logbooks, Centre documents, Forms, Free literature

T: +44 (0)844 543 0000 F: +44 (0)20 7294 2413

Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds’ products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. If you have a complaint, or any suggestions for improvement about any of the services that we provide, email: [email protected]

About City & Guilds As the UK’s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around two million certificates every year. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training. City & Guilds Group The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Land Based Services (land-based qualifications), the Centre for Skills Development (CSD works to improve the policy and practice of vocational education and training worldwide) and Learning Assistant (an online e-portfolio). Copyright The content of this document is, unless otherwise indicated, © The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions:

• centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes

• candidates may copy the material only for their own use when working towards a City & Guilds qualification

The Standard Copying Conditions (see the City & Guilds website) also apply. Please note: National Occupational Standards are not © The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Published by City & Guilds, a registered charity established to promote education and training

City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0)844 543 0000 F +44 (0)20 7294 2413 www.cityandguilds.com

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