DK6F 04 (HSC39) Support Children and Young People to Achieve Their Educational
DK6F 04 (HSC39) Support children and young people to achieve their educational
potential
Elements of competence
HSC39.1 / Support children and young people to identify and develop their educational aspirationsHSC39.2 / Help children and young people to identify, plan and access educational opportunities and activities
HSC39.3 / Encourage and support children and young people to carry out educational activities
About this Unit
For this Unit you need to support children and young people to achieve their educational potential.
Scope
The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area.
Communicate using: the child/young person’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communication; human and technological aids to communication.
Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and others with whom you work; the nature of the work you are undertaking; your role and level of responsibility within your organisation (eg whether you have responsibility to support the work of others); children and young people, parents, families, carers and others with whom you are required to work and the degree of autonomy you have for the management of your own work activities.
Values underpinning the whole of the Unit
The values underpinning this Unit have been derived from the key purpose statement[1], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the four UK countries. They can be found in the principles of Care Unit HSC34. To achieve this unit you must demonstrate that you have applied the principles of care outlined in Unit HSC34 in your practice and through your knowledge.
Evidence Requirements for the Unit
It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf.
SPECIFIC Evidence Requirements for this unitSimulation:
- Simulation is NOT permitted for any part of this unit.
The following forms of evidence ARE mandatory:
- Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a significant amount of the performance criteria for most of the elements in this unit.
- Reflective Account/professional discussion: These will be a description of your practice in particular situations such as how you have supported and worked with children/young people to help them to achieve their educational potential.
Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following:
- Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness may also ask questions to clarify aspects of your practice.
- Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion and feedback on reflective accounts.
- Witness testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor has not seen. This could be provided by a work colleague or service user.
- Products: The can be plans, records, and reviews and may also be diary evidence of day to day practice in relation to how you have aided the development of educational potential.
GENERAL GUIDANCE
- Prior to commencing this unit you should agree and complete an assessment plan with your assessor which details the assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence.
- Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are relevant to your job role.
- The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work and the individuals you care for.
- All evidence must relate to your own work practice.
Knowledge specification for this unit
Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit.
When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role.
You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance.
You need to show that you know, understand and can apply in practice: / Enter Evidence NumbersValues
1Legal and organisational requirements on equality, diversity, discrimination, rights, confidentiality, sharing of information and the rights of children and young people nationally, and through the UN Convention on the Rights of the Child.
2How to provide active support and place the preferences and best interests of children and young people at the centre of everything you do when supporting them to achieve their educational potential.
3How to ensure that you protect the rights and the interests of children and young people, taking account of any limitations on the child/young person’s rights and those of parents.
4How to work in partnership with children and young people, parents, families, carers and those within and outside your organisation to enable the children and young people’s educational needs, wishes and preferences to be met.
5 Dilemmas between:
(a) the children and young people’s views, preferences, aspirations and expectations for education, and your role and responsibilities for supporting them to achieve their educational potential
(b) your own values and those of the children and young people, their parents, families, carers and key people
(c) your own professional values and those of others within and outside your organisation
(d) methods that are effective in promoting equality and diversity and dealing with and challenging discrimination when supporting children and young people to achieve their educational potential
6 How stereotypes can limit the child/young person’s educational development.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
Legislation and organisational policy and procedures
7Codes of practice and conduct, and standards and guidance relevant to your own and the roles, responsibilities, accountability and duties of others when supporting children and young people to achieve their educational potential.
8 Current local, UK legislation and organisational requirements, procedures and practices for:
(a) data protection, including recording, reporting, storage, security and sharing of information
(b) health and safety
(c) dealing with comments and complaints
(d) promoting the well-being and protection of children and young people
(e) parental rights and responsibilities
(f) the educational provision and plans for children and young people in general and those that specifically relate to the children and young people with whom you work
(g) the importance of meeting educational needs for children and young people
(h) relevant to the age of the children and young people with whom you are working
9 Frameworks and guidance on:
(a)assessment
(b)education
(c)health
10Practice and service standards relevant to your work setting and relating to supporting children and young people to achieve their educational potential.
11How to access records and information on the needs, views, wishes and preferences of children and young people, parents, families and carers.
Theory and practice
12How and where to access information and support that can inform your practice when supporting children and young people to achieve their educational potential.
13Government reports, inquiries and research reports into serious failures to protect children and young people.
14Theories relevant to the children and young people with whom you work, about:
(a)human growth and development related to children and young people, including factors and conditions that can benefit and/or inhibit development
(b)identity and self-esteem
(c)loss and change
(d)conflicts and dilemmas
(e)power and how it can be used and abused when supporting children and young people to achieve their educational potential
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
(f)the effects of stress and distress
(g)developmental stages associated with children and young people and how changing care environments can have an impact on their educational development and achievement
(h)the possible effects of environmental, physical, social, cultural and genetic factors in enhancing or impairing children’s and young people’s educational development and achievement
(i)personal, social, emotional, identity, intellectual and language development that might impact on the children and young people’s educational development and achievements
(j)how children and young people learn and achieve through education and how this relates to other aspects of their development
15Working in integrated ways that promotes children and young people’s well-being.
16The responsibilities and limits of your relationships with children and young people.
17 Methods of:
(a) effective communication and engagement with children and young people, their parents, families and carers
(b) encouraging children and young people’s educational aspirations, talents and interests
(c) positively supporting children and young people’s successes and achievements
(d) working with, engaging and sustaining a child/young person’s interest when supporting them to complete educational activities and programmes
18 The importance of stable family, adult and peer relationships and the impact of disruption, including placement disruption on children and young people’s educational achievements.
19 Types of support for disabled children, young people and parents.
20 How to work with and resolve conflicts that you are likely to meet.
21 The responsibilities and limits of your relationships with children and young people and parents, families and carers.
22 Resources, information and advice to support children and young people’s educational development and achievements.
23 The local educational provision and options available within that provision to support children and young people’s educational needs.
24 Roles and responsibilities of specialist agencies in identifying educational need, providing resources and/or advocating on behalf of the children and young people.
25 The type of opportunities that occur naturally that can be used to help children and young people in their educational development and achievement.
You need to show that you know, understand and can apply in practice: / Enter Evidence Numbers
26 The relationships between emotional, social, environmental and historical factors on the educational achievement of children and young people in general and how these factors can inhibit educational opportunities and achievement with the children and young people for whom you are responsible.
27 Educational difficulties which may be experienced by young people who have been abused, neglected or are otherwise defined as “in need” and the systems to address the difficulties.
HSC39.1Support children and young people to identify and develop their educational aspirations
Performance criteriaDO / RA / EW / Q / P / WT
1You communicate and explore with children and young people, parents, families and carers their interests, talents, abilities, beliefs and educational aspirations.
2You demonstrate to children and young people that you have listened to and taken into account their views, experience, expertise and any difficulties they are facing.
3You encourage children and young people to communicate the types of educational activities they are good at and what they would like to do in the future.
4You are responsive to changes in the children and young people’s educational aspirations as they develop.
5You recognise children and young people’s educational talents and interests and identify, with them, how they can build on these.
6You provide active support to enable children and young people to examine what they want to achieve in their lives and how their talents, skills and abilities can contribute.
7You support and encourage children and young people to communicate how education and their interests, talents and abilities could better their life chances.
HSC39.2 Help children and young people to identify, plan and access educational opportunities and activities
Performance criteriaDO / RA / EW / Q / P / WT
1You actively support children and young people to communicate their aspirations, concerns and fears about their education.
2You encourage children and young people to communicate any difficulties they are having and extra support they need to help them to achieve educationally.
3You work with children and young people to plan educational activities that will help to overcome any difficulties they are having.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC39.2 Help children and young people to identify, plan and access educational opportunities and activities (cont)
Performance criteriaDO / RA / EW / Q / P / WT
4You work with children and young people, parents, families, carers and others to negotiate and agree how best to meet the child/young person’s short, medium and long term educational needs and preferences.
5You work with children and young people, their parents, family, carers and others to:
(a)consider and select from the educational opportunities that are open to them in the short and medium term
(b)plan for their long term educational needs
6You contribute to identifying resources that are available to meet the children and young people’s educational needs.
7Where resources are not available, you work with the children and young people to identify other creative solutions to meet their educational needs and preferences.
8You work with children and young people and others to identify how the children and young people’s concerns will be addressed when implementing any planned educational activities.
HSC39.3 Encourage and support children and young people to carry out educational activities
Performance criteriaDO / RA / EW / Q / P / WT
1You provide children and young people with the agreed support to help them achieve educationally.
2You give positive feedback on children and young people’s educational achievements and successes, and encourage parents, families, carers and others to do the same.
3You give feedback to children and young people enthusiastically and in ways that are appropriate to their age, abilities, level of development and understanding and any special requirements they may have.
4You involve children and young people’s parents, families, carers and others in recognising and rewarding educational achievements and successes.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
HSC39.3 Encourage and support children and young people to carry out educational activities (cont)
Performance criteriaDO / RA / EW / Q / P / WT
5You support children and young people to address aspects of their lives, abilities and skills that are most likely to undermine their educational efforts and achievements.
6You support children and young people to:
(a)overcome difficulties in any part of their education
(b)set realistic aspirations about their future educational prospects
(c)identify how what they have learned will affect their life chances
7You help, advise and support children and young people to complete educational work.
8You monitor and review with the children and young people, parents, family, carers and others the outcomes of any planned educational activities and programmes.
9You involve children and young people, parents, family, carers and relevant others in negotiating, agreeing and implementing changes that need to be made to any educational programmes and plans.
DO = Direct ObservationRA = Reflective AccountQ = Questions
EW = Expert Witness P = Product (Work)WT = Witness Testimony
To be completed by the CandidateI SUBMIT THIS AS A COMPLETE UNIT
Candidate’s name: ……………………………………………
Candidate’s signature: ………………………………………..
Date: …………………………………………………………..
To be completed by the Assessor
It is a shared responsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the assessor to ensure the accuracy/validity of each evidence claim and make the final decision.
I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT.
Assessor’s name: …………………………………………….
Assessor’s signature: ………………………………………....
Date: …………………………………………………………..
Assessor/Internal Verifier Feedback
To be completed by the Internal Verifier if applicable
This section only needs to be completed if the Unit is sampled by the Internal Verifier
Internal Verifier’s name: ……………………………………………
Internal Verifier’s signature: ………………………………………..
Date: ……………………………………..…………………………..
1
Unit: DK6F 04 (HSC39) Support children and young people to achieve their educational potential
[1]The key purpose identified for those working in health and social care settings is “to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care”