Diploma qualification units can be knowledge or skills based. Each different unit within the qualification has specific requirements and will have different evidence to demonstrate your ability to meet the requirements of the unit. Your coach will plan the most appropriate types of evidence with you. If you identify your own that is even better as it will clearly show your coach that you have a good understanding of the requirements and will have your qualification achieved much faster.

 

Title

Support group living in residential childcare                                           

Type

Knowledge and Skills

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand theories that underpin work with children and young people in group living

1.1

Summarise theories about groups as they relate to group living with children and young people

Showcasing your knowledge: –

Tutor marked assignment – one of:

a) Assessment Pack

b) Resource Pack                      

c) Essay

 

All Assignments MUST use and be submitted with an appropriate referencing system

Professional Discussion

E-learning

Prior Learning / Certificates

Learning Journal

 

Showcasing your skills:

Observations

Witness Testimonies

Workplace Records

Minutes of Meetings

Care Plans

Daily notes

Supervision / Appraisals Records

Medication Administration Records

In put – Out put Records

Turn Charts

Reports

Prior Learning / Certificates

Learning Journal

 

 

 

 

 

 

 

 

1.2

Summarise theories about how the physical environment can support well-being in a group setting

2

Be able to support children and young people to live together as a group

2.1

Apply theories of group dynamics to support children or young people in their day-to-day experience of group living

2.2

Facilitate agreements with and between children or young people on arrangements for living together as a group

2.3

Support children or young people to resolve conflict and disagreements

2.4

Explain why it can be beneficial to work with some conflicts and disagreements rather than seek to resolve them

2.5

Work with children or young people to maintain the physical environment in ways that support well-being

3

Be able to plan with children and young people activities for sharing a living space

3.1

Plan with children or young people daily living activities that meet their needs, preferences and aspirations

3.2

Explain how planning daily living activities as a group links to individual plans for children and young people

3.3

Ensure that children or young people are central to decisions about daily activities involved in sharing a living space

4

Be able to support children and young people to develop relationships through daily living activities

4.1

Develop positive relationships with children and young people through jointly undertaking day to day activities

4.2

Encourage socially aware behaviour through modelling and reinforcement during shared activities

4.3

Support children and young people to maintain positive relationships with others through shared activities

5

Be able to support continuous improvement in group living arrangements

5.1

Reflect on the impact of own practice and behaviour on children and young people’s experience of group living

5.2

Work with children and young people to evaluate activities and agreements for group living

5.3

Propose improvements to group living arrangements and practices using reflections and evaluations

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