CLD Unit 1 Understand Children’s Early Years Education and Development Assessment criterion CLD Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Explain expected children’s development from birth to 5 years Learning activities from CPLD Unit 1 Unit 1, Learning aim A Unit 1 Task 1a, 1b 1.2 Explain expected children’s development from 5 up to 8 years Learning activities from CPLD Unit 1 Unit 1, Learning aim A Unit 1 Task 1a, 1b 1.3 Explain the importance to children’s holistic development of: Speech, language and communication Personal, social and emotional development Physical development Unit 2 Assignment Unit 2, Learning aim B Unit 1 Task 2 1.4 Analyse how children’s learning and development can be affected by: personal factors external factors Unit 1 Task 3 1.5 Describe how atypical development may impact on areas of development Unit 9 Observations / PEP observation records Unit 9 Unit 1 Task 4 1.6 Analyse how children’s learning and development can be affected by their stage of development Professional Discussion Unit 9 observations Unit 9 1.7 Evaluate how interventions can promote positive development Unit 9 Observations PEP Reports Unit 9 Learning aim B, C, D
3.3 Facilitate play activities for a given child that allows opportunities for the prime areas of learning Unit 12 assignment Skill 54 PEP Unit 12 Learning Aim B 3.4 Use observations of a given child’s development to plan for progress within the EYFS Unit 12 assignment Unit 9 Observations PEP Unit 12 Learning Aim C 3.5 Balance adult-led and activities Unit 12 assignment Unit 12 competence PEP Skill 54 Unit 12 Learning Aim C Unit 12 Learning Aim C 4.1 Identify the EYFS outcomes Unit 12 assignment PEP Unit 12 Learning Aim C 4.2 Evaluate children’s progress within the EYFS Unit 12 assignment PEP Unit 12 Learning Aim C 4.3 Plan an adult-directed activity, which takes into account: the identification of children’s needs and interests links to the areas of learning the need for activities to be playful Unit 12 assignment Skill 18, 54 PEP Unit 12 Learning Aim C CLD Unit 3 Diversity, Equality and Inclusion in Early Years Settings Assessment criterion CLD Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Explain what is meant by: Diversity Equality Inclusion Unit 12 assignment Unit 12 Learning Aim C initiated
Unit 20 assignment Unit 20 Learning Aim B 1.2 Explain how legislation and codes of practice relating to equality, diversity and inclusion apply to own work role Unit 12 assignment PEP CPLD 2 Unit 12 Learning Aim A 1.3 Describe how prejudice and discrimination may affect a child’s life chances Unit 7 assignment Unit 5 assignment Unit 19 assignment Unit 7 Learning Aim C Unit 5 Learning Aim A2 Unit 19 Learning Aim C 1.4 Describe potential barriers to implementing equality in early years settings Unit 8 assignment Unit 8 Learning Aim A 1.5 Explain how to support others to promote diversity, equality and inclusion Unit 12 assignment Unit 12 Learning Aim C 2.1 Interact with others in ways that respects their beliefs, culture, values and preferences Unit 11 assignment PEP CPLD 2 2.2 Show behaviour that models inclusive practice Unit 2 assignment Unit 12 assignment Unit 3 assignment PEP CPLD 2 Unit 2 Learning Aim D Unit 12 Learning Aim A Unit 3 Learning Aim B and Learning Aim D 3.1 Challenge discrimination in a way that supports change Unit 11 assignment PEP Task 7
CPLD 2 3.2 Apply anti-discriminatory legislation and codes of practice to own behaviour within the early years setting Unit 11 assignment Unit 12 PEP CPLD 2 Unit 12 Learning Aim C 3.3 Reflect on the impact of legislation and codes of practice on the promotion of equality of opportunity in own setting Unit 11 assignment PEP Unit 19 Unit 19 Learning Aim C 4.1 Apply additional needs legislation, regulations and codes of practice to own practice Unit 6 assignment Unit 3 assignment Unit 19 assignment Professional Discussion PEP Skill 4 Unit 6 Learning Aim C Unit 3 Learning Aim B Unit 19 Learning Aim B 4.2 Analyse how models of disability influence own practice Unit 19 assignment Skill 4 Unit 19 Learning Aim B 4.3 Plan to meet individual children’s needs Unit 19 assignment Skill 4 PEP CPLD 2 Unit 19 Learning Aim B 4.4 Lead activities that meet children’s individual needs Unit 12 competence PEP Unit 19 assignment Skill 4 Unit 12 Learning Aim C P6 Unit 19 Learning Aim C
4.5 Identify who to approach when specialist expertise may be needed Unit 19 assignment Skill 4 PEP Unit 19 Learning Aim C CLD Unit 4 Plan and Provide Effective Teaching and Learning in Early Years Settings Assessment criterion CYPW Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Apply the principles and themes of the Early Years Foundation Stage (EYFS) to own practice Unit 12 assignment PEP CPLD 2 Unit 12 Learning Aim C 1.2 Implement strategies to develop and extend children’s learning and thinking, including sustained shared thinking Unit 12 assignment Unit 2 assignment PEP CPLD 2 Unit 12 Learning Aim C Unit 2 Learning Aim D 1.3 Plan activities that include the learning and development areas of current early education curriculum requirements Unit 12 assignment PEP CPLD 2 Unit 12 Learning Aim C 1.4 Lead activities that include the learning and development areas of current early education curriculum requirements Unit 12 assignment Unit 12 competence PEP CPLD 2 Unit 12 Learning Aim C Unit 12 Learning Aim C P6
2.1 Prepare the environment within own setting to support and extend children’s learning and development Unit 9 assignment Unit 9 activity plans PEP CPLD 2 Unit 9 Learning Aim D 2.2 Evaluate how effective the environment within own setting has been in extending children’s learning and development Unit 9 assignment Unit 9 activity plans PEP CPLD 2 2.3 Explain how the environment in own setting meets the needs of individual children Unit 9 assignment Unit 9 activity plans PEP CPLD 2 3.1 Plan activities which support children’s group learning and socialisation Unit 2 assignment Unit 7 assignment PEP CPLD 2 Unit 2 Learning Aim D Unit 7 Learning Aim C 3.2 Implement activities which facilitate children’s group learning and socialisation Unit 2 assignment Unit 7 assignment PEP CPLD 2 Unit 2 Learning Aim D Unit 7 Learning Aim C 4.1 Plan activities that show differentiation to support children’s individual learning and development needs Unit 2 assignment Unit 9 activity plans PEP CPLD 2 Unit 2 Learning Aim A
4.2 Evaluate plans to ensure they reflect children’s: Age Stage of development Individual circumstances Group needs Unit 9 activity plans PEP CPLD 2 5.1 Describe the importance of modelling and promoting positive behaviours for children Unit 7 assignment Unit 7 competence Unit16 assignment Unit 7 Learning Aim C Unit 7 Learning Aim D P8 5.2 Apply boundaries and rules for children’s behaviour in accordance with the policies and procedures of the setting Unit 25 assignment PEP Unit 7 assignment Unit 7 competence CPLD 2 Unit 25 Learning Aim B2 Unit 7 Learning Aim C Unit 7 Learning Aim D P8 5.3 Role model the standards of behaviour expected of children within the setting Unit 5 assignment Unit 7 assignment Unit 7 competence Unit 16 assignment PEP CPLD 2 Unit 5 Learning Aim A Unit 7 Learning Aim C Unit 7 Learning Aim D P8, P9 Unit 16 Learning Aim C 6.1 Provide realistic, consistent and supportive responses to children’s behaviour Unit 7 assignment Unit 16 assignment PEP CPLD 2 Unit 7 Learning Aim D Unit 16 Learning Aim B 6.2 Apply skills and techniques for supporting and encouraging children’s positive behaviour Unit 7 assignment Unit 7 competence Unit 7 Learning Aim C Unit 7 Learning Aim D P8, P9
1.2 Describe assessment techniques appropriate to the current early education curriculum framework Unit 9 assignment Unit 12 assignment Unit 9 Learning Aim B and C Unit 12 Learning Aim C 1.3 Evaluate how observations and assessments are used to inform planning Unit 9 observations Unit 11 assignment PEP Unit 9 Learning Aim B and C 1.4 Explain the importance of parental involvement in observation and assessment Unit 5 assignment Unit 9 assignment Unit 12 assignment Unit 5 Learning Aim B and C Unit 9 Learning Aim D Unit 12 Learning Aim C 1.5 Explain how to relate theories of play and development to assessment Unit 9 assignment Unit 9 Learning Aim C 2.1 Ensure issues of permission, confidentiality and participant bias are addressed when carrying out assessment Unit 9 assignment PEP CPLD 2 Unit 9 Learning Aim A 2.2 Carry out observational assessment Unit 9 assignment Unit 12 assignment PEP CPLD 2 Unit 9 Learning Aim C Unit 12 Learning Aim C 2.3 Complete assessment records for a given child Unit 9 assignment Unit 9 competence Unit 11 assignment PEP CPLD 2 Unit 9 Learning Aim C Unit 9 Learning Aim B 2.4 Review the effectiveness of plans and planning methods Unit 9 assignment PEP Unit 9 Learning Aim D
3.1 Use assessment to identify the needs of individual children Unit 9 assignment PEP Unit 9 Learning Aim A 3.2 Use assessment to identify the interests of individual children Unit 9 assignment PEP Unit 9 Learning Aim A 3.3 Use assessment to identify the stages of development of individual children Unit 9 assignment PEP Unit 9 Learning Aim A 4.1 Collaborate with children and others in expressing their needs and aspirations to inform planning Unit 9 assignment PEP Unit 9 Learning Aim D 4.2 Use formative assessment to shape learning opportunities Unit 9 assignment PEP Unit 9 Learning Aim C 4.3 Use summative assessment to shape learning opportunities Unit 9 assignment PEP Unit 9 Learning Aim C 4.4 Explain how the goals and targets for a given child will support the achievement of positive outcomes Unit 12 assignment Unit 12 Learning Aim C 4.5 Explain the action to take if atypical development is identified Unit 9 assignment Unit 9 Learning Aim C 5.1 Discuss children’s progress and plan next stages in their learning with: the key person colleagues parents and/or carers Unit 5 competence Unit 9 activity plans Unit 9 Competence PEP Unit 11 assignment Unit 5 Learning aim C Unit 9 Learning Aim A Unit 9 Learning Aim B
skills practice subject knowledge 4.1 Identify sources of information to access to gain awareness of own practice Unit 11 assignments PEP CPLD 1 Unit 11 Learning Aim C Task 3 4.2 Evaluate the effectiveness of own early years practice with children Unit 11 assignments PEP CPLD 1 Unit 11 Learning Aim A,B, C Task 1, 2, 3 4.3 Identify factors that might affect own practice Unit 11 assignments PEP CPLD 1 Unit 11 Learning Aim A,B, C Task 1, 2, 3 CLD Unit 7 Promote the Health, Safety and Well-being of Children in Early Years Settings Assessment criterion CLD Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Explain how health and safety legislation and regulations are implemented in own work setting Unit 4 assignment Unit 8 assignment Unit 12 assignment Unit 12 competence Unit 14 assignment Unit 4 Learning Aim A and B Unit 8 Learning Aim A and C Unit 12 Learning Aim A Unit 12 Learning Aim D Unit 14 Learning Aim A 1.2 Identify sources of current guidance for planning healthy and safe environments Professional Discussion 2.1 Identify the physical care routines which may be carried out Unit 3 assignment Unit 3 competence Unit 3 Learning Aim C Unit 4 Learning Aim C
4.3 Explain how health and safety is monitored and maintained Unit 4 assignment Unit 4 Learning Aim A, B and C 4.4 Describe how people in own work setting are made aware of risks and hazards and encouraged to work safely Unit 4 assignment Unit 4 Learning Aim C 5.1 Identify accidents and emergency situations which may occur in an early years setting Unit 4 assignment Unit 4 Learning Aim B 5.2 Explain how to respond to accidents and emergency situations Unit 4 assignment Unit 4 Learning Aim B Unit 4 Learning Aim C 5.3 Explain how to avoid injuries in early years settings Unit 4 assignment Unit 4 Learning Aim B Unit 4 Learning Aim C P6 5.4 Describe the procedures for recording and reporting accidents and other emergencies in own setting Unit 4 assignment Unit 4 Learning Aim B 6.1 Explain how to prevent the spread of infection in early years settings Unit 3 assignment Unit 4 assignment Skill 10 Unit 3 Learning Aim C and D1 Unit 4 Learning Aim A and C 6.2 Identify childhood infections Unit 4 assignment Unit 4 Learning Aim A 6.3 Describe how infection may be spread in early years settings Unit 4 assignment Unit 4 Learning Aim A 6.4 Describe legislation, regulations and guidance that apply to infection Task 9
prevention and control in early years settings 6.5 Explain the immunisation programme for children and its role in infection control Unit 4 assignment Unit 4 Learning Aim A 7.1 Explain the risk assessment process Unit 4 assignment Skill 9, 11 Unit 4 Learning Aim B 7.2 Describe how to carry out a risk assessment and risk management in line with policies and procedures Unit 4 assignment Unit 4 competence Unit 4 Learning Aim C Unit 4 Learning Aim C P6 7.3 Explain how to assess infection and safety risks Unit 4 assignment Skill 8, 9, 11, 19 Unit 4 Learning Aim C 8.1 Explain the importance of maintaining accurate and coherent records and reports Unit 4 assignment Unit 4 Learning Aim B 8.2 Explain how to maintain records and reports Unit 4 assignment Unit 8 assignment Unit 12 assignment Skill 5 Unit 4 Learning Aim B Unit 8 Learning Aim A Unit 12 Learning Aim D 8.3 Explain the importance of maintaining the confidentiality of records Unit 5 assignment Unit 7 assignment Unit 8 assignment Unit 12 assignment Unit 5 Learning Aim A2 and B Unit 7 Learning Aim C Unit 8 Learning Aim C Unit 12 Learning Aim D
Unit 3 Learning Aim A, B and D 2.4 Listen actively to children and value their contributions, opinions and ideas Unit 8 assignment Unit 7 assignment PEP Unit 8 Learning Aim A and C Unit 7 Learning Aim C 3.1 Explain the different types of abuse Unit 8 assignment Unit 8 Learning Aim B 3.2 Explain indicators of types of abuse Unit 8 assignment Unit 8 Learning Aim B 3.3 Explain the importance of observing and reflecting on changes in children's behaviour Unit 8 assignment CPLD 1 Unit 8 Learning Aim B 3.4 Explain own setting’s procedure for passing on concerns about the practice of others that may impact on the welfare of children Unit 8 assignment Unit 8 Learning Aim C 3.5 Explain how abuse can take place by a range of people who have contact with children Unit 8 assignment Unit 8 Learning Aim B 3.6 Explain why it is important to work with children to ensure they have strategies to protect themselves Unit 8 assignment Unit 8 Learning Aim A and C 4.1 Describe how to respond to concerns from colleagues, parents and/or carers that a child has been abused or harmed Unit 5 competence Unit 8 assignment CPLD 2 Unit 5 Unit 8 Learning Aim A and C 4.2 Explain why it is important to believe a child and avoid judgements Unit 8 assignment Unit 8 Learning Aim A
4.3 Describe the roles and responsibilities of the organisations that may be involved when a child has been abused or harmed Unit 8 assignment Unit 8 Learning Aim C 4.4 Explain how agencies work together to develop policies and procedures for safeguarding Unit 8 assignment Unit 8 Learning Aim C 5.1 Explain the processes used by own setting to comply with data protection and information handling legislation Unit 5 assignment Unit 8 assignment Unit 12 assignment Unit 5 Learning Aim A, B and C Unit 8 Learning Aim A and C Unit 12 Learning Aim A 5.2 Explain when information can be shared in relation to safeguarding Unit 8 assignment Unit 8 Learning Aim C 6.1 Carry out a risk assessment in line with organisational policies and procedures Unit 2 assignment Unit 4 assignment Unit 12 assignment Skill 9 PEP Unit 2 Learning Aim D Unit 4 Learning Aim B and C Unit 12 Learning Aim D 6.2 Implement policies and procedures for keeping children safe in own work setting Unit 4 assignment PEP Unit 4 Learning Aim C 6.3 Explain how children’s resilience and well-being are supported in own work setting Unit 7 assignment Unit 7 Learning Aim C 6.4 Identify own setting’s reporting procedure for poor practice or safety concerns Unit 8 assignment PEP Unit 8 Learning Aim A
2.1 Work in partnership with colleagues and other professionals in early years settings Unit 5 assignment CPLD 2 PEP Unit 5 Learning Aim B and C 2.2 Follow legislation and codes of practice relating to confidentiality when working in partnership Unit 5 assignment PEP CPLD 2 Unit 5 Learning Aim A 3.1 Provide guidance to parents and/or carers to enable them to take an active role in the child’s: play learning development Unit 5 assignment Unit 5 competence PEP CPLD 2 Skill 7 Unit 5 Learning Aim A Unit 5 3.2 Provide support to parents and/or carers to help them to recognise and value the contributions they make to the child’s: health well-being learning development Unit 3 assignment Unit 5 assignment Unit 5 competence PEP CPLD 2 Skill7 Unit 3 Learning Aim C Unit 5 Learning Aim B and C Unit 5 3.3 Communicate effectively with parents and/or carers to share information about children’s needs and development Unit 5 competence Unit 7 assignment PEP Skill 5, 7 Unit 5 Unit 7 Learning Aim C 3.4 Review own performance in giving advice to parents and/or carers Unit 5 competence Reflective account CPLD 1 Unit 5 Learning Aim C Task 11
PEP Skill 7 3.5 Develop an action plan for improvement in giving advice to parents and/or carers Unit 5 competence Reflective account PEP Unit 5 Learning Aim C Task 11 CLD Unit 10 Understanding How to Promote Play and Learning in the Early Years Assessment criterion CLD Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Analyse the theoretical perspectives taken to learning and development through play Unit 1 learning activities Unit 2 assignment Unit 2 Learning aim C Task 12 1.2 Explain how children are competent learners from birth to five years Unit 2 Assignment Professional Discussion Unit 2 Learning Aim C 2.1 Analyse the types of play that support the areas of learning and development outlined in statutory early years curricula Unit 2 Assignment Unit 6 competence Skills 23, 26, 27, 28,29,30, 31, 33, 36, 38, 40, 41, 42, 43, 44, 45, 46,48, 49, 50, Unit 2 Learning Aim B Unit 6 Learning Aim B 2.2 Explain the effect that a lack of play can have on learning Unit 2 assignment Professional Discussion Unit 2 Learning Aim D 2.3 Explain why children require a personalised approach to their play and learning needs Unit 6 competence Unit 9 assignment Unit 9 observations Professional Discussion Unit 6 Learning Aim B
2.4 Analyse the key features of an effective play based learning environment Professional Discussion Unit 2 assignment Unit 2 Learning aim A B C D 2.5 Explain why both adult and child initiated play and learning activities are important for children from birth to five years Unit 2 assignment Unit 6 competence Unit 9 Observations Unit 9 Activities Skill 53, Unit 2 Learning Aim D Unit 6 Learning Aim B P4 3.1 Identify the main barriers to play based learning within early years provision Unit 20 assignment Professional Discussion Unit 20 Learning Aim B Link to Task 17 – see also assessment guidance for CLD Unit 10 3.2 Analyse how barriers to play can be overcome Professional Discussion Link to Task 17 - see also assessment guidance for CLD Unit 10 3.3 Explain ways in which children with additional needs can participate fully in play and learning activities Unit 3 assignment Unit 9 assignment Unit 3 Learning Aim B Unit 9 Learning Aim A 4.1 Explain how to plan a play based approach to learning for early years children Unit 2 assignment Unit 9 assignment Unit 9 Activities PEP Unit 2 Learning Aim B and C Unit 9 Learning Aim D 4.2 Explain how to support a play based approach to learning for early years children Unit 2 assignment Skill 53, Unit 2 Learning Aim B and D 4.3 Evaluate different materials and equipment to support play based Unit 2 assignment Unit 20 assignment Unit 2 Learning Aim B and C Unit 20 Learning Aim B
Skill 9 Unit 19 Learning Aim C CLD Unit 11 Support Children’s Outdoor Play Assessment criterion CYPW Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Analyse the benefits of outdoor play on children’s Health Learning Development Unit 2 assignment Unit 3 assignment Unit 12 assignment Unit 25 assignment Unit 2 Learning Aim B Unit 3 Learning Aim B Unit 12 Learning Aim C Unit 25 Learning Aim A and B 1.2 Explain how outdoor play is linked to other areas of learning and development Unit 2 assignment Unit 25 assignment Unit 2 Learning Aim C Unit 25 Learning Aim A 1.3 Explain how holistic plans support access to outdoor play for every child in the setting, including those with specific requirements Professional discussion Task 14 1.4 Explain why children need to experiment, explore and take risk through outdoor play Unit 2 assignment Unit 25 assignment Skill 57, 58, 60 Unit 2 Learning Aim A Unit 2 Learning Aim A and B 1.5 Explain how the development of outdoor play is supported through the combination of adult-led activities and child-initiated activities Unit 12 competence Professional Discussion Skill 58, Unit 12 Learning Aim C Task 15
activities that develop children’s outdoor play 3.6 Encourage and praise children in their creative use of outdoor play Unit 9 activity plans Skill 59 Unit 9 Learning Aim D Task 17 4.1 Evaluate how own practice has contributed to the development of children’s outdoor play Professional Discussion 4.2 Plan how to adapt own practice to support children’s outdoor play Professional Discussion 4.3 Identify training and development needs for the improvement of own practice Professional Discussion PEP Task 18 CLD Unit 19 Support Children at Meal or Snack Times Assessment criterion CLD Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) 1.1 Outline the nutritional requirements of a healthy diet for children Unit 3 assignment Unit 12 assignment Unit 15 assignment Unit 3 Learning Aim A Unit 12 Learning Aim D Unit 15 Learning Aim A 1.2 Describe examples of healthy meals and snacks for children Unit 15 assignment Skill 70 Unit 15 Learning Aim A Unit 15 AAB M1 1.3 Describe how culture, religion and health conditions impact on food choices Unit 15 assignment Unit 15 Learning Aim A 2.1 Describe the benefits of healthy eating for children Unit 15 assignment Unit 15 Learning Aim A 2.2 Describe the possible consequences of an unhealthy diet Professional discussion 2.3 Identify sources of information and advice on dietary concerns Task 19
Professional Discussion 3.1 Plan how to support babies or young children’s exercise and physical activity Unit 9 competence Unit 9 Learning Aim D Task 21 4.1 Identify policies and procedures that cover health, safety and protection of babies and young children Unit 4 assignment Unit 8 assignment Unit 12 assignment Unit 4 Learning Aim A Unit 8 Learning Aim A and C Unit 12 Learning Aim A 4.2 Evaluate the safety features within the environment for babies and young children Skill 8, 9 Task 22 4.3 Supervise babies or young children in own setting Skill 58, 59, 60, 61, 62, 63, 64, 66, 67, 68, 69, 70, 71 4.4 Apply a balanced approach to risk management in own setting Reflective account CPLD 3 reports Skill 60 4.5 Identify current advice on minimising sudden infant death syndrome in everyday routines for babies Unit 3 assignment Unit 3 Learning Aim C 5.1 Identify current government guidance the nutritional needs of babies until they are fully weaned Unit 16 assignment Unit 16 Learning Aim A and B 5.2 Plan a programme of weaning Unit 16 assignment Unit 16 Learning Aim A Task 23 5.3 Prepare formula feeds hygienically following current guidance Skill 62
5.4 Evaluate the benefits of different types of formula that are commonly available Professional Discussion Task 24 6.1 Plan meals for young children that meet their nutritional needs based on: Current government guidance Information from carers Unit 16 assignment PEP Skill 13, 14 Unit 16 Learning Aim A 6.2 Identify food allergies and intolerances that a young child may experience Unit 15 assignment Unit 15 Learning Aim A 6.3 Review plans to ensure parent and/or carer’s instructions on the needs of their child are accounted for. Unit 15 assignment Professional Discussion Unit 15 Learning Aim A CLD Unit 21 Support the Development of Positive Behaviour in Children Assessment criterion CLD Assessment Criteria Possible sources of evidence Relevance to CPLD Unit(s) Workbook Activity Portfolio ref. 1.1 Outline theories of behaviour development in children Unit 1 Learning Activities Professional Discussion Skill 1 Task 25 2.1 Communicate with a child about their behaviour according to their level of ability and understanding Unit 7 assignment PEP Unit 7 Learning Aim D 2.2 Explain to a child the expectations about their behaviour PEP
2.3 Explain to a child why goals and boundaries must be set for their behaviour PEP Unit 7 Learning Aim C Unit 25 Learning Aim B 2.4 Identify behavioural goals and boundaries that will support positive behaviour with: A child Key people Others Unit 7 assignment PEP Unit 7 Learning Aim D 2.5 Record agreed behavioural goals and boundaries in line with work setting requirements PEP Skill 1, 3 3.1 Communicate with a child to develop understanding of when their behaviour is acceptable and when it is unacceptable PEP Reflective account 3.2 Work with a child to develop understanding of the consequences of: Acceptable behaviour Unacceptable behaviour Unit 7 assignment PEP CLPD 2 3.3 Work with a child to develop recognition of the benefits of positive behaviour for Themselves Key people Others Unit 7 assignment PEP CLPD 2 3.4 Communicate with a child to develop an understanding of why they behave in certain ways Unit 7 assignment PEP CLPD 2 3.5 Work with a child to develop an understanding of how they are feeling when they engage in unacceptable behaviour Unit 7 assignment PEP CLPD 2
4.1 Work with a child to identify behaviours that show that they are meeting behavioural goals Unit 7 assignment PEP CLPD 2 4.2 Work with key people and others to provide consistent support to a child to help them meet behavioural goals and agreed boundaries Unit 7 assignment PEP CLPD 2 4.3 Use stimulating and achievable activities to engage children to support them to meet agreed behavioural goals and boundaries PEP Skill 1 4.4 Provide constructive feedback to a child on meeting behavioural goals and agreed boundaries PEP 4.5 Use praise to reinforce positive behaviour in a child Unit 7 competence PEP Skill 1 Unit 7 Learning Aim D 4.6 Support the positive behaviour of children through own actions Unit 7 competence PEP Skill 1 Unit 7 Learning Aim D 4.7 Use agreed interventions to help a child end an instance of unacceptable behaviour PEP Skill 3 4.8 Work with a child to develop their understanding of why they engaged in unacceptable behaviour PEP Skill 3 4.9 Work with a child to develop their understanding of how they might have behaved differently PEP Skill3