What Will I Learn?
Learn about safeguarding the welfare of children and young people.
Understand the importance of play for early learning.
Learn about healthy diet and the importance of it.
Understand how to use food and nutrition information to plan a healthy diet.
Gain an insight into young children’s development.
Learn about accident prevention and fire safety while babysitting.
Overview:
This qualification will give learners a basic understanding of childcare and education, parenting and babysitting. It will also help them to make an informed choice about working with children and young people. All the units are optional giving greater flexibility to learners and tutors when deciding on a programme of study – maximising learner achievement.
Why study at Global Edulink?
Global Edulink offers the most convenient path to gain recognised skills and training that will give you the opportunity to put into practice your knowledge and expertise in an IT or corporate environment. You can study at your own pace at Global Edulink and you will be provided with all the necessary material, tutorials, qualified course instructor, narrated e-learning modules and free resources which include Free CV writing pack, free career support and course demo to make your learning experience more enriching and rewarding.
| Access Duration | You will have 12 Months access to your online study platform from the date you purchased the course. The course is self-paced so you decide how fast or slow the training goes. You can complete the course in stages revisiting the training at any time. |
| Course Benefits |
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| Entry Requirement | Learners will need to be over the age of 19, and must demonstrate the following:
In order to qualify for the program you will need to make the payment of £49 (Inc. VAT) and submit a completed application form which will be provided to you. This form should be provided to us within a month of enrolment along with the following;
Upon submission of the documents your application will be reviewed. If you fail to meet the entry requirements of the program your application will not be accepted. |
| Method of Assessment | Learners must achieve a minimum of 16 credits for the Certificate. 9 credits must be achieved at level 2 and a further 7 credits must be achieved at either level 1 or 2. The Award will be assessed by your Tutor or Assessor using a range of methods. This may include direct observation in the workplace, a portfolio of evidence, written assignments or a task. Additionally, £139 (Inc. VAT) is charged for your assessment and certificate. You need to pay this when you are submitting your assessments only (It is not required to pay initially when you are registering). This payment can be paid in installments when you are submitting your assessments. |
| Course Description |
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| Certification | Upon successful completion of this course will be awarded a CACHE LEVEL 2 Certificate in Introducing Caring Children & Young People. |
| Awarding Body | CACHE are continually investing in high quality qualifications for the care and education industry, making them the UK’s leading sector specialist. Developed by experts, CACHE qualifications help millions of learners to raise professional standards across the sector. As a result, CACHE has gained a deserved reputation for excellence and leadership. NCFE is a national Awarding Organisation, passionate about designing, developing and certificating diverse, nationally recognised qualifications and awards. These qualifications contribute to the success of millions of learners at all levels, bringing them closer to fulfilling their personal goals. Last year alone, over 340,000 learners from over 2,000 colleges, schools and training organisations chose NCFE as the Awarding Organisation to help them move their careers forward. |
| Progression and Career Path | On completion of the Certificate learners can progress to the Level 2 Certificate for the Children and Young People’s Workforce qualification. The Certificate also gives learners the opportunity to achieve two award-sized qualifications (Level 2 Award in Babysitting and Level 2 Award in Preparation for the Responsibilities of Parenting) on the way to completing the Certificate. This offers the opportunity to be certificated for three qualifications in total. |
Course Curriculum
| getting started | |||
| Getting Started | 00:00:00 | ||
| Course Induction | 00:00:00 | ||
| Equity and Access Policy | 00:00:00 | ||
| Complaints Policy | 00:00:00 | ||
| Academic Appeals Policy | 00:00:00 | ||
| qualification specification | |||
| Qualification Specification- Level 2 Certificate in Introducing Caring Children & Young People | 00:00:00 | ||
| awarding body registration | |||
| Cache Awarding Body Registration | 00:00:00 | ||
| 1: safeguarding the welfare of children and young people | |||
| Safeguarding the Welfare of Children and Young People – Part 1 | 00:00:00 | ||
| Best Interests | 00:00:00 | ||
| Non-Discrimination | 00:00:00 | ||
| Views of the Child | 00:00:00 | ||
| Multi-Agency Working | 00:00:00 | ||
| The Community | 00:00:00 | ||
| Safeguarding Children’s Board | 00:00:00 | ||
| A Child in Need | 00:00:00 | ||
| Policies and Procedures | 00:00:00 | ||
| E-Safety | 00:00:00 | ||
| Mobile Phones | 00:00:00 | ||
| Safeguarding the Welfare of Children and Young People – Part 2 | 00:00:00 | ||
| Caring For Sick Children | 00:00:00 | ||
| Procedures for Children with Allergies | 00:00:00 | ||
| Insurance Requirements for Children with Allergies and Disabilities | 00:00:00 | ||
| Lifesaving Medication & Invasive Treatments | 00:00:00 | ||
| Procedures for Children Who Are Sick or Infectious | 00:00:00 | ||
| Reporting Of ‘Notifiable Diseases’ | 00:00:00 | ||
| Hiv/Aids/Hepatitis Procedure | 00:00:00 | ||
| Nits and Head Lice | 00:00:00 | ||
| Assessing the Situation | 00:00:00 | ||
| Assessing the Casualty | 00:00:00 | ||
| Breathing for the Casualty | 00:00:00 | ||
| The Recovery Position | 00:00:00 | ||
| Common Injuries, How They Are Caused and How to Treat Them | 00:00:00 | ||
| First Aid | 00:00:00 | ||
| Febrile Convulsions | 00:00:00 | ||
| Common Illnesses, Symptoms and Treatment | 00:00:00 | ||
| High Temperature | 00:00:00 | ||
| Meningitis | 00:00:00 | ||
| Glass Test | 00:00:00 | ||
| Chickenpox | 00:00:00 | ||
| Recording Accidents and Emergencies | 00:00:00 | ||
| Personal Emergency Plans – Childminders | 00:00:00 | ||
| Personal Emergency Plan | 00:00:00 | ||
| Emergency Procedure | 00:00:00 | ||
| Fire Drills and Evacuation Procedures | 00:00:00 | ||
| Evacuation Plan | 00:00:00 | ||
| Security Incidents | 00:00:00 | ||
| Missing Children | 00:00:00 | ||
| Safeguarding the Welfare of Children and Young People – Part 3 | 00:00:00 | ||
| Types, Signs and Symptoms of Child Abuse | 00:00:00 | ||
| Physical Abuse | 00:00:00 | ||
| Bruising | 00:00:00 | ||
| Sexual Abuse | 00:00:00 | ||
| Emotional Abuse | 00:00:00 | ||
| Neglect | 00:00:00 | ||
| Helping Children to Protect Themselves against Abuse | 00:00:00 | ||
| Abuse of Children with Disabilities | 00:00:00 | ||
| Monitoring, Assessing and Recording Abuse | 00:00:00 | ||
| Bullying | 00:00:00 | ||
| The Bully | 00:00:00 | ||
| The Victim | 00:00:00 | ||
| Recognition of Bullying | 00:00:00 | ||
| How You Can Help A Child Who Is Being Bullied? | 00:00:00 | ||
| Strategies Which Could Be Used to Help a Child Who Is Being Bullied | 00:00:00 | ||
| Spotting the Signs of Bullying | 00:00:00 | ||
| Self-Harming | 00:00:00 | ||
| Childminders – Protecting Yourself When Working Alone | 00:00:00 | ||
| Why Childminders Are Vulnerable Against Allegations | 00:00:00 | ||
| How to Protect Yourself and Your Family from Allegations | 00:00:00 | ||
| Working in Partnership with Parents | 00:00:00 | ||
| Respecting Confidentiality and Information Sharing | 00:00:00 | ||
| Unit 1 -Assignment Brief | 00:00:00 | ||
| 2: the importance of play for early learning | |||
| The Importance of Play for Early Learning | 00:00:00 | ||
| Introduction | 00:00:00 | ||
| Growth and Development | 00:00:00 | ||
| Factors Which Affect Growth and Development | 00:00:00 | ||
| Types of Play | 00:00:00 | ||
| Exploratory Play | 00:00:00 | ||
| Physical Play | 00:00:00 | ||
| Imaginative Play | 00:00:00 | ||
| Competitive and Non-Competitive Games and Activities | 00:00:00 | ||
| Enjoying Books and Reading | 00:00:00 | ||
| Cooking | 00:00:00 | ||
| The Role of the Adult in Providing Play | 00:00:00 | ||
| Unit 2 -Assignment Brief | 00:00:00 | ||
| ☑ submit your assignment | |||
| Level 2 Certificate in Introducing Caring Children & Young People Submission I | 00:00:00 | ||
| ☑ re-submit your assignment | |||
| 3: use food and nutrition information to plan a healthy diet | |||
| Use Food and Nutrition Information to Plan a Healthy Die | 00:00:00 | ||
| Introduction | 00:00:00 | ||
| The Main Food Groups | 00:00:00 | ||
| Eat Well Plate | 00:00:00 | ||
| Childhood Health Problems Associated with Being Overweight | 00:00:00 | ||
| Good Health and Five A Day Recommendations | 00:00:00 | ||
| Body Mass Index | 00:00:00 | ||
| Shopping for Food | 00:00:00 | ||
| Best Before’ and ‘Use By’ Dates | 00:00:00 | ||
| Storing Food Safely | 00:00:00 | ||
| The Do’s and Don’ts of Refrigeration | 00:00:00 | ||
| Food Poisoning | 00:00:00 | ||
| Nutrition for Children from Birth to 16 Years – Weaning and Feeding Babies | 00:00:00 | ||
| Breast Feeding | 00:00:00 | ||
| Bottle Feeding | 00:00:00 | ||
| Healthy Eating for Children between 1 And 3 Years | 00:00:00 | ||
| Healthy Eating for Pre-School Children between 3 and 5 Years | 00:00:00 | ||
| Healthy Eating for School Age Children between 6 and 12 Years | 00:00:00 | ||
| Healthy Eating for Teenagers | 00:00:00 | ||
| Key Nutrients and Vitamins – Benefits and Limitations of Key Nutrients | 00:00:00 | ||
| Carbohydrates – Macronutrient | 00:00:00 | ||
| Protein – Macronutrient | 00:00:00 | ||
| Fats – Macronutrient | 00:00:00 | ||
| Vitamins – Micronutrient | 00:00:00 | ||
| Minerals – Micronutrients | 00:00:00 | ||
| Non-Nutrient Foods | 00:00:00 | ||
| The Balance of Good Health (Bgh) | 00:00:00 | ||
| Nutritional Guidelines and Meal Planning – Recommended Daily Allowances from Each Food Group | 00:00:00 | ||
| Improving Nutrition and Reducing Health Problems in Children | 00:00:00 | ||
| Planning Healthy Meals and Snacks | 00:00:00 | ||
| Seven Day Menu Plan for A Child Aged Eight Years | 00:00:00 | ||
| Planning Snacks | 00:00:00 | ||
| Digestion – The Structure of the Digestive System | 00:00:00 | ||
| Changes That Occur to Food as It Passes Through the Digestive System | 00:00:00 | ||
| Food Labels | 00:00:00 | ||
| High, Medium and Low Fat, Sugar and Salt Content | 00:00:00 | ||
| The Complexity of Food Labels | 00:00:00 | ||
| Dietary Changes – Factors Influencing People’s Food Choices | 00:00:00 | ||
| Barriers to Dietary Change | 00:00:00 | ||
| The Nutritional Needs of Specific Groups – Groups of Children Who Need Additional Dietary Consideration | 00:00:00 | ||
| Diabetes | 00:00:00 | ||
| Food Allergies and Intolerances | 00:00:00 | ||
| Identifying Help and Support | 00:00:00 | ||
| The Principles of Exercise | 00:00:00 | ||
| Unit 3 -Assignment Brief | 00:00:00 | ||
| 4: young children's development | |||
| Young Children’s Development | 00:00:00 | ||
| The Development of Children from Birth to Six Years | 00:00:00 | ||
| Factors Influencing a Child’s Development | 00:00:00 | ||
| Antenatal | 00:00:00 | ||
| Perinatal | 00:00:00 | ||
| Postnatal | 00:00:00 | ||
| Accidents | 00:00:00 | ||
| Marriage or Relationship Problems of the Child’s Parents | 00:00:00 | ||
| The Culture of the Child | 00:00:00 | ||
| The Child’s Diet | 00:00:00 | ||
| The Environment the Child Is Brought Up In | 00:00:00 | ||
| Any Health Problems the Child May Suffer | 00:00:00 | ||
| Inappropriate or Inadequate Simulation | 00:00:00 | ||
| Learning Difficulties | 00:00:00 | ||
| Loss or Bereavement of a Close Family Member | 00:00:00 | ||
| Sensory Impairment | 00:00:00 | ||
| Behaviour | 00:00:00 | ||
| The Basic Needs of a Child | 00:00:00 | ||
| The Role of the Key Person | 00:00:00 | ||
| Important Key Terms To Remember: ‘The Three “R”S’ | 00:00:00 | ||
| Working in Partnership with Professionals | 00:00:00 | ||
| Enabling Environments | 00:00:00 | ||
| A Unique Child + Positive Relationships + Enabling Environments = Learning and Development | 00:00:00 | ||
| Unit 4 -Assignment Brief | 00:00:00 | ||
| 5: accident prevention and fire safety when babysitting | |||
| Accident Prevention and Fire Safety when Babysitting | 00:00:00 | ||
| Identifying Possible Risks in the Setting | 00:00:00 | ||
| The Hall, Stairs and Landing | 00:00:00 | ||
| The Kitchen | 00:00:00 | ||
| The Living Room | 00:00:00 | ||
| The Bedrooms or Sleeping Areas | 00:00:00 | ||
| The Bathroom and Toilet | 00:00:00 | ||
| Risk Assessment Checklist for the Hall, Stairs & Landing | 00:00:00 | ||
| Unit 5 -Assignment Brief | 00:00:00 | ||
| ☑ submit your assignment | |||
| Level 2 Certificate in Introducing Caring Children & Young People Submission II | 00:00:00 | ||
| ☑ re-submit your assignment | |||
| Assignment Resubmission – CACHE | 00:00:00 | ||
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